This document discusses various Māori theories and models related to storytelling (pūrākau) and addressing issues (pūtaketanga). It begins with an overview of pūrākau theory, which views stories as being interconnected like the roots of a tree. It then discusses several related Māori concepts and models for analyzing issues, including the colonizing tree model, pūrākau life stages model, and an intergenerational genogram analysis for examining the impact of policies over generations. Exercises are presented applying these theories, with groups discussing different time periods and how they influence each other. The document aims to inform understanding of pūrākau and pūtaketanga

1. Dr Rawiri Waretini-Karena

2. Karakia Timatanga
He hōnore he korōria ki te Atua
He maungārongo ki te whenua
He whakaaro pai ki nga tāngata katoa.
Hangā e te Atua he ngākau hou
Ki roto ki tēnā ki tēnā o mātou
Whakatōngia tōu Wairua Tapu
Hei āwhina hei tohutohu i a mātou
Ake ake ake
Amine

3. Learning Outcomes
• To identify Pūrākau theory, narratives and
application
• To examine how these theories are applied
• To evaluate the learnings

4. 1. Pūrākau Theory – by Dr Jenny Bol Jun Lee
2. Brainstorm Māori deficit statistics
3. Colonising Tree Model – by Dr Rawiri Waretini-
Karena
4. Pūrākau Model – by Dr Jacquelyn Elkington
5. Pūtaketanga theory – Dr Rawiri Waretini- Karena
6. Intergenerational Pūrākau -Genogram

5. Pūrākau Theory
Definition:
Pū= Origin + Rakau = Tree
• Lee (2005) States; It is not coincidental that the word
Pūrākau literally refers to the roots or base (Pū) of the
tree (rākau), rather it is significant that 'story telling'
derives its meaning in Māori language from words that
relate to the tree and bush, since the imagery of tree
often reflect our cultural understandings of social
relationships, our interconnectedness with each other
and the natural environment (p.7).

6. Methodology
Pūrākau theory,’ as a methodology is employed in
Kaupapa Māori research because of its ability to layer
stories one upon the other. Pūrākau is used in a
variety of ways, and is a fundamental methodology for
distributing knowledge, values, protocols and
worldviews.

7. Whaikoorero
Pūrākau
Taaniko
Haka
Ta Moko
Whakairo
Waiata
Examples of Pūrākau

8. Quote:
• Lee (2005) states; Pūrākau theory is one form of
Māori narratives that originates from oral literature
traditions.
• Other narrative forms include moteatea (traditional
song), whakapapa (genealogy) whaikōrero (speech
making) and whakatauki (proverbs) each with their
own categories, style, complex patterns and
characteristics" (p.7).

9. Pūrākau Theory
Academic Rationale
• Lee (2005) suggests that; "a Pūrākau approach can
challenge dominant discourses that continue to de-center
Māori experiences, cultural notions and aspirations in
ways that resonate and connect to our people"(p.13).

10. Pūrākau & Narratives
• Narrative focuses on issues that arise using
externalising language
• Pūrākau focuses on the issue that arise from
a whakapapa perspective that includes
contributing factors thus contextualising the
issue

11. • How does Pūrākau theory inform your
understanding of the philosophy behind
Māori narratives?

12. Pū= Origin + Take= Issue +tanga = action
As opposed to Pūrakau theory which unpacks layers of
stories, Pūtaketanga theory focuses on specific issues
and layers of contributing factors leading back to root
causes
While Pūrākau theory examines macro perspectives,
Pūtaketanga theory examines micro perspectives.
Dr Rawiri Waretini-Karena 2014

13. Pūrākau Theory
Macro
Pūtaketanga
Theory
Micro

14. Underlying theorists
• These are theorists who have contributed to my thinking
and development of Pūtaketanga theory.
• Mātauranga Māori theories – Dr Rapata Wiri
• Pūrākau theories – Dr Jacquelyn Elkington & Dr Jenny Bol
Jun Lee
• Decolonising methodologies & Māori knowledge–
Professor Linda Tuhiwai Smith

15. Underlying perspectives
• Dr Rapata Wiri advocates that mātauranga Māori
perspectives should have a whakapapa, and be based on
tikanga Māori principles and values.
• Dr Jacquelyn Elkington & Dr Jenny Bol Jun Lee advocate
that Pūrākau from a counselling & educational perspective
peels back layers of stories
• Professor Linda Tuhiwai Smith Advocates a decolonising
methodology that proclaims “only Māori” are the
validators and legitimisers of Māori knowledge.

