Font Size:     

He Ariā
Ka tīmata te kaupapa nei, a Māori Studies, i Te
Whanganui-a-Tara, i Te Whare Wānanga o te Ūpoko o
te Ika a Māui, kātahi ka ara mai i Te Whare Wānanga
o Waikato. Ka tohe ngā tauira Māori i Te Whare
Wānanga o te Ūpoko o te Ika a Māui kia whakatūria
he hōtaka reo Māori, nā, ka āhukahuka i te tauira a Te
Whare Wānanga o Tāmaki Makaurau. Ko tā Te Whare
Wānanga o Waikato ia, he hanga i tētahi tari rangahau
ā-iwi nā runga i ngā kōkirikiri a ngā tangata whenua, arā,
a Waikato, i te Kīngitanga. Ēngari, ka pōturi te tū mai o
tēnei nā te āraia o ngā moni e te kāwanatanga me ngā
ātete ā-tōrangapū, nō reira, ka whakatūria kē tētahi tari
hei ako i te reo. Hei papanga, ka aro tēnei tuhinga ki te
kaupapa whakawaimeha a te Pākehā, te kōkiringa o te
reo i roto i te pūnaha mātauranga a te kāwanatanga, me
te āhua o ētahi pūkenga whare wānanga, ko Te Kapunga
Dewes tērā, ko Wiremu Parker tērā.

Abstract
The academic subject, Māori Studies, slowly took root in
the south of the North Island first at Victoria University
and then at Waikato University. At Victoria, Māori student
political pressure was crucial to creating a language
programme modelled on Auckland’s, whereas Waikato
University’s location in the middle of the Kīngitanga
movement prompted the adoption of a research centre
committed to iwi development. Political resistance
and lack of funds slowed the centre’s establishment,
prompting the introduction of a language teaching
programme first. As background the paper sketches in
the prevailing Pākehā assimilationist ethos, concurrent
Māori activism to introduce the reo throughout the
educational system, and the character of particular
Māori university teachers, notably Victoria’s Te Kapunga
Dewes and Wiremu Parker.