🤝 Tōku Mihimihi — My Greeting
An alternative to pepeha for tangata Tiriti (non-Māori)
Why Mihimihi?
Mihimihi is a form of introduction that acknowledges where you are, who the tangata whenua (local Māori) are, and shares where you come from. It's a respectful way to introduce yourself without claiming iwi or waka connections that aren't yours through whakapapa.
For tangata Tiriti, a mihimihi may be more appropriate than a pepeha. The wording and order still depend on context and local practice, so check this model with your kaiako and seek mana whenua guidance for formal occasions.
Before you write: treat every personal line as a choice, not a requirement. “I do not know yet”, “I am still checking”, and “I want to keep this private” are complete answers. Ask whānau before naming ancestry that affects other people, and distinguish Nō ... ahau (where you are from) from Kei ... ahau e noho ana (where you live now). A local place acknowledgement expresses respect; it does not turn that place, its maunga, awa, iwi, or hapū into your whakapapa. Reading from this template, sharing with a trusted partner, or completing a private kaiako check are equally valid.
Start with a formal greeting to everyone present.
Tēnā koutou katoa.
Greetings to you all.
Acknowledge the land you're standing on. Use your local place name.
Ka mihi au ki te whenua, ki .
I acknowledge the land, [local place].
Show respect for the local Māori people of the area.
Ka mihi hoki au ki ngā tāngata whenua o tēnei rohe.
I also acknowledge the people of this area.
Where does your mother's family come from?
I te taha o tōku māmā, nō ōku tīpuna.
On my mother's side, my ancestors are from [country].
Where does your father's family come from?
I te taha o tōku pāpā, nō ōku tīpuna.
On my father's side, my ancestors are from [country].
Where do you currently live?
Kei ahau e noho ana.
I live in [place].
State your name proudly!
Ko tōku ingoa.
My name is [name].
End with a triple greeting to all.
Tēnā koutou, tēnā koutou, tēnā tātou katoa.
Greetings, greetings, greetings to us all.
✨ Tōku Mihimihi — My Complete Greeting
Tēnā koutou katoa.
Ka mihi au ki te whenua, ki ______.
Ka mihi hoki au ki ngā tāngata whenua o tēnei rohe.
I te taha o tōku māmā, nō ______ ōku tīpuna.
I te taha o tōku pāpā, nō ______ ōku tīpuna.
Kei ______ ahau e noho ana.
Ko ______ tōku ingoa.
Tēnā koutou, tēnā koutou, tēnā tātou katoa.
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Ākonga use this resource to craft and share a mihimihi that acknowledges place, tangata whenua, ancestry they know, residence, and name without claiming Māori whakapapa that is not theirs.
Ngā Paearu Angitū — Success Criteria
- ✅ Ākonga can assemble a coherent mihimihi using honest, chosen information.
- ✅ Ākonga can deliver the chosen form with care for pronunciation, using a template or prompts if helpful.
Differentiation & Inclusion
Scaffold support: Provide pepeha sentence frames with blanks for students to complete at the entry level. For students without known iwi or whakapapa connections — due to adoption, Pākehā or non-Māori heritage, or other circumstances — offer a mihimihi alternative that connects to their place, school, and whānau. Extend students who have completed their pepeha by asking them to research the history and significance of their maunga or awa.
ELL / ESOL: Pepeha is a context where home-language connection is a strength, not a barrier — encourage students to reflect on equivalent identity-introduction forms in their own cultural traditions. Pre-teach key kupu (maunga = mountain, awa = river, waka = canoe/ancestral vessel, iwi = tribe, hapū = subtribe, ingoa = name). Model pronunciation using te reo Māori audio resources.
Inclusion: Some students may have complex relationships to identity — adoption, disconnection from whakapapa, or non-Māori backgrounds. Create a safe, non-judgemental space where all identity expressions are honoured. Neurodiverse learners benefit from visual pepeha maps (name → maunga → awa → waka → iwi → hapū → ingoa as a connected diagram). Oral performance can be adapted — some students may prefer written or recorded formats.
Mātauranga Māori lens: Mihimihi is relational language, not a generic fill-in-the-blanks introduction. Local wording and kawa vary; seek mana whenua guidance and protect every student's right not to disclose private knowledge.
Prior knowledge: No prior te reo Māori knowledge required. Students benefit from a brief class discussion about identity and what makes us who we are before beginning their pepeha.
Curriculum alignment
- Learning Languages — Pāhekoheko · Emergent 1: “Pepeha follow a specific structure made up of key elements that each serve a purpose in expressing identity, belonging, and whakapapa.”