Outcomes for Maori through Maori designed interventions

Linda Tuhiwai SmithLinda Tuhiwai Smith

Two fundamental questions How do we change the circumstances of disadvantaged How do we change the circumstances of disadvantaged

people, individuals, families and communities?people, individuals, families and communities? We know that deficit approaches do not workWe know that deficit approaches do not work We know that ‘buy-in’ by people is hugely significantWe know that ‘buy-in’ by people is hugely significant We know that resistances to forced change will occur if the We know that resistances to forced change will occur if the

changes are viewed as unjust, wrong and cruelchanges are viewed as unjust, wrong and cruel How do Maori participate in society and the economy How do Maori participate in society and the economy

without giving up their identity, (including their language, without giving up their identity, (including their language, beliefs, relationships, cultural world views and their beliefs, relationships, cultural world views and their property rights)?property rights)?

We know that Maori have made sustained attempts to engage with education and make it work for Maori

We know that paternalism reproduces social and racial hierarchies because paternalism is based on notions of superiority

We know that Maori have been able to make constructive changes when conditions have enabled us to do so

Political resistance is just one form of resistance

Other forms include- alternative religions, non-engagement, silence, internal colonialism, self-hatred, alienation, marginalisation, “loss of spirit” , social and cultural death, armed struggle

Maori educational initiatives since the 1980s Te Kohanga Reo – Maori Te Kohanga Reo – Maori

language nestslanguage nests Kura Kaupapa Maori Kura Kaupapa Maori WanangaWananga Whanau systems within Whanau systems within

institutionsinstitutions Alternative educationAlternative education Marae within institutionsMarae within institutions CurriculaCurricula Marae based educationMarae based education

Some common features of Maori initiatives Maori identity is regarded positively but steps are Maori identity is regarded positively but steps are

always made to support and strengthen identityalways made to support and strengthen identity Maori expect to participate as Maori in Maori and Maori expect to participate as Maori in Maori and

Pakeha society ie not an either or optionPakeha society ie not an either or option Maori initiatives don’t take the fact of being Maori as Maori initiatives don’t take the fact of being Maori as

an excuse for failurean excuse for failure Maori initiatives tend to begin with what connects Maori initiatives tend to begin with what connects

people to each other, to their stories and experiences people to each other, to their stories and experiences and to the collectiveand to the collective

Outcomes EngagementEngagement ParticipationParticipation ProvisionProvision ImprovementImprovement ContributionContribution ExpectationExpectation Flourishing of culture Flourishing of culture International significanceInternational significance Intersection and interplay of two knowledge systemsIntersection and interplay of two knowledge systems

Lessons of Transformation When a minority group changes so to will societyWhen a minority group changes so to will society Change is multi-dimensionalChange is multi-dimensional When Maori design the interventions the likelihood of When Maori design the interventions the likelihood of

their success is improved (not guaranteed)their success is improved (not guaranteed) Maori want the best of both worlds not second best of Maori want the best of both worlds not second best of

either worldeither world Slow incremental change will not see any real change in Slow incremental change will not see any real change in

our lifetimes or that of our grandchildren – it is too slowour lifetimes or that of our grandchildren – it is too slow