Ko Te Reo Māori Te Kākahu O Te Whakaaro; Karanga in Educational Settings in Aotearoa
Tracks
Kookaburra Room: In-Person & Virtual via OnAIR
| Tuesday, October 21, 2025 |
| 1:40 PM - 2:00 PM |
| Kookaburra Room (M3) |
Overview
Kay-Lee Jones & Rahera Cowie, University of Canterbury
Presenter
Ms Rahera Cowie
Lecturer, Phd Student
University Of Canterbury
Ko Te Reo Māori Te Kākahu O Te Whakaaro; Karanga in Educational Settings in Aotearoa
Presentation Overview
Karanga is an integral expression of te reo Māori that connects both the physical and spiritual realms, and is a vital component of language revitalisation, cultural identity, and the intergenerational transfer of Indigenous knowledge. This research explores the value and practice of karanga—a ceremonial call traditionally performed by wāhine Māori—within both Māori-medium and English-medium primary and secondary school settings as well as tertiary settings. While karanga is grounded in the marae context, its evolving presence in contemporary educational environments presents opportunities and challenges for its preservation.
Drawing on pūrākau (narratives) from educators engaged in revitalising this taonga tuku iho (ancestral treasure), the study investigates how educational settings can uphold tikanga, strengthen identity, and foster the next generation of kaikaranga.
This study also reflects on tensions related to age, gender, iwi-specific protocols, and the inclusion of tauiwi (non-Māori), highlighting the complexities of maintaining traditional practices in te ao hurihuri (our changing world). Ultimately, the preservation and prioritisation of karanga in educational settings is essential for the enduring strength of Māori language and identity. Three key learnings emerge: karanga strengthens cultural identity, revitalises te reo Māori, and supports intergenerational knowledge transfer through education.
As researchers and learners of karanga, our insider positionality offers a culturally grounded perspective that strengthens the integrity of this study. With lived experiences and connections within Māori communities, we are able to approach the research with deep respect for the tikanga and wairua of this sacred artform. This fosters trust and meaningful engagement, enabling richer, more authentic insights into the value and teaching of karanga in educational settings. Our position aligns with kaupapa Māori principles and ensures that the voices and experiences of those revitalising this taonga tuku iho are honoured and accurately represented.
Three Key Learnings:
1. The teaching and practice of karanga in educational settings affirm cultural identity and deepen students' connection to whakapapa and whenua.
2. Integrating karanga into education supports the revitalisation and normalisation of te reo Māori across diverse settings
3. Intergenerational transfer of knowledge—through wānanga, mentorship, and culturally grounded teaching—ensures karanga continues to be practiced with integrity and purpose.
Drawing on pūrākau (narratives) from educators engaged in revitalising this taonga tuku iho (ancestral treasure), the study investigates how educational settings can uphold tikanga, strengthen identity, and foster the next generation of kaikaranga.
This study also reflects on tensions related to age, gender, iwi-specific protocols, and the inclusion of tauiwi (non-Māori), highlighting the complexities of maintaining traditional practices in te ao hurihuri (our changing world). Ultimately, the preservation and prioritisation of karanga in educational settings is essential for the enduring strength of Māori language and identity. Three key learnings emerge: karanga strengthens cultural identity, revitalises te reo Māori, and supports intergenerational knowledge transfer through education.
As researchers and learners of karanga, our insider positionality offers a culturally grounded perspective that strengthens the integrity of this study. With lived experiences and connections within Māori communities, we are able to approach the research with deep respect for the tikanga and wairua of this sacred artform. This fosters trust and meaningful engagement, enabling richer, more authentic insights into the value and teaching of karanga in educational settings. Our position aligns with kaupapa Māori principles and ensures that the voices and experiences of those revitalising this taonga tuku iho are honoured and accurately represented.
Three Key Learnings:
1. The teaching and practice of karanga in educational settings affirm cultural identity and deepen students' connection to whakapapa and whenua.
2. Integrating karanga into education supports the revitalisation and normalisation of te reo Māori across diverse settings
3. Intergenerational transfer of knowledge—through wānanga, mentorship, and culturally grounded teaching—ensures karanga continues to be practiced with integrity and purpose.
Biography
Rahera Cowie (Ngāi Tahu) is a lecturer in Mātauranga Māori (Initial Teacher Education) and Hōaka Pounamu (Master's of Māori Education). Rahera has taught across a range of Māori medium immersion settings from Year 1 to Year 8, and has also worked in education on the Gold Coast of Australia. Her research focuses on the traditional art of raranga (weaving) and the revitalisation of te reo Māori. Her interests include Māori language revitalisation, advancing Mātauranga Māori in education, and the global revitalisation of Indigenous knowledge systems. Her research also explores the oral tradition of karanga (ceremonial call). Mauri ora.
