Multiple marae: both near and far
This section describes the variation in number of marae that individual rangatahi belong to and the physical distances (both near and far)that they must travel to be with their marae community. Further, we show the strategies that young Māori suggest will draw them (and their fellow rangatahi) closer to their marae.
Figure 5: Number of marae to which (each) rangatahi stated they belong (N=197)
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Number of marae to which (each) rangatahi belong
In theory, rangatahi can whakapapa through their multiple generations back to their ancestral waka. Part of this whakapapa is knowing the marae to which one belongs. Figure 5 illustrates the variation in historical knowledge(s) of marae by our survey rangatahi. One hundred and seventeen rangatahi; for example, named one marae, while thirty-eight named two.
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Marae that are close to home and those that are (too) far away
Current research, and the findings of this survey, show that the geographical distance between a whānau’s home location and their marae has a big impact on how regularly rangatahi can and do visit them. Figure 6 shows that the majority of rangatahi have marae that are many kilometers away from home. i.e. are too far away to visit regularly. Note: As was shown in in figure 6, rangatahi can identify with single or multiple marae. These marae can be grouped within a specific geographical cluster are or spread out across Aotearoa.
Figure 6: Counts of rangatahi who belong to (at least one) marae in each
geographical ‘distance unit’ from their school (N=201)
Figure 7: Top 10 ranked activities or ideas that would draw rangatahi closer to their Māori heritage, identity or marae (N=341)
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Strategies to draw rangatahi closer to their Māori identity and or marae
All students (those who could identify, and those who could not identify their marae) voted on a list of 37 activities or ideas that would draw rangatahi closer to their Māori identity and or marae. Figure 7 shows the Top 10 most popular choices. The results are encouraging. More than half (55%) of rangatahi chose ‘Information on family names or ancestors’ as a useful strategy to draw rangatahi closer to their Māori heritage, identity or marae. In addition, more than one third (40%) of rangatahi chose ‘Learning iwi/hapū stories, histories and proverbs’ as a useful activity, while approximately one third (33%) thought ‘Language/reo programmes (e.g. Kura reo)were a good idea.
All of the above are related to the learning, reproduction and absorption of multiple elements/practices of Tikanga. Fun group-based practices such as games and music/dance are also mediums in which to learn, practice and reproduce culture. For example, approximately one third (34%) of rangatahi chose ‘Sports competitions (like ‘Pā wars’) while twenty nine percent Kapa haka/kapa haka teams competitions (See appendix one for full ranked list).
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Web-based strategies that would draw rangatahi closer to their marae
All rangatahi (who knew their marae) showed a keen interest in using web-based technology to enhance their relationship with their marae/pā. Figure 8 shows the Top 10 most popular choices. The suggestion of ‘Marae, hapū or iwi information websites for rangatahi’ was popular. Virtually half (51%) of rangatahi made this choice. Well-known apps such as TikTok, Instagram, Facebook and Snapchat were seen as useful platforms to draw Māori youth to their marae. Of note, approximately one quarter (24%) of rangatahi who knew their marae selected Māori Maps as a useful resource. (See appendix two for full ranked list)
Figure 8: Top ten web-based activities/resources/ideas that would draw rangatahi closer to their marae (N=182)