Abstract:
This thesis explores various reasons for why Māori women join and then leave the teaching profession. Through in-depth interviews five former Māori women teachers retold aspects of their lives, which lead them to leave the classroom. Information for this thesis was obtained from interviews and relevant literature. Two approaches were used to analyse this information. This involved utilising both 'grounded theory' and a 'herstorical approach.' Grounded theory required extracting major themes from both interviews and literature. A small portion of the lives of these five Māori women were explored and retold in the form of herstories.
What can be concluded from this thesis is that although former Māori women teachers may have common factors impacting on their lives, the diversity of Māori womens' experiences must be acknowledged. What can also be drawn from this thesis are the conclusions that Māori women and Māori men do not form one homogenous group and neither do Māori women and non-Māori women.
The reasons supplied by the five Māori women for moving in and out of the teaching profession are wide ranging. Specific themes explored were: whānau; expectations; unlimited responsibilities; racism; sexism; Teachers College of Education; Māori students; being Māori; and change. While these particular themes explain the experiences of five former Māori women teachers they may not be generalisable to all former Māori women teachers. They do, however, supply a point of reference, a small picture. These herstories can also be used as a source of comparison and reflection by other Māori women and girls.
It is evident that Māori women teachers are continuing to be overworked, given responsibilities outside their teaching duties and are confronted by racist and sexist attitudes. This thesis proposes that strategies need to be put in place to encourage Māori women to stay within the teaching profession. This encouragement must take place if we are to utilise the skills, insights and values of Māori women.
