įrom 2009 to 2014 Foundation North, a philanthropic trust serving Auckland and Northland, funded a Māori and Pacific Education Initiative (MPEI) designed to facilitate Māori and Pacific students’ educational achievement. These engagements include: learning te reo Māori me ōna tikanga (Māori language and customs) fostering connections with Māori whānau and friends, linking the rangatahi to important geographical sites such as mārae, maunga, awa, and moana from which their iwi, hapū and whānau originate (as locating oneself within these physical elements fosters a deeper sense of belonging, cultural responsibility, and connectedness with the land) reconnecting with their iwi social systems upholding the tapu nature of the homeland through kaitiakitanga (guardianship) that enable the mauri of the whenua to flourish and relearning the teachings of tūpuna (ancestors) through kōrero tuku iho (traditional stories or myths) to counter the trauma, isolation, and poverty that has trickled down the generations following colonisation, and developing greater awareness of cultural similarities and differences 112, 118,120,121,128,129,136,137. Encouraging rangatahi Māori to become more engaged and embedded within their culture whilst being able to exercise their tino rangatiratanga can help to build resilience and wellbeing through the development of adaptive coping strategies through collective efforts from whānau, hapū, and iwi 118,135. These engagements include: learning te reo Māori me ōna tikanga (Māori language and customs) fostering connections with Māori whānau and friends, linking the rangatahi to important geographical sites such as mārae, maunga, awa, and moana from which their iwi, hapū and whānau originate (as locating oneself within these physical elements fosters a deeper sense of belonging, cultural responsibility, and connectedness with the land) reconnecting with their iwi social systems upholding the tapu nature of the homeland through kaitiakitanga (guardianship) that enable the mauri of the whenua to flourish and relearning the teachings of tūpuna (ancestors) through kōrero tuku iho (traditional stories or myths) to counter the trauma, isolation, and poverty that has trickled down the generations following colonisation, and developing greater awareness of cultural similarities and differences 112,118,120,121,128,129,136,137.

Continuous reclaiming of traditional Māori knowledge and practices is necessary by allowing rangatahi Māori to heal, connect and recognise colonialism to have enduring effects on Māori people 108. Such information contributes to the growing literature that shows that for Māori, a universe of strength resides in reconnecting with their Māoritanga and Te Ao Māori. Findings also highlights how Iwi organisations are stepping up to lead their people to a brighter future. Findings confirm that connectedness and belonging continue to be evoked through practices such as Pēpeha, whakapapa, and Whakataukī/whakatauāki and for the rangatahi Māori involved in this research whanau was most important in their lives followed by their culture, education, food, and sports. This research serves as an exemplar to my broader topics of addressing colonialism, unlocking cultural potential, and enhancing sense of self for Māori.

Both belonging and connectedness are fostered in cultural programmes run by Iwi organisations that focus on putting rangatahi Māori back in contact with traditional customs and practices of their ancestors to enhance their health and wellbeing. The mixed-method approach taken in this research sits within a Kaupapa Māori framework to explore how belonging and connectedness contribute to a positive sense of self and positive identity formation for the rangatahi Māori in Tauranga Moana. This thesis explores Māori cultural identity and how cultural connectedness and belonging can foster healthy psychological and behavioural outcomes for a population of rangatahi Māori who attended an Ngāi Te Rangi Iwi based leadership development programme during the school holidays.

Statcalc indir