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Informed by a targeted review spanning culturally responsive pedagogy, music-therapy-related practices, and the normalisation of te reo Māori and tikanga Māori, the study addresses the scarcity of research on indigenous cultural practices in mainstream settings. Thematic analysis of a survey (N=65) and semi-structured interviews (n=9) links participation to enhanced wellbeing, stronger whanaungatanga, and increased confidence engaging with Māori culture.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/turou-hawaiki-morning-karakia-and-waiata-as-culturally-responsive-pedagogy/594210/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/turou-hawaiki-morning-karakia-and-waiata-as-culturally-responsive-pedagogy/594210.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about morning karakia and waiata?","Question",{"text":112,"@type":113},"It investigates voluntary participation in morning karakia and waiata sessions led by teacher educators, focusing on participants’ experiences in mainstream educational contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the evidence collected and analyzed?",{"text":117,"@type":113},"Data came from a survey questionnaire (N=65) and semi-structured interviews (n=9), analysed using thematic analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes did participants report from joining the sessions?",{"text":121,"@type":113},"Participants reported improved wellbeing, increased whanaungatanga (relationships and belonging), and greater confidence engaging with Māori culture.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594210,1792165076,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Tūrou Hawaiki: Morning karakia and waiata as culturally responsive pedagogy  \nErani Motu1, Maioha Watson1, Matiu Tai Rātima2, Te Hurinui Karaka-Clarke2, Susannah Ruth  \nStevens2  \n1 Ngā Pae o te Māramatanga, Waipapa Marae Complex, University of Auckland, Private Bag 92019, Auckland, 1142, New Zealand  \n2 Teacher Education, University of Canterbury, Christchurch, 8041, New Zealand, email: [matiu. ratima@canterbury.ac. nz](matiu. ratima@canterbury.ac. nz)  \nThis article presents the findings of a qualitative case study on voluntary participation in morning karakia (incantation, prayer) and waiata (song) sessions, led by a group of teacher educators. This study is informed by a selective review of literature from three relevant sources: the impact of music therapy practices, culturally responsive pedagogy, and the normalisation of te reo Māori (Māori language) and tikanga Māori (Māori protocols and customs) . This approach to the literature review was necessary given the paucity of research on the impact of indigenous cultural practices such as karakia and waiata in mainstream cultural contexts. Through thematic analysis of a survey questionnaire (N = 65) and semi-structured interviews (n = 9), findings showed that participants experienced an improved sense of wellbeing, an increased feeling of whanaungatanga (relationships and belonging) and greater confidence in engaging with Māori culture. This study could be considered a catalyst for additional research into the practice of daily karakia and waiata in educational or professional contexts to better understand the long-term effects on wellbeing and on cultural competence and confidence.  \nKeywords: karakia, waiata, wellbeing, culturally responsive practice, te reo Māori, tikanga  \nIntroduction  \nThe University of Canterbury (UC), School of Teacher Education, began running daily morning karakia and waiata sessions in 2019.1 This was to provide staff and students with opportunities to enhance wellbeing, build cohesion and to “walk the talk” of culturally responsive practice within the teaching profession.2 This daily practice became known as “Tūrou Hawaiki!”. These words were used to sign off each morning session, and essentially mean “may the force be with you!”. Despite the distinct documentation in literature of the physiological, psychological and social benefits of singing together  \n1 While the Māori language terms “karakia” and “waiata” can be roughly translated as “prayer” and “song” respectively, they are not to be considered equivalent terms or literal translations. Instead, they are culturally located terms with meanings that are embedded in Māori worldviews and cultural practice. It is a Māori cultural convention to begin a meeting with a karakia and for it to be accompanied by a waiata, hence, it is not appropriate to study one or the other in isolation.  \n2 This work aligns with two core policy documents which set the bicultural agenda in New Zealand for teacher professional conduct and standards: Tātaiako ([https://teachingcouncil.nz/assets/Files/Code-and-Standards/Tataiako-cultural-competencies-for-teachers-of-Maori](https://teachingcouncil.nz/assets/Files/Code-and-Standards/Tataiako-cultural-competencies-for-teachers-of-Maori)learners.pdf) and Our Code Our Standards ([https://teachingcouncil.nz/assets/Files/Code-and-Standards/Our-Code-Our-Standards-Nga](https://teachingcouncil.nz/assets/Files/Code-and-Standards/Our-Code-Our-Standards-Nga)Tikanga-Matatika-Nga-Paerewa.pdf) . It supports the University of Canterbury’s Bicultural Competence and Confidence Framework ([https://www.canterbury.ac.nz/about/leadership/senior-leadership-team/avc-maori/bicultural-competence-and-confidence-framework/](https://www.canterbury.ac.nz/about/leadership/senior-leadership-team/avc-maori/bicultural-competence-and-confidence-framework/)).  \n(Batt-Rawden & Anderson, 2019; Clift & Morrison, 2011; Daykin et al., 2018; Glew et al., 2021; Stewart & Lonsdale, 2016), little research has been ","cbCaieFov2KrUa6H","https://ap.wps.com/l/cbCaieFov2KrUa6H","pdf",552576,25,"English","# Introduction\n# Literature review\n## Holistic practices to enhance wellbeing","[{\"question\":\"What does the study investigate about morning karakia and waiata?\",\"answer\":\"It investigates voluntary participation in morning karakia and waiata sessions led by teacher educators, focusing on participants’ experiences in mainstream educational contexts.\"},{\"question\":\"How was the evidence collected and analyzed?\",\"answer\":\"Data came from a survey questionnaire (N=65) and semi-structured interviews (n=9), analysed using thematic analysis.\"},{\"question\":\"What outcomes did participants report from joining the sessions?\",\"answer\":\"Participants reported improved wellbeing, increased whanaungatanga (relationships and belonging), and greater confidence engaging with Māori culture.\"}]","Tūrou Hawaiki - Morning karakia and waiata as culturally responsive pedagogy | PDF",1792078728,63]