Abstract:
In response to a state education system which has over the years failed to adequately cater for Maori needs, Maori have in more recent years moved outside of the state system to develop their own higher educational institutions, contemporary forms of whare wananga. This thesis examines the impact of the New Right state on the notions of self-determination, autonomy and rangatiratanga through the study of three whare wananga, Te Wananga o Raukawa, Te Whare Wananga o Awanuiarangi and Te Whare Wananga o Okahukura. Prior to 1990, whare wananga operated outside of government legislation and policy. However, under the Education Amendment Act 1990 whare wananga have the option to be included under the auspices of the state, and as such, qualify to receive state funding. The issue of funding is a major consideration for these institutions, which in some cases is the determining factor of their existence. Therefore, the option to be considered under legislation is an attractive and in some instances a necessary choice. There are however, a number of costs to bear as a result of either arrangement. The questions that have been the focus of this thesis are based in this context. To what extent can Maori people be self-determining, autonomous and strive towards rangatiratanga when under the auspices of the state? For those that remain outside of the educational legislative processes and struggle financially as a result of this decision, what are the implications in terms of self-determination and rangatiratanga?
It has been concluded that while the veneer of the Education Amendment Act 1990 has taken on a new appearance, assimilation still exists. Consequently, the relative autonomy whare wananga have when under the state is severely curbed to serve the needs of the dominant group. For those outside of this arena, the power to be self-determining is not compromised to an outside agency. However, the issue of funding will remain a major consideration for such institutions. For those whare wananga that have pursued the state option, there is a need to maintain a critical process of monitoring and strategising in order to negotiate the tensions and contradictions that arise as a result of the relationship they share with the state. Whare wananga in this position need to be very clear of their own goals, objectives and philosophies, and the degree to which they will be prepared to compromise. For an institution that neglects to be involved in such a process runs the high risk of being consumed by the assimilative forces of the state.
