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Mauri Ora :Te Ao Māori

Mauri O

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Mauri Ora : Te Ao Māori Puritia ki ngä taonga tuku iho a ö tätou tupuna

Cultural identity may be a critical prerequisite for good health, and as Professor Mason Durie states (Durie, 2004), security of identity, a health promotion goal. One of the tasks of health promotion is to facilitate access by Mäori to te ao Mäori, the Mäori world. This includes access to Te Reo, the language and dialects; tikanga, the processes and practices; marae, the community focal point; waahi tapu, sites of importance; and access to whänau, Hapü and iwi.

As we have seen in the previous chapter, the Auckland region is home to a diverse community of Māori who identify with the many iwi of Aotearoa. There are, however, still a signifi cant number of Māori in the Auckland region who are unsure of their Māori identity. This has implications for health providers in relation to how best to deliver health services and health messages.

Many Māori in the region live away from their haukäinga or the marae and area to which they are affi liated. For some of these people the pan tribal marae provides an extension of whānau support and access to te ao Māori. Māori cultural identity is seen by many as a prerequisite for good health, and access to the Māori world inclusive of Te Reo and tikanga as critical.

Māori providers, such as Te Hotu Manawa Māori, Hapai Te Hauora Tapui Ltd, Te Hä o Te Oranga, Wai Health, Raukura Hauora o Tainui, Te Puna Hauora o te Rakipaewhenua, Turuki Health care and Papakura Marae, have developed specifi c health services for Māori within the Auckland region.

Te Reo Mäori

The 2001 New Zealand Census provides this report with the most up to date data concerning the state of the Māori language. In it the question was asked “In which language(s) could you have a conversation about a lot of everyday things? The proportion of Māori ethnic group who included Te Reo Māori, varies by age and district (Figure 39). The percentage of Māori speakers in the under fi ve age group excludes those too young to speak.

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0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

0 to 4 5 to 9 10 to 19 20 to 29 30 to 39 40 to 49 50 to 59 60 to 69 70 to 79 80 and

over

Waitemata Auckland Counties Manukau

Figure 12: Percentage Māori reporting speak Te Reo by age group and DHB, Auckland 2001.

Source: Statistics New Zealand, Census 2001

A more localised view of spoken Te Reo trends can be obtained by mapping the same data at census area level. Figure 39 shows the proportion of Māori within each area that reported speaking Te Reo in the census. The areas in blue represent areas with above the regional average proportion speaking te Reo.

This map also shows areas where the Māori population of Auckland are concentrated by representing the number of people per square kilometre as the height of the areas. Thus it is possible to identify areas with both a high population density and relatively high rate of Te Reo use, such as Burbank and Papakura East. Other areas, such as Orakei North, have a relatively high proportion of speakers but fewer people per square kilometre.

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Matipo

Beachaven North

Burbank

Rowandale

Hyperion

PapakuraEast

Pukekohe North

Mangere South

OrakeiNorth

Weymouth

TamakiHelensville

Waiuku

Mt EdenNorth

Regional Proportion SpeakingTe Reo Maori 25%

Proportion Speaking Te Reo Māori

Insufficient Data

1 - 8%

9 - 16%

17 - 25%

26 - 30%

31 - 35%

DHB Boundaries

CAU height represents Maori populationdensity

Figure 13: Competence in Te Reo Māori and population density by CAU 2001

Source: Statistics New Zealand, Census 2001

A special survey of Māori was undertaken after the census to obtain more information about the use of Te Reo. Because the study used a sample the results are only available for the whole region.

The study examined all aspects of Te Reo use including speaking, listening, and reading profi ciency, and an overall profi ciency score was generated.

A comparison between Auckland Māori and all Māori, for those over 15 years, in each of the three profi ciency areas is shown in Table 5 below. The way fi ndings are reported in the survey makes it diffi cult to determine whether apparent differences between groups were statistically signifi cant. Nevertheless, the table suggests a trend towards a lower level of profi ciency in Auckland than for the Māori population of the country overall. This difference appears to be consistent across different types of Te Reo use.

