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  • Māori and First Nations people connect during University of Toronto visit

    18 indigenous students and two indigenous staff from the University of Toronto’s ‘First Nations House’ were invited to Aotearoa New Zealand for a week-long visit at Tirorangi Marae at the base of Mount Ruapehu in July. 

    The purpose of the visit was to enhance cross-cultural understanding between Māori and First Nations and Métis peoples and is significant as empowering iwi and hapū in the international education space is an important Te Tiriti obligation for ENZ, as an Aotearoa New Zealand government agency.  

    The visit took place during the time of ‘Puanga’ which is when the single star rises higher in the sky than the Matariki star cluster and is recognised by iwi and hapū that can’t see the Matariki cluster from their location.  

    Māori and First Nations and Métis people have ’sharing circles’ as a common way to teach and learn.

    The group participated in a wide range of activities in the area while staying at the marae. They were then welcomed to Te Whanganui-a-Tara by the ENZ Wellington office, visiting Te Tiriti o Waitangi at Archives New Zealand Te Rua Mahara o te Kāwanatanga and and Te Herenga Waka — Victoria University of Wellington, before finishing their trip in Whakatū (Nelson) with some adventure tourism activities. 

    Indigenous students Kieren and Bailey from the University of Toronto sampling Wellington’s outdoors with ENZ's Craig Rofe.

    The First Nations and Métis members of the group experienced what living on a marae was like and were also immersed in how a tribe engages with the environment, and how iwi businesses, local council and government agencies such as the Department of Conservation (DOC) operate in the field with iwi partnership. 

    Iwi people sharing lake Rotokura’s healing power, a wāhi tapu (sacred place) for the local tribe.

    Dr Craig Rofe, ENZ’s Kaitohutohu Matua Māori – Senior Advisor Māori, said that during the visit, Māori and First Nations and Métis people were able to compare the similarities and differences of their contexts to grow understand of their respective challenges and successes.  

    “The First Nations people’s struggles to overcome racism and prejudice resonated with tangata whenua, in particular the intentional elimination of language and the current mechanisms of revitalisation. 

    “Many stories shared with together showed the everyday trauma that resides in each of us and how, as indigenous people, we try to navigate these obstacles to make a better world for the next generation”, said Dr Rofe.  

    The trip motivated the students to connect more with their languages and culture upon their return.  

    Kenzie, from the Mohawk tribe said “when we meet again, I’ll be able to talk to you in my language, I’m declaring it!”. 

    Katherine from the Eskasoni First Nation tribe said “My experience connecting with the Ngāti Rangi revealed the transformative power of global Indigenous connections. Participating in ceremonies such as Hautapu and visiting Mount Ruapehu was particularly moving. Listening to their stories of ancestral ties to the land and taking part in traditional ceremonies that emphasized community and connection to the environment deepened my own personal understanding. This experience inspired me to initiate conversations with elders in my own community about our traditional land management practices.” 

    This experience also highlights the important offerings that Māori, and indeed indigenous knowledge, has to offer to international education. In particular, and not exclusively, the deep connection that indigenous peoples have with the environment and therefore natural obligation of care. 

    First Nation student, Alexis, discovers the origins, medicinal, spiritual and mechanical properties of harakeke (flax).

    Sustainable practices and programmes can benefit from indigenous inclusion and perspectives, especially with the large-scale impacts of global warming and general pollution in many countries. The co-governance structure that Ngāti Rangi iwi and DOC work with as part of post Te Tiriti Settlement was used as an example of decolonised solutions within our New Zealand context. 

    There have been discussions between ENZ, Ngāti Rangi iwi, and the University of Toronto about an ongoing relationship and considering what a reciprocal engagement might look like moving forward. 

     

    Nāku te ika i hī, nāku anō i whakatau  

    Ki te haere, whāia i te Pare-i-te-taitonga, tērā taku ika. 

    This is a Ngāti Rangi iwi reference to the Ruapehu mountain being the ‘pillar post’ of the ‘Fish’ (North Island).

     

  • New ECA signed with US institution

    Increased opportunities for students and researchers from diverse backgrounds to study and carry out research in New Zealand, and more international opportunities for Māori will result from the new agreement between the Louis Stokes Alliance for Minority Participation-National Science Foundation International Center of Excellence (LSAMP-NICE) and Education New Zealand Manapou ki te Ao (ENZ).

