Mana Ōrite
Often adults working alongside young people are faced with developing connections and relationships with those young people and their whānau from another cultural background. In order to help us embrace diversity and be responsive to other cultures, it is important to acknowledge and continually reflect on our own assumptions, beliefs and biases. Wherever we go, in all the contexts in which we work, we bring these assumptions, beliefs and biases. These are often formed unconsciously through our experiences including our upbringing. It is important to understand what these are, and how they impact on our work with others. This is often referred to as unconscious bias. Everyone has unconscious bias, it essentially helps us to take a ‘shortcut’ in how we relate to people in how we think, feel and act. For instance, we may use our assumptions to make a quick decision about a situation in the absence of information which can lead us to draw wrong conclusions and act in ways that are not supportive of the young person.
It should not be forgotten that power dynamics are present in all of the relational spaces in which we interact. Power is about what happens in a relationship and how that power can dictate action or response from a young person. Uncovering our unconscious bias and being open to learn in partnership with young people is the first step in developing respectful relationships.
A decade of research in secondary schools developing culturally responsive models of practice for teachers has resulted in Berryman, Lawrence and Lamont (2018) [31] describing cultural relationships using the metaphor of ‘Mana Ōrite’.
Mana Ōrite emphasises that it is important to start with where young people are at and recognise that they bring with them their own cultural values and ways of being and doing. It is also important to recognise that we bring our own cultural values and ways of being and doing to the spaces in which we work with young people.
In the spaces in which we work, it is important to value the ways of being and doing of the young person and their whānau. This should be central to and be used in real and practical ways to enable your work with each young person.
“At the signing of the Treaty of Waitangi, the relational intent was understood by many iwi as mana ōrite. This, as a metaphor for interdependent relationships, brings responsibilities to both groups to maintain the mana of the other, and understand the mana of both as ōrite. In English, this relationship has been translated as a partnership, however, the parameters of this partnership have continued to be defined by the majority partner.” [31 p.4]
Rather than just being responsive to the culture of others, the other key challenge is to develop and be part of cultural relationships with others. Adults working with youth have an essential part to play in understanding and either perpetuating or disrupting traditional power relationships within the concept of partnership.
Berryman, Lawrence and Lamont (2018) [31 p. 6-7] outline the key aspects of building cultural relationships. While they apply them to educators these are applicable for everyone working with young people. These are:
Nurture mind, body, and spirit for the all-round development of youth.
Seek mana ōrite-type relationships with whānau for the wellbeing of youth.
Build relationships that support mana and wellbeing of youth.
Respect the physical and spiritual uniqueness of the youth.
Value and nurture culture, language, and identity that honours and respects all people.
Emphasise the importance of whakapapa so that young people grow secure in the knowledge of their identity.
Create a context for young people to pursue what inspires them and determine their own success.
Centre the youth within the learning in ways that respond to their interests, questions and inspiration.
Value and legitimate culture and identity through the curriculum.
Promote learning as an enjoyable and stimulating experience for youth.
Encourage young people to explore new challenges and take risks in learning.
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