Mrs Jody Hohaia
Lecturer
University Of Canterbury
Ko Te Reo Māori Te Kākahu O Te Whakaaro; Karanga in Educational Settings in Aotearoa
Presentation Overview
Karanga is an integral expression of te reo Māori that connects both the physical and spiritual realms, and is a vital component of language revitalisation, cultural identity, and the intergenerational transfer of Indigenous knowledge. This research explores the value and practice of karanga—a ceremonial call traditionally performed by wāhine Māori—within both Māori-medium and English-medium primary and secondary school settings as well as tertiary settings. While karanga is grounded in the marae context, its evolving presence in contemporary educational environments presents opportunities and challenges for its preservation.
Drawing on pūrākau (narratives) from educators engaged in revitalising this taonga tuku iho (ancestral treasure), the study investigates how educational settings can uphold tikanga, strengthen identity, and foster the next generation of kaikaranga.
This study also reflects on tensions related to age, gender, iwi-specific protocols, and the inclusion of tauiwi (non-Māori), highlighting the complexities of maintaining traditional practices in te ao hurihuri (our changing world). Ultimately, the preservation and prioritisation of karanga in educational settings is essential for the enduring strength of Māori language and identity. Three key learnings emerge: karanga strengthens cultural identity, revitalises te reo Māori, and supports intergenerational knowledge transfer through education.
As researchers and learners of karanga, our insider positionality offers a culturally grounded perspective that strengthens the integrity of this study. With lived experiences and connections within Māori communities, we are able to approach the research with deep respect for the tikanga and wairua of this sacred artform. This fosters trust and meaningful engagement, enabling richer, more authentic insights into the value and teaching of karanga in educational settings. Our position aligns with kaupapa Māori principles and ensures that the voices and experiences of those revitalising this taonga tuku iho are honoured and accurately represented.
Three Key Learnings:
1. The teaching and practice of karanga in educational settings affirm cultural identity and deepen students' connection to whakapapa and whenua.
2. Integrating karanga into education supports the revitalisation and normalisation of te reo Māori across diverse settings
3. Intergenerational transfer of knowledge—through wānanga, mentorship, and culturally grounded teaching—ensures karanga continues to be practiced with integrity and purpose.
Drawing on pūrākau (narratives) from educators engaged in revitalising this taonga tuku iho (ancestral treasure), the study investigates how educational settings can uphold tikanga, strengthen identity, and foster the next generation of kaikaranga.
This study also reflects on tensions related to age, gender, iwi-specific protocols, and the inclusion of tauiwi (non-Māori), highlighting the complexities of maintaining traditional practices in te ao hurihuri (our changing world). Ultimately, the preservation and prioritisation of karanga in educational settings is essential for the enduring strength of Māori language and identity. Three key learnings emerge: karanga strengthens cultural identity, revitalises te reo Māori, and supports intergenerational knowledge transfer through education.
As researchers and learners of karanga, our insider positionality offers a culturally grounded perspective that strengthens the integrity of this study. With lived experiences and connections within Māori communities, we are able to approach the research with deep respect for the tikanga and wairua of this sacred artform. This fosters trust and meaningful engagement, enabling richer, more authentic insights into the value and teaching of karanga in educational settings. Our position aligns with kaupapa Māori principles and ensures that the voices and experiences of those revitalising this taonga tuku iho are honoured and accurately represented.
Three Key Learnings:
1. The teaching and practice of karanga in educational settings affirm cultural identity and deepen students' connection to whakapapa and whenua.
2. Integrating karanga into education supports the revitalisation and normalisation of te reo Māori across diverse settings
3. Intergenerational transfer of knowledge—through wānanga, mentorship, and culturally grounded teaching—ensures karanga continues to be practiced with integrity and purpose.
Biography
Dr. Kay-Lee Jones (Te Aitanga a Māhaki, Ngāti Porou, Te Whānau a Kai, Te Whakatōhea) is a Senior Lecturer in Teacher Education at the University of Canterbury. Grounded in kaupapa Māori, her work champions Mātauranga Māori, Indigenous literacy, and culturally sustaining education. Her research centres on bilingual education, treaty-based practice, and pūrākau as place-based pedagogy. An award-winning educator, Kay-Lee advances Indigenous methodologies, equity, and leadership in education. She supports Māori-medium schooling through governance at Te Pā o Rākaihautū and leadership across faculty roles, contributing nationally and internationally to the revitalisation of Indigenous knowledge systems.
