A personal journey through Pūhoro

Pūhoro STEMM Academy kaihautū Aria McKee pictured with rangatahi from Wainuiomata High School.

In this Q&A, Aria McKee reflects on her journey through the Pūhoro STEMM Academy and the education system, and shares her aspirations for the future of Māori in STEMM spaces.

When did you first begin to see yourself as someone who could lead and shape the future?

I struggle to pinpoint an exact moment where my perspectives switched, and to be honest, I consider that to be the point of Pūhoro.

My time in the academy was filled with big moments: I have travelled across the world to meet leaders of Indigenous STEMM in San Francisco, I have been selected to participate in the Māori student voice group at NZQA, and I have had the opportunity to be surrounded by top scientists, politicians, and leaders on Parliament grounds. These opportunities have broadened my horizons and grown my confidence, and I couldn’t have been more grateful to be a part of those events.

But my growth in STEMM was created in the quieter moments – the ones that were more consistent. Since the age of seventeen, I have had a village alongside me. Any moments of doubt I have had have been overshadowed by the infinite belief that Pūhoro had in me. I never had a turning point in the way that I saw myself. Instead, it was a gradual growth – a process of half a decade where, every day, Pūhoro laid down their increasing expectations of me, and at every milestone, I realised I was capable of meeting them.

Belonging as Māori

How did Pūhoro support both your identity as Māori and your confidence to move into STEMM spaces?

Growing up, I learned how to categorise the areas in which my culture was welcome and, alternatively, when to leave it at the door. Pūhoro shattered this perspective I had and proved to me that my Māoritanga was an asset, not a restriction.

Pūhoro instilled in me a belief that I didn’t have to ‘fit in’ to gain a seat at the table, instead they taught me to be unapologetically Māori - to carry my values, my language, and my community into whatever I do. They exposed me to Māori leaders, not just on the marae, but in STEMM spaces, at Stanford University, and other prestigious institutions.

After witnessing first-hand, the pinnacles of Māori excellence, it is hard to find a reason why that can’t be me. This is a mindset I have immense gratitude for, and one that I hope all rangatahi across Aotearoa experience.

What role did teachers and school leaders play?

Unfortunately, I am a part of the many rangatahi who have had cultural differences, and negative experiences. This is the adverse reality of many tauira, but it is important to seek the diversity that exists among our nation's educators.

Being a part of Pūhoro, I have had first-hand experiences with teachers that have gone above and beyond – this may have been something I didn’t acknowledge in my teenage years, but I have grown to appreciate it.

I would like to specifically acknowledge Whaea Rimmer, from Napier Girls’ High School. She was the teacher that introduced Pūhoro into my school. Whaea Rimmer was not only the direct point of contact, but she attended every session, lead science tutorials, and was a staunch and willing advocate for every single tauira in that class.

What stands out to me now was the fact that she made so much effort for rangatahi Māori, yet she was not Māori herself. This was not her culture to protect; she had no whakapapa-bound responsibilities to encourage Māori in STEMM. But she believed in this kaupapa, because she recognised its potential, and the people it would benefit.

I often consider my own positionality in what I do. I am an advocate for anything Māori because it is the foundation of my whakapapa. My actions are built in recognition of my tūpuna, and in hope for an equitable Aotearoa for my children and mokopuna. It takes a certain type of selflessness to campaign for a kaupapa that has no immediate effect on your community.

Whaea Rimmer has done this for half a decade and counting. That was her time, energy, and effort she gave so that tauira Māori could receive equitable experiences in the STEMM space. I will always respect Whaea Rimmer, and any other teacher like her – e mihi ana ki a koe e Whaea.

A legacy of innovation

How do you see Māori contributing to STEMM in ways that are different or distinctive?

Māori have utilised STEMM since Hineahuone took her first breath. It is intertwined in our pūrākau - a form of communication which holds a rich knowledge system.

It was used when our ancestors engineered Waka so advanced, it granted us safe passage from Hawaiki to Aotearoa. Our tūpuna used migration patterns and astronomy to map a direct path to this country, a feat so impressive, no one else was able to do it until hundreds of years later.

I do believe I am a part of the generation of equity and can see the resurgence of mātauranga Māori becoming increasingly acknowledged as a valid knowledge system. This is something that can benefit all of Aotearoa.

Using both forms of knowledge, we have a STEMM system that is unique and stands out in comparison to the rest of the world. This is our taonga dedicated only to Aotearoa, which is truly invaluable.

Emerging leadership

For rangatahi currently engaged in Pūhoro, what leadership qualities do you see emerging?

I am humbled by the fact that I get to engage with rangatahi who will be future leaders in STEMM, and I am comforted by my trust that we will be in good hands.

These tauira are so young, yet they hold themselves with so much mana. STEMM is often an area where Māori are underrepresented, and I believe it will be these tauira that change the status quo; not just by existing in those spaces, but by trailblazing mātauranga Māori as a valid and vital component of STEMM.

Each week, I get to watch these rangatahi approach everything with curiosity, confidence, and a willingness to step up. Their leadership qualities exist in many ways, but each is dynamic. A large part of our job is ensuring that our tauira have a strong sense of identity, and future direction – I was surprised to learn that this is something they had already gained on their own.

What I find inspiring about our rangatahi is their unfaltering belief that their voice will be heard, they will make an impact in whatever they do, and they will do it while being unapologetically Māori.

When talking about their future, they tend to focus on ‘when,’ instead of ‘if.’ They all have high expectations for both themselves and their future, and despite their age, I truly believe they can accomplish whatever they set their mind to. I look forward to reading about them, and all their achievements one day.

What do you want school leaders to understand about how they can help nurture tomorrow’s thinkers and leaders today?

Tomorrow's thinkers and leaders do not need to look and act the same. Instead, these differences should be celebrated. By creating environments where Māori can be Māori, rangatahi do not have to choose between identity and success. This opens the door for wide range of varied academics and leaders, something that will benefit not only te ao Māori, but Aotearoa as a whole.

This simple act can create great change; if we tell our rangatahi that they are our future leaders in STEMM simply because they are Māori, we will see an overwhelming majority rise to that challenge.

Exposure to a world of Māori academics and encouragement will have massive effects. We have seen just the start of this process at Pūhoro, and I am confident this will continue into an environment where strong Māori leaders are a normality, not an oddity.