Whanau Ora : Report of the Taskforce on Whanau-Centred Initiatives

4.6.2 While <strong>the</strong> efforts <strong>of</strong> helping agencies were acknowledged and appreciated,
a frequent <strong>the</strong>me at hui was that <strong>the</strong> help had been directed at a crisis and
had not provided whānau with skills, knowledge and encouragement to
build <strong>the</strong>ir own capability so that future crises could be avoided. Typically,
once <strong>the</strong> immediate crisis was resolved, help was withdrawn. We have
already noted that current contractual arrangements for providers do
not always allow for extended interventions that can focus on capability
building ra<strong>the</strong>r than crisis resolution. But, especially where young people are
involved, a developmental approach would seem sensible – recognising that
<strong>the</strong> early years are critical for <strong>the</strong> inculcation <strong>of</strong> adaptive behaviours.
The whānau we have
worked with remain in our
circles forever, knowing
that o<strong>the</strong>rs care, and share
in <strong>the</strong> mahi required to
turn out positive tamariki
who are able to contribute
back to <strong>the</strong>ir whānau and
communities forever!
4.6.3 By and large, Māori parents want <strong>the</strong> best for <strong>the</strong>ir children but, for one
reason and ano<strong>the</strong>r, do not always have <strong>the</strong> resources to make those hopes
come to fruition. The <strong>Taskforce</strong> learned that many families do not have active
links with whānau and are <strong>the</strong>refore not able to call on whānau members
for support or advice. Some hui participants saw whānau-centred initiatives
as a vehicle for <strong>the</strong> active promotion <strong>of</strong> whānau connectedness so that
<strong>the</strong>ir collective resources could be applied to parenting, grandparenting
and future planning. Where families are disconnected from whānau, <strong>the</strong>
beneficial effects are less likely to be realised. Several hui participants noted
<strong>the</strong> sharp contrast between <strong>the</strong> type <strong>of</strong> whānau experience available to <strong>the</strong>
children <strong>of</strong> earlier generations and <strong>the</strong> current trends where whānau are
geographically separated and children have less opportunity to interact
with a wider circle <strong>of</strong> relatives.
4.6.4 The importance <strong>of</strong> education to whānau outcomes, and dissatisfaction
with current educational achievement for Māori children, was reiterated at
several hui. A number <strong>of</strong> participants saw Whānau <strong>Ora</strong> as a catalyst for <strong>the</strong>
development <strong>of</strong> better relationships between whānau and schools so that
standards could be raised and young people could gain better prospects
for employment and citizenship. While whānau were widely regarded as
<strong>the</strong> ‘first teachers’ <strong>the</strong>re was clear recognition <strong>of</strong> <strong>the</strong> role that schools could
play in advancing whānau opportunities. However, <strong>the</strong> fact that so many
Māori boys, in particular, left school without a meaningful qualification
was seen as an indictment on society in general and a burden for future
generations. But it was also seen as a challenge to whānau to make <strong>the</strong>ir
own expectations <strong>of</strong> <strong>the</strong> education system more explicit and to consider <strong>the</strong>ir
own roles in education and in <strong>the</strong> transmission <strong>of</strong> knowledge and values.
4.6.5 Because <strong>the</strong>y have intergenerational reach, whānau can act as
conduits between <strong>the</strong> past and <strong>the</strong> future. The <strong>Taskforce</strong> is swayed by
hui participants’ views that Whānau <strong>Ora</strong> has <strong>the</strong> potential to provide a
sound platform for future generations, not only through <strong>the</strong> endeavours
<strong>of</strong> whānau <strong>the</strong>mselves but also through <strong>the</strong> types <strong>of</strong> relationships that
whānau can construct with key societal institutions such as schools. In
building those relationships <strong>the</strong>re is room for active advocacy by and on
behalf <strong>of</strong> whānau, and for greater accountabilities to whānau.
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