16. Māori Worldviews
Identity Contextual
Pūtaketanga
Theory
Mātauranga Māori Hononga to make links
Whakapapa
Māori Epistemologies
Tikanga & kawa
Whakawhānaungatanga
Mana Mauri
Manaakitanga

17. • Pūtaketanga theory advocates that everything has a
genealogy or a whakapapa
• It therefore surmises that nothing manifests from out
of thin air.
Dr Rawiri Waretini-Karena 2014

18. Pūtaketanga Model
Main Issue
Contributing Factor 2
Contributing Factor 1
(Dr. Rawiri Waretini-Karena 2014)

19. • What are examples & underlying themes behind Māori
deficit statistics?
• (Whiteboard exercise)

20. • Poverty – sometimes intergenerational
• Lack of knowledge regarding the speaking of native
language
• Loss of cultural identity, heritage, cultural principles,
protocols & practices

21. Legislative Policies Analysis

22. Outcomes
Roots
Mechanisms

23. • What are your thoughts on the colonising tree and
how it informs your understanding of Pūrākau
concepts?

24. Pūrākau Model by Dr Jacquelyn Elkington
Age range Stage Perspective
0-15 Tiaki
To be cared for
Development begins with the story of
others
15-25 Taraia
Experiential
To experiment with other plots, depend
less on others
25-50 Tino Rangatiratanga
Self- Determining
Development takes on own life. Choices
are made about with whom one co-authors
50-65 Arotakinga
Evaluation & Reflection
Story writes into history new editions &
reflections
65+ Whānau Whanui Moments highlighted in biography.
Dependence on family becomes
significant

25. Exercise
• Break into five groups
• Each group will take up one of the stages
• The groups are to break their stage into sections and
brainstorm attributes of each stage
• Each group is to share attributes they have identified
back to the class

26. Discussion
What are underlying themes behind this exercise?

27. Intergenerational Analysis model
• The model on the next slide tracks ancestors and their
stories across each generation
• It also superimposes legislative policies over the top
of each generation to determine the legislative
environment
• The rationale behind this model is to determine what
influence legislative policies played on Māori deficit
statistics, and thus make a connection between
legislative policies, Māori experiences of historical
intergenerational trauma, and colonisation.

28. Intergenerational Analysis Model
Time Ancestors Intergenerational stories Legislative Policies
1840s NZ Constitution Act 1852
Native Lands Act 1862
Waikato Invasion 1864
Native Courts Act 1865
Native Schools Act 1867
1920s Native Health Act 1909
Tohunga Suppression Act 1907
1940s WW 2
Rural to Urban migration
Pepperpotting system
1960s Māori Affairs Act 1953
Town & Country planning Act 1953
The Hunn Report 1960
Rating Act 1967
1980s NZ Constitution Act 1986
2014 Foreshore & seabed Act 2004
Search & surveillance Bill
The Food Bill
Asset Sales
Inequality policies
Dr Rawiri Waretini Karena 2010

