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Runanga: Manuka Kawe Ake 
Facilitating Maori Aspirations 
A thesis presented in partial fulfilment of the requirements for the degree of 
Master of Arts 
in 
Development Studies 
at Massey University, Palmerston North, 
New Zealand. 
Krystal Te Rlna Fain Warren 
2004 
HE TOHU AROHA 
DEDICATION 
Ki a koutou nga ahi ka 0 te ukaipo, 0 Moawhango, 0 Te Riu 0 Puanga 
He mihi tenei ki a koutou ka whakapau kaha 
For those who have maintained and those who are yet to maintain the iwi 
marae as the bastions of our identity 
Kaupeka ki runga 
Kaupeka ki raro 
Kui, kui, whiti ora e! 
11 
ABSTRACT 
This thesis examines the location and role of the rOnanga institution. As a 
prominent contemporary organization for Maori development, relevant theory 
locates rOnanga with regard to a broader developmental framework and their 
potential to function within it. The position of rOnanga, as a facilitator of Maori 
development, is assessed with reference to Dependency theory, World Systems 
theory and Modes of Production. These theories highlight the systematic 
historic dis-empowerment of Maori through the processes of colonisation with 
particular regard to rOnanga. The thesis also considers the evolution of the 
rOnanga since its migration from Hawaiki, its utilisation as a forum of colonial 
resistance, its co-option into the governmental system and its contemporary 
resurgence. This provides a historical overview of the rOnanga as an 
institution. In addition, Te ROnanga 0 Ngati Whitikaupeka has been used as the 
case study which considers the issues of becoming a rOnanga and includes 
what the structure of the rOnanga might look like for Ngati Whitikaupeka as an 
iwi. 
The theories of Community Development and Empowerment are offered as 
means to counter the further dis-empowerment of Maori, where institutions 
such as rOnanga can utilise these notions to facilitate positive outcomes for iwi 
and Maori development. Field research contained in this thesis identifies some 
of the specific concerns and aspirations of Ngati Whitikaupeka iwi members. In 
utiliSing the notions of empowerment and community development the field 
research provides an explicit statement of Iwl aspirations to maintain the 
connection between Ngati Whitlkaupeka Iwi members at the flax-roots and Te 
ROnanga 0 Ngati Whitikaupeka as a representative body that can facilitate 
those aspirations. Supplementary to this the iwi aspirations that have been 
identified in this study are intended to provide some direction for the rOnanga 
as the representative decision-making body moving into the future. 
i1i 
MIHI 
Acknowledgements 
Ki a Ranginui e tu iho nei, ki a Papatuanuku e takato ake nei, ki a raua tamariki 
e puta mai ki te whaiao ki te ao marama, tena koutou katoa. 
Ki a koutou kua takahi i te ara whanui, e te whanuitanga 0 te iwi, e 6ku matua 
tupuna, 6ku kuia, 6ku koroua, moe mai, moe mai ra. 
Ki a koutou te hunga ora i tautoko mai i tawhiti, mai i te motu, mai i te whare 
wananga, tena koutou katoa. Ki a koutou e hapai ana i ahau, aku hoa, 6ku iwi, 
6ku marae, 6ku whanaunga, he mihi aroha ki a koutou katoa. 
Hui e, taiki e! 
As a noted tradition I suppose I should elaborate a little more, however the 
above mihi acknowledges each person and dimension that has contributed to 
the completion of this document. 
There are many people who have contributed to this thesis, some which will not 
even remember my name. The people that I have badgered via email, or have 
tracked down at conferences all provided some leads and information that 
contributed to this thesis (Danny Keenan & Paul Perry). Learned academics in 
the classroom, at conferences, in literature, in passing; as well as organic 
academics at the marae, on the streets, at the market and in homes have 
provided information, challenges and motivations for this study. Nga mihi nui ki 
a koutou. 
In addition to this, I am thankful to all those who have engaged in conversation 
with me over a myriad of issues, particularly with regard to traditional Maori 
concepts, power relationships and conscientisation. Such forums included a 
series of formal and informal wananga with an array of people in a variety of 
locations. E hi ana te Atakura. 
My supervisors, Manu and Wheturangi have opened their homes and their lives 
to me during this journey. Thank you both for the support and guidance. 
iv 
The support that I have received from my iwi (plural) and my marae (plural) 
has been invaluable. Ratateitei and Ngati Hauiti have provided more support 
than they are aware of, from my first research position, tae atu ki te huruhuru 
kia rere tenei manu, tena koutou katoa. The motivation for this study has been 
centered on Ngati Whitikaupeka and Te ROnanga 0 Ngati Whitikaupeka who 
agreed to let me document our story and who supported me in this study. I 
wish to thank all of you who participated in this research, I hope that your 
contribution is evident to you in here. And to all of you who have shared your 
knowledge with me, Che, Utiku, Papa Richard, Aunty Papara, nga kaumatua, 
nga mihi. In particular I acknowledge those who have maintained the marae, 
from the mahau and the paepae to the ringawera and those who have literally 
kept our fire burning over the generations so that we may all, at our own pace, 
return home. Whiti ora e! 
