Kapa haka: A stepping stone to health through the voices of Mātātupu Kaihaka

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O'Connor, Craig
Author ORCID Profiles (clickable)
Master of Osteopathy
Unitec Institute of Technology
Niven, Elizabeth
Biddle, TeUrikore
Masters Thesis
Ngā Upoko Tukutuku (Māori subject headings)
Auckland (N.Z.)
New Zealand
Mātātupu Māori Student Association (Unitec)
Māori students
tertiary students
student health
well being
Māori performing arts
Māori research methodology
Unitec students
Unitec Institute of Technology
Māori health promotion
O’Connor, C. (2016). Kapa haka: A stepping stone to health through the voices of Mātātupu Kaihaka. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Osteopathy). Unitec Institute of Technology, New Zealand. https://hdl.handle.net/10652/5735
RESEARCH QUESTIONS 1. Could Kapa haka be used as an intervention to promote/prove alternative positive health benefits in Māori tertiary students of Mātātupu within a specific period? 2. Can the support mechanisms that have been shown in other Kapa haka studies be seen within Mātātupu members and has this enhanced the Māori students’ experience at Unitec? ABSTRACT Kapa haka is a treasure for Māori, and is performed by many people of all ages. This research sought to gain an understanding of health benefits of Kapa haka within a tertiary institution. The Māori health model Te Whare Tapa Whā is composed of four paradigms: Taha Whānau, Taha Wairua, Taha Hinengaro and Taha Tinana. This model was used to help understand the health findings of the Mātātupu Kapa haka group, and then their experiences were contrasted with the experience of a Tuakana of Kapa haka. Kaupapa Māori principles were essential to this research including Tino Rangatiratanga, Taonga tuku iho, Kia piki ake I ngā Raruraru O Te kainga, Whānau and Kaupapa. Fourteen Kaihaka from the educational institution were interviewed kanohi ki te kanohi (face to face), following Tikanga (correct procedure, customs, rules, protocols). Titiro, Whakarongo and Kōrero (looking, listening then speaking) were very important in the interviewing process, as was respecting the mana of all Kaihaka. Thematic analysis was used to analyse the data. The findings of this research show three main themes; Journey of development, Connecting and expressing of oneself, and Knowledge for all, with related sub themes. The discussion section reviews the themes and their sub themes and compares and contrasts them with other research literature. In this section the Tuakana is re-introduced and her voice is used to communicate her knowledge and experience within the paradigm of Kapa haka. Conclusion: The conclusions of this research assert that Kapa haka empowered Mātātupu Kaihaka and supported their development as Māori, while enhancing their well-being under the framework of Te Whare Tapa Whā. Thus the research recommendations discuss the need for support and nurture of Māori Kapa haka groups for Māori to succeed at tertiary level.
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