Te Hononga: The relational governance connection of Hapu with Iwi within Maori contemporary communities in Aotearoa New Zealand.

Abstract

Maori is an Indigenous culture of relationships and connections. Subsequently, Maori social structures hapu and iwi share lineage connectivity with each other, both historically, and today. Hapu and iwi also operate as complex and dynamic forms of Maori governance units. An analysis of the historical self-governance unit hapu, its significance as a governance model in contemporary Maori society, and the evolving governance relationship with its symbiotic counterpart iwi is explored and analysed. Further, iwi have been elevated by the New Zealand government through multiple interventions, and legislation through a policy of dealing only with large natural groupings in treaty settlements. This had led to the creation of iwi authorities who govern through westernised governance structures. In addition, this policy has demonstrated preferential treatment towards iwi superseding hapu's governance role which was held traditionally. It has invoked hapu to reassert their primacy. This investigation will be conducted through the lens of a Kaupapa Maori research methodology standpoint. This called for the design of an intercultural conceptual framework to account for change, adaptation and innovation in Maori governance. Maori valued base principles are showcased in the exercise of Maori governance. Semi-qualitative interviews are undertaken with participants who act in governance roles across hapu and iwi. Strategies to manage tensions, governance tips and aspirations for the future are explored in the rich primary evidence presented. Maori governance is viewed through four epochs: adaptation, stagnation, revolution, and transformation. These epochs are coupled with participants' opinions of where their organisation sit within these epochs. The complex dynamics of contemporary Maori ways of governing through two case studies of governance in action is explored. Finally, this paper will present formative thoughts to respond to the phenomenon being studied.