Māori Health

Promotion:
MAOH701
Kaiwhakahaere/Facilitator:
Dr. Margaret Hinepo Williams
Te Kura Hauora
Tūmatanui
(School of Public Health and
Interdisciplinary Health)
 Overview
Karakia/Mihi

Introduction to MAOH701
CANVAS

Te Ao Māori: identity
Māori creation stories
Tikanga and kawa

Mahi ā kainga/Homework
*********

What we will cover

Introduction to MAOH701:
Hauora Maori
Preparatory mahi:
Navigating CANVAS
 Mihi and Pepeha
Ata Marie/Good Morning,
Ko wai ahau?/Who am I?
Ko Tepareoterawāhirua me Matawhaura
ngā/oku maunga (mountain)
Ko Pongakawa me Waitahanui a Hei ngā/oku
awa (river)
Ko Pukehina me Otamarakau ngā/oku marae
Ko Ngāti Whakahemo me Ngāti Mākino
ngā/oku iwi (tribe/people)
Ko Te Arawa te waka (canoe)
Ko Williams te ingoa whanau (family name)
Ko Margaret Hinepo Williams ahau.
Ngā mihi nui ki a koutou/Greetings to you all.
Karakia timata/whakamutunga
Kia tau iho Let the strength
Te tauwhirotanga and serenity
O te wahi ngaroof our ancestors
E pai ai te nohotahi guide us as we gather
Ā tinana, wairua hoki in body and spirit
Werohia te manawa with compassion
Ki te tao o aroha for one another
Kia whakamaua kia tīna let it be realised
Hui e Tāiki e for us all.

Source: https://www.otago.ac.nz/maori/world/te-reo-maori/karakia-prayers/index.html
Whānaungātanga/Introductions

Teaching team will introduce themselves

“This is my home home Aotearoa” composed and sung

by Pianika Duncan
https://fb.watch/95xkt03eb8/

We will also provide opportunities for you to introduce you and your class peers
throughout the wānanga/block course

Panui/Information – programme updates

 Mihi and Pepeha
Tēnā koutou katoa,
Ko wai ahau?
Ko ______________ te/tōku maunga (mountain)
Ko ______________ te/tōku awa (river)
Ko ______________ te/tōku marae
Ko ______________ te/tōku iwi (people)
Ko ______________ te/tōku te waka (canoe)
Ko ______________ te/ tōku whanau ingoa
(family name)
Ko ___________________________ ahau
Ngā mihi nui ki a koutou/Greetings to you all.
 Navigate
CANVAS
How are you
progressing?
 Room Bookings: room is available from 8 am
we will start at 9 am.
Class Stream Starting Ending Day Time Room

MAOH701/W1  A  19-Mar-2022  19-Mar-2022  SAT  8:00 a.m. - 12:00 p.m.  WG801  

    19-Mar-2022  19-Mar-2022  SAT  12:00 p.m. - 5:00 p.m.  WG801

    20-Mar-2022  20-Mar-2022  SUN  8:00 a.m. - 5:00 p.m.  WG801  

    04-Jun-2022  05-Jun-2022  SAT  8:00 a.m. - 5:00 p.m.  WG801  

    04-Jun-2022  05-Jun-2022  SUN  8:00 a.m. - 5:00 p.m.  WG801  

Learning objectives
Assessment One LO# Learning Outcome Description

1 Critically discuss Māori concepts of health and health promotion

Written 2 Critically analyse Māori health promotion practice.

3 Practice effective teamwork as a basis for interprofessional

learning.

