The Borrowed Whakataukī
A kapa haka group at a secondary school is preparing for a regional Te Matatini qualifier in eight weeks. Their tutor has composed a new haka for the group. The haka includes a well-known whakataukī (proverb) about the local river. At rehearsal, a kaumātua from the school's whānau committee hears the haka and says the whakataukī belongs to a different iwi. She says using it without permission is not appropriate. The group has 22 performers. Changing the words means rewriting the verse and re-teaching the choreography. One performer, Tama, is a descendant of the iwi that the kaumātua says owns the whakataukī. The tutor is reluctant to change the haka because it is powerful and the competition is close. The group must decide what to do before the next rehearsal.
1. Identify the key tikanga issue in this situation and explain why it matters for the group's performance.
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The key issue is the use of a whakataukī that belongs to another iwi without consultation or permission. Whakataukī are part of mātauranga Māori and often carry whakapapa and mana. Using one without permission can be seen as taking knowledge that is not the group's to use, and it can misrepresent the relationship between the group and the iwi. It matters because the group is performing in a competitive context where judges and audiences may recognise the whakataukī. If the group uses it without permission, it could damage relationships with the iwi and the school's whānau committee. The fact that Tama is a descendant does not automatically give the group permission; Tama's connection may be a pathway for consultation, but it does not replace it. The time pressure of eight weeks is real, but tikanga does not disappear because of a deadline.
2. Recommend a course of action for the group and justify your recommendation.
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The group should not continue to use the whakataukī without permission. First, they should ask the kaumātua for more information about the whakataukī and who the appropriate people are to consult. Second, they should approach the iwi through the correct channels, with Tama's help if he and his whānau agree, to seek permission or guidance. If permission is not given, or cannot be obtained in time, the group should replace the whakataukī with one that belongs to their own iwi or school, or compose a new line. This may mean extra rehearsals, but the group can plan the change immediately. If the iwi gives permission, the group should follow any conditions, such as acknowledging the source. The tutor's reluctance should be addressed by explaining that the haka's power does not justify using knowledge without consent. The group could also ask the kaumātua to advise on a replacement. The recommendation balances respect for tikanga with the practical need to prepare for the qualifier.