Tā te wāhanga i runga ake nei, me tupu ora mai, otirā me puta ora atu ngā tamariki i te
whare o KKM e kīia ai kua tutuki ōna whāinga; nā reira i kīia ai ko te tamaiti kei te pūtake. Na, ko tētahi atu wāhanga ōna, o TAM, e tupu ora mai ai, e puta ora atu ai te
tana whāngai i ana mokopuna. Nā whai anō, hei tāhuhu mō te whare o TAM ko tā te Māori tirohanga ki te ako (i ōna tini whakatinanatanga).
Kei te āhua tonu o te ao Māori, haere tonu ake nei tā te tangata ako mō te roanga o tana
oranga (Hemara, 2000). Tā Rangimārie Pere, “Traditional Maori learning rested on the principle that every person is a learner from the time they are born (if not before) to the time they die.” (1994, p. 54). Ka hapū ana te wahine, hei reira tīmata ai tēnei mea te ako. Ka rongo te pēpē i ngā tūāhuatanga o tana taiao, otirā o te taiao o tana whaea. Ka mutu, ka whānau mai ana ia, e hia kē nei ngā momo āhuatanga ka pā ki a ia. Ko te whakaaro ia, he akoranga kei roto i ērā tūāhua katoa.
Tā Rāmeka (2007) matapaki i te ako, “It was a dynamic process that required the
involvement of the learner, the teacher, and the community” (p. 126). Kei te āhua o te taiao o te tangata te whakatinanatanga o te ako. Ehara i te mea ka aro noa ki te tangata me tana kotahi, ki tētahi reanga anake rānei. I ōna wā he mahi takitahi, i ōna wā he mahi ā-rōpū, ka mutu, ka whai pānga tēnei mea te ako ki ngā tāngata katoa, hāunga tonu te
pakeke. E tutuki ai, otirā, e whakatinanahia ai te ‘ako’, tā te ākonga, tā te kaiwhakaako, tā te whānau, tā te hapori hoki he mahi tahi, he kōkiri tahi i te kaupapa. Tā Lee (2008),
Ako was also determined by the physical landscape, the social context and resources of the group, and encompassed within specific whakapapa, whānau, hapū, and iwi relationships.... Ako does not, however, only describe pedagogical processes or practices. In its widest sense, ako refers to a Māori educational framework that was integral in the protection, sustenance and transmission of knowledge, shaped by what was collectively deemed necessary and important (p.107-108).
Me te aha,
...ako facilitated the retention and development of knowledge that was necessary to the social, cultural, economic, political as well as spiritual sustenance of whānau, hapū and iwi groupings (p. 108).
Nā reira TAM ka titiro whānui; ka tiro whānui ki ngā toronga, ki ngā kāwai katoa o te tamaiti. Hei aronga mōna ko te tamaiti me ōna katoa; ko tana tinana, ko tana wairua, ko
tana ngākau, ko tana hinengaro. Ka mutu, ka whai take anō hoki ko tō te tamaiti taiao,
ko ana iwi, ko tana hapori, ko tana whānau. Tā Nepe (1991),
The underlying premise is that unless the holistic makeup of the Maori child is known totally, then it is not possible for the communicator of knowledge, that is the teacher, to facilitate that child’s learning experiences. (p. 41)
Ko te huatau ia, katoa ngā wāhanga o te tamaiti, otirā, ngā āhuatanga o tōna ao ka whai pānga ki tana noho i te kura. Ki te raru te tinana, te wairua, te hinengaro, te ngākau, ki te pā rānei he raru i te kāinga, i hea rānei, ka raru te tamaiti. Nā whai anō, me whai whakaaro, otirā, me mārama te kaiako ki ngā tini āhuatanga o te tamaiti e pai ai tana whakaako, otirā, e tau ai te tamaiti i te kura.
He ariā atu anō.