4 Present work at the appropriate academic standard.

Te Ao Māori: identity
Māori: valuing indigenous
knowledge and well-being
CANVAS: Pepeha (Wk1)
 Te Ao Māori / Māori Worldview
Māori creation stories speak of the actions of ancestors and may be recited or recalled in
a number of different ways:
• Whakapapa – genealogy
• Kōrero – conversations and stories
• Pakiwaitara and Pūrākau – legends and myths
• Whakataukī - proverbs
• Waiata – song
• Toi Māori – Māori arts

These stories guide relationships that Māori experience with the natural world, and other
people, and form the basis of tikanga and kawa (customary practices and protocols).
A Māori worldview prioritises the needs of the collective.
 Māori Creation Stories

• Ranginui and Papatūānuku

• Māui catching the North Island

• Aoraki and the formation of the South Island

Māori Creation Story: https://www.youtube.com/watch?v=P6q8E1laQjY [05:32]

 Your turn: Māui creation story

• What characteristics of Māui did you notice?

• tinana - physical prowess
• hinengaro - intellect and cognition
• wairua - how he is connecting to the world
• whānau – what was his relationship to his family?

A Maui Te Tipua – Maui the Enchanted: https://www.youtube.com/watch?v=5COowHKecJw

 Māori Creation Story Themes
• Each iwi has a different creation story
• Common themes:
Te Kore (Nothingness)
Te Pō (Darkness)
Te Ao (Light)
The separation of Ranginui (Sky Father) and Papatūānuku (Earth Mother)
Creation stories shape the Māori world view
Atua or deities shape the natural world and seen as pivotal role models for human
behaviour
All things are connected
 Atua
• Ranginui – The Sky Father is
associated with the roof of the
wharenui

• Papatūānuku - The Earth Mother is

associated with the floor of the
wharenui

• Tāne Mahuta – is the God of the

Forest and is associated with the pou or
posts within the wharenui used to
separate Ranginui and Papatūānuku
Keane, B. (2013). Marae protocol. Retrieved from
https://teara.govt.nz/en/diagram/41366/wharenui-and-
the-gods
 Atua
• Hine-nui-te-pō – Goddess of the
Underworld and is associated with the pare
(carved lintel) above the doorway
representing the threshold between light
and dark

• Tūmatauenga – God of War is associated

with the marae atea located in front of the
wharenui. Speeches here are permitted to
be forceful.

• Rongo – God of Peace is associated with

the space inside the wharenui. Speeches
that occur within the wharenui are Keane, B. (2013). Marae protocol. Retrieved from
considered to be more pacifying. https://teara.govt.nz/en/diagram/41366/wharenui-and-
the-gods
Wharenui

Tē Potiki National Trust. (2019). Pūtiki Pā. Retrieved from https://maorimaps.com/marae/pūtiki-pā

• Many whare whakairo are named after ancestors.

• The building is regarded as an outstretched body.
 koruru (gable head) is the face of the ancestor
 maihi (bargeboards) the arms
 kūwaha (door) the mouth
 tāhuhu (ridgepole) the spine
 heke (rafters) the ribs
Activity: Ngā wai o Horotiu Marae
• Identify the names of the whare tupuna belonging to AUT Marae. Use the
links below to help answer the tupuna within Te Pūrengi.

https://seekbeak.com/v/7R81y9Q51Ad

AUT Marae Website: https://www.aut.ac.nz/about/maori/our-marae-nga-wai-o-horotiu

AUT Students performing in Te Pūrengi: https://www.facebook.com/MaoriatAUT/videos/411543220352598
Ngā wai o Horotiu Marae booklet: https://sprinz.aut.ac.nz/__data/assets/pdf_file/0011/150230/Nga-Wai-o-Horotiu-Marae-booklet.pdf
Māori tikanga and kawa
(ways of knowing and doing)
 Karakia
Traditional karakia
Used as a communication tool between tohunga (priests or experts in
a field) and Atua (deities) and were often used in ritual ceremonies

Image: Child feeding tohunga under tapu

Keane, B. (2011). Traditional māori legend. Retrieved from

https://teara.govt.nz/en/traditional-maori-religion-nga-karakia-a-te-maori
 Karakia
Types of karakia include:
•ātahu: love charms
•kī rākau: to give power to weapons
•ngau paepae: to avert sorcery against a war party
•rotu: to put people or the sea to sleep
•tā kōpito: to cure abdominal troubles
•tohi: to instill tapu and mana into a baby
•tūā: to dedicate children after cutting the navel cord
•tūā pā: to ward off ill luck
•whai: to cure injuries, burns, choking
•whakanoa: to make common (noa) by removing tapu.