And I acknowledge my whanau who have become accustom to my brief (if any) 
appearances at whanau gatherings, and my connection to the computer, but 
who have continued to support me over the years. There have been many 
people who have been foundations of support to Kewa Tapairu and myself. To 
all of baby's Nannies and Kokos, Auntys and Uncles and her cousin Taina who 
have loved her, cared for her and played with her especially in my absence, I 
am humbled by your love. To Ronnie who understood me when others did not 
and sat to wananga and rOnanga with me about everything, thanks gurl. And 
to Mum, Dad and Bo who accepted that sometimes they didn't understand me 
but let me get on with it, e oku huia kaimanawa tena koutou. 
E te tau 0 taku ate, Kewa Tapairu Bo Warren, nahau a Mama i whakawatea ki 
te whai i tenei kaupapa mo te oranga 0 to iwi, tena rawa koe e hine. Ko taku 
aroha koe e taku ataahua. 
v 
TABLE OF CONTENTS 
Title page 
Dedication 
Abstract 
Acknowledgements . 
CHAPTER ONE: INTRODUCTION 
Introduction . 
The Personal Element 
The Aim 
Thesis Structure 
CHAPTER TWO: METHODOLOGY 
Introduction . 
The Research 
The Centers and Peripheries of Knowledge 
From the Periphery to the Centre: The Revolution 
Manuka Kawe Ake 
Whakapapa 
Mana . 
Supervisors 
Methods 
Participant Observation 
Document Analysis 
Questionnaires 
Focus Groups. 
Personal Communication 
Ethical Considerations 
Privacy and Confidentiality . 
Benefits/Risks of Harm to Participants 
Informed and voluntary Consent 
Conflict of Interest . 
Compensation to Participants 
ii 
iii 
iv 
1 
3 
4 
5 
7 
7 
8 
12 
15 
16 
18 
19 
19 
19 
20 
21 
24 
25 
25 
26 
27 
27 
28 
28 
vi 
Treaty of Waitangi 
Conclusion 
CHAPTER THREE: THEORY 
28 
29 
Introduction . 31 
Dependency Theory. 32 
World Systems Theory 36 
Modes of Production 42 
Community Development 47 
Empowerment 51 
Conclusion 55 
CHAPTER FOUR: RUNANGA HISTORY 
Introduction . 58 
Traditional ROnanga. 59 
ROnanga Evolution . 61 
Conclusion 72 
CHAPTER FIVE: TE RUNANGA 0 NGATI WHITIKAUPEKA 
Introduction . 74 
Ngati Whitikaupeka . 74 
Reforming the ROnanga 78 
The Environmental Working Party. 78 
Te ROnanga 0 Ngati Whitikaupeka 80 
Tino Rangatiratanga. 84 
Iwi Perception 84 
Iwi Right 85 
Strategic Relationships 88 
Maori Organizations 92 
Current Status of Te ROnanga 0 Ngati Whitikaupeka 94 
Conc! usion 99 
CHAPTER SIX: RESULTS AND ANALYSIS 
Introduction . 
Quantitative Data - Questionnaires 
Key Findings of the Questionnaire Data .. 
102 
102 
103 
vii 
Tikanga Maori 
Education 
Employment . 
Health. 
Social Services 
Environment . 
General 
Qualitative Data - Focus Groups 
Rangatahi Focus Group 
Pair-wise Ranking 
1) Secondary Education 
2a) Alternative Academic Opportunity 
2b) Community Events 
2c) Waananga, Hlkol, lwi Sports Day 
2d) Reasons for Kids to Stay at School 
3) Sports Academy. 
4) Outdoor Pursuits. 
5) Guidance Counelors 
6) Variety of Sports. 
7) Recycling Centre. 
Venn Diagrams 
Analysis 
Conclusion 
CHAPTER SEVEN: CONCLUSION AND ANALYSIS 
Introduction . 
Recommendations 
Personal Journey 
Conclusion 
Glossary 
Bibliography 
103 
107 
108 
109 
110 
111 
112 
113 
113 
113 
114 
115 
115 
.116 
117 
117 
118 
118 
118 
119 
119 
119 
122 
123 
129 
131 
132 
134 
138 
viii 
Appendix A: Research Questionnaire 
Appendix B: Research Information Sheet. 
Appendix C: Letter of Research Approval from 
Te ROnanga 0 Ngati Whitikaupeka . 
Appendix D: Massey University Human Ethics Application 
Appendix E: Map of Mokai Patea . 
Appendix F: Waiata - Whakawhanaunga . 
LIST OF DIAGRAMS AND TABLES 
Diagram 2.1 Centre/Peripheries of Knowledge . 
Diagram 2.2 Maori Knowledge at Centre. 
Diagram 3.1 Frank's Metropolis-Satellite Model. 
Diagram 3.2 Wallerstein's World System 
Diagram 3.3 Overton's Base/Superstructure 
Diagram 3.4 Representation of Maori Base/Superstructure 
148 
162 
165 
166 
181 
182 
9 
13 
37 
38 
43 
due to economic change 46 
Diagram 5.1 Whakapapa . 80 
Diagram 5.2 Structure of Te ROnanga 0 Ngati Whitikaupeka . 82 
Table 6.1 
Table 6.2 
Table 6.3 
Frequency of Te Reo Maori Spoken and/or Heard 
Participant Knowledge of Histories 
Pairwise ranking Matrix 
104 
106 
114 
ix