Encountering the Face of Tū-mata-uenga: The Educational Experiences of Rangatahi Māori Apprehended for Offending

Abstract

Marginalised and ousted from the New Zealand education system, 70% of youths apprehended for offending and appearing in a New Zealand Youth Court or Rangatahi Court experiencing complex needs are not engaged in education, employment, or training (Oranga Tamariki, Oranga Tamariki. (2020). Quarterly report—September 2020). This article reports findings from a broader PhD study investigating the educational experiences of 10 rangatahi Māori (Māori youth) aged 15–17 years apprehended for serious youth offending and excluded from mainstream education. Drawing on mātauranga Māori (Māori knowledge) and kaupapa Māori, notions of indigenous resilience are used to unpack the rangatahi Māori participants’ responses to negative educational experiences in the mainstream English medium secondary school education system. This article posits that resilience was evident when the rangatahi Māori exercised tino rangatiratanga (sovereignty) through boldness (a characteristic of Tū-mata-uenga the guardian of war), resistance and liminality to reject educational spaces where they perceived they were underserved, discriminated against, and marginalised. Changing the negative Māori student exclusion and disengagement statistics in mainstream education is critical. To address the exclusion statistics, classroom practitioners could be more responsive to rangatahi Māori experiencing complex needs by recognising their experiences and understanding their responses to those experiences. Understanding how resilience as resistance, liminality, and boldness is understood within te ao Māori (the Māori world) perspectives will enable a more culturally responsive approach to working with these rangatahi Māori in mainstream education.