29. Generation 4
1840 - 1940
Relationship
with
the Colonials
Great Grandfather:
Te Nahu Te Kuri
Waretini- Weteni.
Fought in the Waikato invasion against
the British empire1863
Exiled with King Tawhiao into the King
country.
Fought along side Rewi Maniapoto and
Tuhoe at Orakau Pa
Legislative Violations:
Native Lands Act
Suppression of Rebellion Act
1863
Waikato Invasion
Native Schools act 1863
Tohunga suppression Act
Generation 3
1920’s-1989
Aftermath of
colonial
assimilation
Grand Father:
Kapa (Tom) Te
Wharua Waretini
Weteni
Brought up by Princess Te Puea
Helped build Turangawaewae Marae
Spoke Maori but was caned and
punished in school.
Fought in World War Two
Moved away from Māori culture for
western religion
Legislative violations:
Native Schools Act 1867
Tohunga Suppression Act
1908
Native Health Act 1909
WW2
Hunn Report 1961
Generation 2
1946 – 1996
Once were
Warriors
generation
Father:
Raymond
Bartholomew
Waretini Karena
Welder-
Boilermaker
New Urban Māori
Under valued anything Maori
Didn’t learn tikanga-cultural heritage
Put his friends before his family
Abused his wife and children
Legislative Violations:
Hunn Report 1961
Pepper potting system
Rural to Urban migration
Generation 1
Rediscovering
cultural
heritage
Mokopuna:
Rawiri-David-
Waretini-Junior
:Karena
Musician -
Lecturer:
Grew up with no identity
Did not know my native language or
culture.
Wasn’t taught tikanga, kawa principles or
values
Suffered years of child abuse
Went on to change the cycle and get an
education
Legislative Violations:
Pu Ao Te Atatu
NZ Constitution Act 1986
Fore shore & Seabed 2004
Takutai Moana Bill 2010
Oil drilling
Asset sales
Fracking
TPPA
Intergenerational Analysis Model

30. Genogram
• The genogram identifies consequences of
intergenerational policies across generations
• The genogram also examines how detrimental
consequences trickle from one generation to the next.
• The key identifies certain consequences as well as
highlighting which member is effected

31. Contextualising
Genogram

32. Discussion
• How has this presentation informed your
understanding of Pūrākau & Pūtaketanga
theories, narratives, models & application?

33. Intergenerational Exercise
Get into five groups:
Group 1 60’s
Group 2 70’s
Group 3 80’s
Group 4 90’s
Group 5 2000’s
You are to listen to the song of your era
Discuss what you remember in your era

34. Exercise Group Focus
• What was society like in this era?
• What were the clothes like?
• What was the food like?
• Favourite Television shows
• What memories does this bring up for you?
After completion of exercise students are to
brainstorm what they noticed?
Present learning's back to the class: Discuss how
each era has influenced the other!!
• Debrief

35. Debrief
• What learnings that have come form this
exercise?

36. Video
• https://www.youtube.com/watch?v=NKDXu
CE7LeQ

37. Discussion
What are underlying themes behind this
video?

38. Karakia Whakamutunga
Kia tau ki a tatou katoa,
te atawhai o to tatou Ariki, o Ihu Karaiti,
me te Aroha o te Atua,
me te whiwhinga tahitanga
ki te wairua tapu,
ake ake ake
Amine.

39. Reference
• Lee, J.(2005). Māori cultural regeneration: Pūrākau as pedagogy. Paper
presented as part of a symposium Indigenous (Māori) pedagogies:
Towards community and cultural regeneration with Te Kawehau
Hoskins and Wiremu Doherty. Centre for Research in lifelong
learning International Conference, Stirling: Scotland.
• Wiri, R. (2013). Mātauranga Māori: The Traditional Origins of Māori
Knowledge Puirtia te aka I pikihia ai e Tāwhaki. Puirtia te aka i
pikihia ai e Tāwhaki. Grasp hold of the vine which was climbed by
Tāwhaki. Whakatāne: New Zealand. Te Whare Wānanga o
Awanuiārangi
• Wiri, R. (2001). The Prophecies of the Great Canyon of Toi: A History of Te
Whāiti-nui-a-Toi in the Western Urewera Mountains of New
Zealand, Ph.D thesis, Auckland University.
• Smith, L, T.(1999). Decolonizing methodologies: Research and Indigenous
peoples. Dunedin: New Zealand. University of Otago Press