LA VIDA COMO BIEN JURÍDICO INDISPONIBLE

MH spoke of the importance of teaching Māori values to her children. She firmly believes that her children needed a strong Māori identity and a good sense of where they belong, including spiritual connection to their home environment. MH believed having a solid identity would prepare them well for their future, wherever in the world this may be:

“We got a lot of pleasure out of parenting. Parenting was about providing our

children examples of goodness, learning about who they are and where they come from; that is the most important thing for my children. I would give them codes to live by, showing them right from wrong. But the most important thing I told my children was, we are all taonga, our tupuna made us taonga, so no matter where you are you remember you are from here and you are taonga.”

(MH)

The passing on of traditional knowledge was very important to these kuia in which they continued to teach their own tikanga to their children:

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“I taught my children the tikanga that I was taught as a child, and my children are [now] living all over the world, but they know their tikanga and this has made them strong. It is important that we pass on our knowledge so I now pass

on my knowledge to my moko’s [grandchildren].” (MH)

Kuia also spoke frankly about the challenges they faced and the way traditional knowledge that had been lost through time as a result of western influence and colonisation:

“The transfer of knowledge has been lost either because people have forgotten

or people like our parents were too scared to pass it on because of the Europeanising that happened in the schools. We would only pass on what we could remember and our traditional practices left the homes and were only

maintained at some marae.” (PE)

“My mother didn’t really talk to me about many things like Māori traditions, but

I think I just learnt things naturally through normal everyday living in our community and on our marae.” (MU)

The passing on of traditional and contemporary knowledge continued to be important for kuia; however these were also laden with fears of what was being taught in schools that were predominately western philosophies and ideologies. Kuia had observed the impact that colonisation had on their parents and the ways in which some knowledge had been hidden or lost, and kuia would further experience the challenges of teaching tikanga to their children while they participate in the education system:

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“We would try to bring up our children with Māori and with Māori feelings, however then they would go to school to be “Europeanised” and soon all you know is about money. But if you didn’t get Europeanised and couldn’t get any

money, then these children would have to steal and then end up in prison. This has gone on for so long, now our children have to go back to school to learn to

be Māori.” (PE)

PE specifically discussed the challenges she faced raising her children with Māori values and how these were negatively influenced by the education system. She highlights the long term negative effects and failings of the education system with Māori in that Māori were sent to school to be “Europeanised” and now Māori are returning to school to learn to be “Māori”. She discusses her view of western learning and the philosophy of money and the negative consequences this western ideal has had for Māori.

Gabel (2013) states:

A new system of education was introduced and in many instances forcibly imposed on Māori children that separated children from their traditional educational and social environments within their wider whānau. (p. 192)

The education system ensured that all children learnt a government approved curriculum. Without it, survival in contemporary society where the basis of wellbeing is largely based on your earning ability, would be challenging. Many Māori whānau today are living on benefits and in poverty, having not received any meaningful support in the education system.

124 4.3.11 Summary:

Kuia reflections on their adult lives have revealed changes to the customary traditions of te whare tangata which are the result of colonisation and past government policy. The shift from traditional birthing practices which in their childhoods were to a large extent still being practiced, have now given way to practices of medical professionals. Māori traditional knowledge has also been affected by the imposed education system and parents fear of repercussions should their children speak or practice Māori language and culture. Most noticeable here is the impact on the role of te whare tangata, with the associated care and freedom that this role once held has in this generation shifted to women holding domestic roles and living a life of dependency on their husbands. However the Kuia Participants continued to celebrate their lives and pregnancies, and embrace their children as taonga. Whānau have continued to maintain strong communal relationships as they modify and recreate tikanga structure to develop wellbeing in this changeable environment.