Keane, B. (2011). Traditional māori legend. Retrieved from

https://teara.govt.nz/en/traditional-maori-religion-nga-karakia-a-te-maori
 Whakataukī
Whakataukī (proverbs) are an important part of Te Ao Māori and may be
associated to a particular iwi, hapū,or individual or as an expression
pertaining to a particular activity, event or life experience. The short poetic
style of whakataukī easily conveys Māori thought and Māori world-views.

He waka eke noa

The canoe which we are all in, without exception
 Waiata
WAIATA ORIORI
• These types of waiata were composed and sung for infants and used as lullaby’s. The waiata
themselves often contain embedded knowledge that include whakapapa, sites of historical
significance and also used specialised language and terminology.

HE WAIATA MŌ TŪTEREMOANA.
• This waiata was composed by Tūhotoariki for his grandnephew, Tūteremoana, and is also known
as Nau Mai E Tama. It encourages the child to grow into the traditions of his people and describes
the journey of Tāne to obtain the baskets of knowledge. The accession number for this waiata is
82/026, track 3, and is part of the collection housed in the Archive of Māori & Pacific Music.
Archive Māori and Pacific Music. (2018). 30th anniversary of Waipapa marae. Retrieved from
https://www.news.library.auckland.ac.nz/2018/02/08/30th-anniversary-of-waipapa-marae/#.XHz0ifZuLIV
(H. R. Jury, personal communication, March 3 2019)
 Whakawhanaungatanga
Whakawhanaungatanga is the process of developing relationships and
relating well to others. One of the most important concepts in
whanaungatanga is whakapapa (genealogy).

• Whakapapa organises Māori families and society

• It is a system that provides identity for Māori
• It helps Māori locate themselves in their cultural context and provides
a sense of belonging
 Whakawhanaungatanga
There are three primary social groupings of importance to Māori –
whānau, hapū and iwi.

In most workplaces there is a hierarchical positioning that often positions

your place and time in a given context

Consider the positioning of those in your professional health practice –

what does that look like, feel like and how do you behave in each context?
How do you communicate with people different to you?
 Your own worldview
• Being mindful of the other cultures, creation stories and worldviews
can help you as a practitioner to understand those around you

• Recognise the richness that lies in difference

• Multiple worldviews can exist at any one time

Ngā patai/Questions?
Māori tikanga and kawa (ways
of knowing and doing) continue
 Tikanga and Kawa
Tikanga can be considered a set of behavioural guidelines for day to day life and
interaction within Māori society.

• Based on practical learning handed down orally through the generations

• Represents a system of logic and common sense associated with a Māori world-
view
• Provides guidelines for the correct way of doing things according to a Māori world-
view

While concepts of tikanga tend to be constant among Māori, kawa (how tikanga is
practised) varies between iwi and hapū
 Tikanga and Kawa
Tikanga
During pōwhiri, whaikōrero (speeches) are made by both tangata whenua
(local people) and manuhiri (visitors)

Kawa
The way whaikōrero (speeches) are delivered will likely be one of two
formats:
• Paeke – all speakers for tangata whenua go first, followed by all speakers for manuhiri
• Tū mai tū atu – speakers alternate starting with tangata whenua
 Tapu, Noa, Mana
Tapu
Sacred or set apart, restricted; power and influence of the Gods
“Man is tapu because he was created by the Gods” p.128

Noa / Whakanoa
Free from tapu
A system of sanctification and nullification. (p.170).

Mana
Power, authority, prestige; enduring indestructible power of the Gods
Mana atua (sacred power of the Gods), mana tangata (power handed down through chiefly lines), mana whenua
(power associated with possession of lands) p. 61.