    Attendees outside the Embassy of New Zealand in Washington DC, where the meeting was held

    The Embassy of New Zealand in Washington DC was the venue for the annual general meeting and conference of LSAMP-NICE on 29-30 September 2022. Representatives of 60 LSAMP institutions across the US attended, as well as international partners including the University of Toulouse, the French Embassy, a Te Kāhui Amokura delegation, and ENZ. The role of Te Kāhui Amokura is to advance and promote the collective interests of New Zealand’s universities to improve outcomes for Māori, and the delegation comprised: 

    • Rawinia Higgins, Deputy Vice-Chancellor, Māori, at Victoria University of Wellington (VUW)  
    • Meegan Hall, Assistant Vice-Chancellor Mātauranga Māori, VUW  
    • Fiona Johnson-Bell, Senior Manager, Education and Māori, Universities New Zealand  
    • Tim Manukau, Mātauranga Co-Director, University of Waikato Environmental Research Institute  
    • Megan Ranapia, PhD student, University of Waikato  
    • Kirita-Rose Escott, PhD student, VUW. 

    ENZ Manukura Chief Advisor Māori, Ed Tuari, welcomed attendees with a mihi whakatau, and Lance Fisher (Northern Cheyenne) responded with a traditional Northern Cheyenne song. The meeting ended with the signing of the new agreement by Steve Dupuis, LSAMP-NICE Project Principal Investigator, Salish Kootenai College, and Ed Tuari on behalf of ENZ. 

    Ed Tuari and Steve Dupuis signed the education cooperation arrangement

    “We are working to build people’s understanding of New Zealand as a country with a unique bicultural heritage and strong social justice values,” DuBois Jennings, ENZ’s Director of Engagement, North America said.   

    “The new agreement reflects that New Zealand is an ideal education destination for students from historically marginalised backgrounds, and it opens up exchange possibilities for Māori and Pasifika students from New Zealand to experience education on US campuses. 

    “We have been developing these relationships over several years, including at NAFSA earlier this year. Future possibilities include agreements between LSAMP-NICE and individual New Zealand providers.”  

    In late 2021 the National Science Foundation, Te Kāhui Amokura and ENZ worked together on a series of virtual information exchange sessions, which covered indigenous language research, indigenous data sovereignty, and the impacts of climate change on indigenous communities. More than 150 experts took part, including Native American, Alaskan Native, Native Hawaiian, and Māori scholars.   

     

     

    LSAMP-NICE is funded by the Louis Stokes Alliances for Minority Participation (LSAMP) programme, an alliance-based programme which aims to diversify the science, technology, engineering and maths (STEM) workforce in the US by increasing the number of STEM degrees awarded to historically underrepresented populations, specifically African Americans, Hispanic Americans, American Indians, Alaska Natives, Native Hawaiians, and Native Pacific Islanders. Salish Kootenai College, a Tribal College based in Montana serving the Confederated Salish and Kootenai Tribes, is LSAMP’s lead institution. 

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  • Korean students study in New Zealand under English scholarship programme

    From mid-July, a group of 150 Korean students will attend intermediate and high schools in the Waikato, Nelson-Marlborough, Manawatu and Canterbury regions over eight weeks as part of a Korea-New Zealand English Scholarship Programme.

    The scholarship programme is an outcome of a three-year education cooperation agreement (2016-2018), which is part of the Korea New Zealand Free Trade Agreement (FTA) that was signed in December 2015. Earlier this year, the two governments agreed to extend the programme for one more year to 2019.

    Since the scholarship programme’s launch in 2016, 449 Korean students have visited New Zealand. The programme is operated by the Schools International Education Business Association (SIEBA) on ENZ’s behalf.

    On 29 June, Korean students attended a pre-departure orientation session in Daejeon, where New Zealand Ambassador to the Republic of Korea, Philip Turner, congratulated the students and gave them an overview of school life in New Zealand. 

    ENZ’s Senior Market Development Manager – Korea, Kay Lee, said it was fantastic to think that at its conclusion the programme will have supported 599 Korean students to experience life in regional New Zealand.

    ENZ’s Business Development Manager, Richard Kyle, said: “The scholarship programme is a great opportunity for Korean students to immerse themselves in a new culture, new language, and new experiences in New Zealand, and equally for Kiwi children to learn about the culture and lives of their Korean classmates.” 

    During their stay with Kiwi homestay families, the visiting students will be encouraged to share photos, study experiences and visit impressions through a mobile app as part of a Study in New Zealand competition.

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