Takiwātanga (autism) and education: A journey for whānau and social work practitioners

INTRODUCTION: There is a significant body of research in Aotearoa that highlights the experiences of Māori ākonga (students) and their whānau in education, both positive and negative. However, there is less literature linked to how being a Māori māmā of tamariki with takiwātanga influences their experience within education. This research emphasised cultural strategies that can inform guiding principles for social work practice and takiwātanga. METHOD: Eight Māori māmā with tamariki who have lived experience of takiwātanga were interviewed about their engagement with the education system in Aotearoa. Semi-structured interviews were conducted during an art-making session to facilitate whakawhanaungatanga and a sense of safety as Māori wāhine, māmā and protectors of their tamariki and rangatahi. Using a bricolage of methodologies informed by both western and kaupapa Māori theoretical standpoints supported the illumination of themes associated with te ao Māori through the interview transcripts. Analysis of these themes was interpreted through the metaphor of a taiaha, the traditional Māori weapon of ceremony and war. A model of social work practice emerged from the findings linked to whakawhanaungatanga, manaakitanga and tuakana-teina. CONCLUSION: Te ao Māori principles of whakawhanaungatanga, manaakitanga and tuakana-teina were important factors that underpinned positive outcomes for their tamariki who have takiwātanga to attend and be successful in school. This related to the intersectional relationships between the māmā, their tamariki and education, identified as relational, spiritual and emotional spaces that brought together education, the community and whānau into a place of mana and wellbeing.