Pou Māori are essential to the futures of schools

Nicola Bright, New Zealand Council for Educational Research

As a kairangahau Māori, I’ve been fortunate to speak with many pou Māori, or Māori champions who prioritise Māori aspirations for education within schools. They have included whānau members, kaiako, tumuaki, school leaders, kaiāwhina, kapa haka tutors, reo Māori tutors, chaplains, board of trustee members, kaumātua and kuia, and PLD providers. Over the years I have been continually inspired by their dedication to create better learning environments for tamariki Māori – ahakoa ngā piki me ngā heke.

“Mainly what I’m really wanting to do here, is grow the reo, but growing more so for us and our people … making sure our tikanga is kept alive and our reo through trying to pass it on to our kids, kei ngaro.”

Pou Māori

Pou Māori have long played important roles in schools, though largely without formal acknowledgement of the extra work they take on. As schools grapple with how to authentically integrate mātauranga Māori into the New Zealand curriculum, and increased interest from Māori and non-Māori to learn te reo Māori, it is becoming increasingly obvious just how essential the roles of pou Māori are. Their work, almost inevitably it feels, ends up benefitting non-Māori as well as Māori.

Meaningful recognition of how important and valuable the work pou Māori do in schools is long overdue, and schools can and should be doing more.     

Clear signals that pou Māori are really important to the future of schools

Recent research about wāhine Māori in leadership, wellbeing and growing te reo Māori in schools highlights how important pou Māori are to schools’ journeys to embed te reo, tikanga Māori, and mātauranga Māori into localised curriculum and ways of working.

There are legislative, policy and curriculum-driven requirements for schools and school boards to give effect to Te Tiriti o Waitangi, provide reo Māori teaching and learning, teach Māori histories and form relationships with local hapū, iwi, and marae. As the curriculum refresh continues, the expectations to incorporate mātauranga Māori into all subjects will rise.

While this is a massive challenge for schools, it is an even bigger challenge for pou Māori who provide a degree of access to te ao Māori that schools need to fulfil their obligations to ākonga Māori and their whānau.

Pou Māori often end up at the forefront leading, guiding, teaching, mentoring, and supporting their schools and colleagues – whether they feel prepared to do so or not.

Pou Māori are often unrecognised, undervalued and unpaid

Schools benefit hugely when pou Māori are involved, yet research shows that the work of pou Māori continues to go unrecognised, undervalued, and often unpaid. It is also common for pou Māori to experience what has been described as cultural labour or cultural taxation. This refers to the unrealistic and unfair expectations put upon pou Māori – especially those who are kaiako – by schools and non-Māori colleagues to serve as ‘unofficial consultants’ about everything Māori.

The findings from the 2022 national survey of secondary schools provide yet another example of how kaiako Māori are more likely to be overworked, experience higher levels of work-related stress, and receive less support from their school than other teachers.

“I am one of 4 Māori … in our school. Our entire SMT [senior management team] is Pākehā, most of the staff are Pākehā. The time demands on the Māori staff to upskill, educate, talk, support, provide resources and connections is very high. That doesn’t take into account the emotional battles you have to undertake in order to have Māori views and tikanga acknowledged in your school and the emotional and physical toll this has on you as a Māori in a colonial system. I feel that, as a teacher that is Māori, the expectation to share my knowledge is above and beyond my duties.”

Kaiako Māori

​Systemic and structural change is needed

The underlying issue here is the systemic and institutional racism that manifests as denial (whether conscious or unconscious) of the value that pou Māori and mātauranga Māori bring to schools. This is an issue that I hope all schools will be brave enough to challenge and address.

We need systemic change in the wider education system and structural support in schools to recognise and value the strategic and long-term commitment of pou Māori who support and guide schools. This is necessary to reduce cultural taxation, to ensure that Māori are not over-burdened, and to promote a stronger sense of reciprocity and partnership in schools.

When schools get it right

In the schools I’ve visited where the importance of pou Māori is clearly and formally acknowledged, leaders – both Māori and non-Māori – have embedded changes at an institutional level. They are establishing leadership positions for pou Māori, setting clear boundaries and expectations about the roles of pou Māori, and providing adequate remuneration – whether pou Māori are school staff or from the community. In addition, non-Māori allies are supporting Māori aspirations, decisions and actions, and assuming responsibility for their own learning to reduce pressure on pou Māori. 

Schools and individuals who take up the challenge to critically look at how their institutions and practices do, or do not support pou Māori, position themselves to take action that contributes to decolonising education. If you are involved in a school in any capacity, I encourage you to consider the following questions:

1. Who are the pou Māori in your school and community?
2. How is the work of pou Māori acknowledged in your school?
3. How well are the negative impacts of colonisation and racism against Māori understood in your school?
4. What institutional / structural barriers in your school need to be addressed?
5. How can your school create conditions that support pou Māori to flourish?

E rere ana ngā mihi ki ngā pou Māori e whakapeto ngoi ana ki te hāpai ake i te reo Māori, te mātauranga Māori, me ngā tikanga Māori i ngā kura kia ora ai ngā tamariki.

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Nicola Bright is of Tūhoe and Ngāti Awa descent. She is a Kairangahau Matua (Senior Researcher) in the Te Wāhanga team at NZCER. Her primary interests are in contributing to the revitalisation of te reo Māori, and exploring concepts of identity and wellbeing in Aotearoa.