Arā atu anō ētahi ariā mātauranga (nō te Uru) e kitea ana ngā hāngaitanga ki ngā mātāpono o TAM, otirā, ki tā te Māori tirohanga ki te ako, ki te whakawhanake tamariki
hoki; ko tā Vygotsky (1978) Ariā Ahurea Pāpori, me tā Bronfenbrenner (1979) Ariā Whanaketanga Hauropi ētahi.
Tā Bronfenbrenner (1979), he mea whakaawe te whanaketanga o te tamaiti e ngā tini āhuatanga, ā-kāinga, ā-kura, ā-hapori, ā-pāpori anō hoki, ka hua ake i tōna taiao
(Royal-Tangaere, 2012) . Ko te whakapae ia,
...human beings do not develop in isolation; they develop in a variety of contexts where they are in constant interaction with other people, places and things that influence their development significantly (Morehu, 2005, p. 11).
Nō reira, ina tirohia te whanaketanga o te tamaiti, te āhua rānei o tana noho i te kura, me aro hoki ki tana whānau, otirā, ki ngā tini tāngata me ngā āhuatanga ka pāpā atu ki a ia. Otirā, ko tērā i mātua tāpaetia e Bronfenbrenner, e tau ai tā te tamaiti noho i te kura, e
pakari ai tana haere, me whakaata te taiao o te kura i tērā o te kāinga (Diamond, 2013; Royal-Tangaere, 2012).
Tā Vygotsky (1978) i tāpae ai, me whai horopaki ā-pāpori nei te tamaiti e pakari ai ana pūkenga ki tētahi kaupapa. Ko te whakaaro ia, mēnā he rite tonu tā te tamaiti karawhiu i tētahi mahi, tana kuhu rānei ki tētahi horopaki, ka waia haere, otirā, ka mātau haere ia ki te reo e hāngai ana ki taua mahi rā, ki taua horopaki rā rānei. Ka mātau haere ana te tamaiti, nāwai rā ka tangata whenua te mahi, me te reo ki roto i a ia. Ka pērā ana, kua
rite ia ki te piki ki taumata kē atu, otirā, ki te whakawhanake anō i ana pūkenga (Tangaere, 1997: 2012). Nō reira, ko te whakaaro, he āhuatanga ā-hapori, ā-pāpori anō hoki te ako, tē hāngai noa ki te tangata takitahi (Diamond, 2013).
Na, e kitea ana ngā ōritetanga i waenga i ngā ariā i runga nei me te āhua o te ‘ako’ i te ao Māori; he pānga nui tō te taiao whānui o te tamaiti, tō ngā kaupapa pāpori,
ā-ahurea anō hoki ki te āhua o tana ako, otirā, o tana whanaketanga. Heoi kua oti kē i ētahi kairangahau Māori ngā hāngaitanga rā te wherawhera, otirā, te tō atu ki roto i a rātou ake mahi (Diamond, 2013; Morehu, 2005; Royal-Tangaere, 1997: 2012). Nō reira,
e kore te kairangahau nei e hoki ki te tōai i aua whakatairitenga rā, e ngana rānei ki te tō mai i ngā ariā nei hei tūāpapa mō ēnei mahi nei.
Ko te whāinga i tēnei kaupapa rangahau kia whakaū i te tirohanga Māori ki te angitu, tē herea e tirohanga kē atu. Otirā, ko te whakatenatena ia, kia tīkina atu ngā ariā, ngā mahere rānei a te Māori tonu, kei mate ki te kimi oranga i ngā mātauranga o te uru e mana ai ā tātou mahi. Arā noa atu ngā tauira hei toro atu mā tātou, hei ārahi i ā tātou
kaupapa; ko tā Pere mahere Te Aorangi (1991), ko tā Rangihau mahere Māoritanga (Ka‘ai & Higgins, 2004) hoki ētahi. Ka mutu, mō te KKM te take ko TAM anō hoki tērā. Nō reira, ka noho ko ngā kaupapa Māori nei hei tūāpapa mō tēnei kaupapa
rangahau. Hei te upoko tuaono kitea ai te whakatinanatanga o tēnei whakaaro ka kōrerohia ana te tikanga rangahau.