Barlow, C. (2007). Tikanga whakaaro: Key concepts in Māori culture. Melbourne: Oxford
 Te Reo Māori
Mihimihi and pepeha are forms of introduction that take place after the
pōwhiri (marae welcome) or hui (meeting) for the purpose of identifying
yourself and creating links with others who are present.

Mihimihi
• Greeting
• Where are you from
• Where do you live
• Where do you work / study
• What is your name
 Te Reo Māori
Many Māori relate their whakapapa directly to features in the landscape, recognising such things as
mountains as ancestors. Believing a prominent feature of the land is an ancestor shows how Māori
have deeply integrated the sense of themselves with the land. Example: Whanganui awa

Pepeha
• Waka - canoe
• Maunga – mountain
• Awa – river
• Iwi – tribal affiliation
• Hapū – sub-tribe
• Marae – ancestral building
Pepeha/Introductions
• A pepeha is how Māori introduce themselves. It tells a story of the
places and people you are connected to.

• The link “Pepeha film” is to provide you with ideas of how to prepare
the narrative connecting you to the places and people you are
connected to. https://www.youtube.com/watch?v=bjTnP-6r9kE

Other YouTube links are provided on CANVAS to prepare and practice

your pepeha in your own time.
Ngā patai/Questions?
*Use the Discussion Forum on
CANVAS to generate conversation
Mahi ā
kainga/Homework...
Activity: Hauora Māori Scholars in the
21st Century
Kaupapa Maori Health - Worldviews
In groups watch and analyse the videos through a Te Ao Māori World view...

1) Professor Sir Mason Durie (KNZM FRANZ FRANZCP) is one of Aotearoa New Zealand's most respected
academics. He has a Bachelor of Medicine and a Bachelor of Surgery from the University of Otago, and is
career focused on improving Māori health outcomes.  He remains active in a wide range of tertiary,
educational, health and social services. 
i) He Korowai Oranga: Maori Health Strategy Launch, 2014.
https://www.youtube.com/watch?time_continue=5&v=ypKwMUWSUt4

2) Tamati Kruger is of Tuhoe descent, and a recognised leader for his people.  He was a Keynote Speaker at
the 23rd IUHPE World Conference on Health Promotion in Rotorua, Aotearoa, New Zealand, 2019.  His speech
was entitled: Tihei Maori Ora! (The story of Tuhoe). Tamati shares the Tuhoe worldview of health and well-
being in the link below.
https://www.youtube.com/watch?v=NcxCO2mKtjo&t=9s
Kaupapa Māori Health: Worldviews

2)  Professor Linda Tuhiwai Smith is a Professor of Education and Māori Development, Pro-Vice
Chancellor Māori, Dean of the School of Māori and Pacific Development and Director of Te Kotahi
Research Instititute at the University of Waikato in New Zealand.  The link takes you to her keynote
presentation held during the Nga Pae o te Maramatanga - Excellence of Research Centre, 2016.  Her
book Decolonising Methodologies Research and Indigenous Peoples is an international best seller in
the indigenous world since its publication in 1998. Follow her journey and
understanding/worldview of/for kaupapa Māori health research. 
http://mediacentre.maramatanga.ac.nz/content/professor-linda-tuhiwai-smith
He aha to whakaaro? - What are your
thoughts?
For each of the videos think about the presence (or non-presence) of
the points below. We will discuss each video across the 2days.
• Mihi and/or Pepeha?
• Hauora terms (name and define)
• Life efforts for transformation of Māori and Indigenous health
• What does hauora mean to them?
• How do they refer to Māori health models?
• Name, describe, define and, provide similar and/or different understandings
across the speakers
• Compare to and/or with your worldviews...
 Overview
Karakia/Mihi

Introduction to MAOH701
CANVAS

Te Ao Māori: identity
Māori creation stories
Tikanga and kawa

Mahi ā kainga/Homework
*********

What we covered
References
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