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ri Table 5: A. listening, B. reading and C. writing. Te reo profi ciency for Auckland Māori over 15 years compared to New Zealand, 2001

Profi ciency level

Very well Well Fairly well Not very well Few words or phrases

Auck NZ Auck NZ Auck NZ Auck NZ Auck NZA 4.6% 5.7% *1.4% 3.5% 8.9% 10.7% 16.9% 22.3% 68.2% 57.8%B 7.2% 8.9% 3.9% 6.4% 16.1% 18.4% 21.1% 25.4% 51.6% 40.9%C 5.7% 6.8% 3.7% 5.8% 12.7% 15.9% 20.1% 24.5% 57.7% 47.0%

Source: Data from 2002 Health of the Māori Language Survey conducted by Statistics NZ on behalf of Te Puni Kokiri.

When these data are combined into an overall profi ciency score the differences between Auckland Māori and all Māori can be examined by age (Table 6). While differences to the whole country are evident in all age groups, the table suggests that differences are greater for the 15 to 34 and 35 to 54 age groups with approximately 14% more Auckland Māori aged 15 to 34 reporting no profi ciency in the survey.

Table 6: Overall profi ciency by age group. Auckland compared to all New Zealand, 2001

Very High High Medium Low None

AgeGroup Auck NZ Auck NZ Auck NZ Auck NZ Auck NZ

15-34 2% 3% 5% 7% 17% 20% 27% 35% 48% 34%35-54 5% 6% 4% 7% 14% 17% 33% 36% 45% 33%

Over 55 21% 26% 13% 13% 14% 14% 22% 23% 31% 24%Total 5% 7% 6% 8% 16% 18% 28% 34% 45% 33%

Source: Data from 2002 Health of the Māori Language Survey conducted by Statistics NZ on behalf of Te Puni Kokiri (modifi ed).

Access to marae

The project team identifi ed 55 marae in the region. Measuring accessibility of marae is not simply a geographic question. Nevertheless, a map is used to show the locations of marae within the region. Marae have been classifi ed into whānau or iwi, education, church, or naval (one marae). Three maps are presented here, one for each of the three DHBs in the region (Figure 14 to Figure 16).

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Panuku Marae

Te Kiri Marae

Puatahi Marae

Kakanui Marae

Haranui Marae

Awataha MaraeTe Kamaka Marae

Te Kotuku MaraeMahanahana Marae

Te Roopu Kakariki

Te Araparera Marae

Te Taua Moana Marae

Whiti Te Ra o Reweti

Te Marae o Hoani Waititi

Nga Pipi o Te Purapura Pai

Te Piringatahi o te Maungarongo Marae

Panuku Marae

Te Kotuku Marae

Mahanahana Marae

Te Roopu Kakariki

Te Marae o Hoani Waititi

Auhia Kia Mohio Kia Rangatira Marae

0 1 2 3 40.5Km

0 4 8 12 162KilometresMarae Organisations

Religious

Education

General

Navy

General Features

DHB Boundaries

Arterial Roads

Highways and Motorways

Built Up Areas

Figure 14: Marae of Waitemata District Health Board

Source: Takoa 2003, Auckland Territorial Authorities, and various personal communications

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Ruapotaka

Orakei Marae

Te Mahurehure

Waipapa Marae

Tatai Hono Marae

Tutahi Tonu Marae

Te Tira Hou Marae

Te Unga Waka MaraeTe Poho o Tamaki Marae

Nga Wai o Horotiu Marae

Kokiri Ki Maungarei Marae

Piritahi

Kawa - Aotea MaraeMotairehe - Aotea Marae

0 6 12 18 243Km

0 1 2 3 40.5Kilometres

Counties M

anukau DH

B

Wai

tem

ata

DH

B

Waitemata DHB

Marae Organisations

Religious

Education

General

Navy

General Features

DHB Boundaries

Arterial Roads

Highways and Motorways

Built Up Areas

Figure 15: Marae of Auckland District Health Board

Source: Takoa 2003, Auckland Territorial Authorities, and various personal communications

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Pukaki Kia Aroha

Whaiora Marae

Papakura Marae

Manurewa Marae

Makaurau Marae

Whatapaka Marae

Te Tahawai Marae

Tauranganui Marae

Ngati Otara Marae

Nga Hau e Wha Marae

Nga Tau e Rua Marae

Nga Whare Waatea Marae

Kaiaua -Wharekawa Marae

Ngai Tai Iwi Umupuia Marae

Pukaki

Mataatua Marae

Mataatua Marae

Makaurau Marae

Anglican Marae Church

Nga Whare Waatea Marae

Te Puea Memorial Marae

Papatuanuku Kokiri Marae

Te Karaiti te Pou Herenga Waka

Nga Tapuwae College Marae

Te Wananga Pupuri Kori

0 1 2 3 40.5Km

0 4 8 12 162KilometresMarae Organisations

Religious

Education

General

Navy

General Features

DHB Boundaries

Arterial Roads

Highways and Motorways

Built Up Areas

Waitemata DHBA

uckl

and

DH

B

Figure 16: Marae of Counties Manukau District Health Board

Source: Takoa 2003, Auckland Territorial Authorities, and various personal communications

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Orewa

Pukekohe

WaiukuTuakau

Maraetai

Wellsford

Warkworth

Riverhead

Helensville

Snells Beach

Muriwai Beach

Piha

Huia

Puhoi

Hunua

Naike

Omaha

Leigh

Pakiri

Wainui

Glorit

Awhitu

Mercer

Pokeno

Kaiaua

Claris

Aka Aka

Taupaki

Whatipu

Paerata

Te Hana

Waiwera

Tryphena

Matakana

Waimauku

Whitford

Clevedon

Ramarama

Kingseat

Waiatarua

Flat Bush

Alfriston

Glenbrook

Paremoremo

Komokoriki

South Head

Dairy Flat

Kaukapakapa

Coatesville

Glen Murray

Orere Point

Port Fitzroy

Happy Valley

Kawakawa Bay

Port Waikato

Mangatawhiri

Te Arai Point

Whangaparapara

Albany Village

Glenbrook Beach

Otara

Massey

Oneroa

Otahuhu

Remuera

Onetangi

Red Hill

Takanini

Takapuna

Avondale

New Lynn

Birkdale

Henderson

Pakuranga

Devonport

Glenfield

Glen Innes

Papatoetoe

Mount Roskill

0 7 14 21 283.5Kilometres

Claris

Tryphena

Port Fitzroy

Whangaparapara

0 3 6 9 121.5

Km

Māori TV Coverage

Little/No Signal

Strong Signal

Lesser Signal

Marae Organisations

Church

Education

General

Navy

DHB Boundaries

Highways and Motorways

Coverage and signal strength is predicted only. Poor receptionmay occur in some pockets of the strong signal areas and

conversely adequate reception may be achieved outside ofthe displayed coverage area.

Access to Mäori television

The advent of the Māori television service has created new opportunities for Māori to access te ao Māori. The free-to-air coverage is shown to represent the accessibility of this resource. Figure 17 shows the areas in which it is likely that viewers can receive Māori television without paying for a satellite connection.

Figure 17: Predicted reception coverage of Māori Television

Adapted with permission from Johnston, Dick and Associates Ltd. 2004 Auckland

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Access to Mäori education

Access to Māori specifi c education such as Köhanga Reo and Wänanga can be considered to be part of both Mauriora and Whaiora. Participation in Köhanga Reo is discussed in relation to trends in early childhood education generally, and trends in tertiary education are discussed in the Whaiora section. (page 61)

Data are available for Māori participation at the Manukau campus of Te Wänanga o Aotearoa. In 2004 there were 727 Māori men and 1,613 Māori women enrolled at this campus.

Kapa Haka

Participation in cultural activities is a measure of health and wellbeing for Māori. Within the Auckland region there are a number of festivals each year for both school aged children and for school leavers. This indicates a larger number of people who support each participant being involved in maintaining their culture (parents, whānau).

Table 7 below shows estimates of the number of Auckland children that participated in festivals in 2004. The numbers of groups participating is an underestimate of the numbers participating at local level, as not every group can participate in every festival.

There are competitions for school leavers and adults, in which regional winners compete at the national level in the National Māori Festival of the Arts and the Super12 Kapa Haka.

Table 7: Participation in Kapa Haka competition

Age Group Counts of participating groups and individuals Festival or Event

5-10 years 110 groups – 3,600 children Regional Primary Kapa Haka Festival

11-13 years 25 groups – 1,000 children Regional Primary Kapa Haka Festival

13-18 years 38 groups – 1,500 young people in secondary schools

ASB Bank Auckland Secondary Schools’ Māori and Pacifi c Island Cultural festivalAHUREA Tinorangatiratanga

Post School Groups 16 groups - 650 young people Regional Seniors’ Competition, progressing to Nationals

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