Faculty of Māori and Indigenous Development (Te Ara Poutama)

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The Faculty of Māori and Indegenous Development research expertise covers a broad spectrum from te reo and tikanga Māori to Māori media and multimedia. Explore Te Ara Poutama's research areas:
  • Māori Business
  • Māori Economics
  • Māori Entrepreneurship
  • Māori Management
  • Māori Multimedia
  • Māori Media
  • Mātauranga Maori
  • New Zealand History
  • Pacific Development
  • Treaty of Waitangi


Recent Submissions

Now showing 1 - 5 of 75
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    The 51st Reason Why There Are So Few Māori in Science
    (Philosophy of Education Society of Australasia, 2023-04-18) Stewart, Georgina
    A 2022 paper by Tara McAllister lists ‘50 reasons why there are no Māori’ in university science departments, giving a range of examples of Māori experience of personal and structural racism within the edifices of science and research in Aotearoa New Zealand. In support of McAllister and the larger social and intellectual project of Kaupapa Māori to which her work contributes, this commentary offers ethnic socio-economic inequality as the ‘51st reason’ and explains how it causes the permanent disparity of very few working scientists who identify as Māori.
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    University ‘Values’ and Neoliberal Marketisation
    (Faculty of Education, University of Canterbury, Aotearoa New Zealand, 2022-12-16) Devine, Nesta; Couch, Daniel; Teschers, Christoph
    This editorial evaluates the potential impact of neoliberal marketisation on university values and culture drawing on the example of current bargaining between unions and university management in Aotearoa New Zealand.
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    Urupa Tautaiao: Young Māori Explore Ancient Burial Practices Towards Sustainable Approaches
    (Universidade Anhembi Morumbi, ) Frewen, Kathleen; McNeill, Hinematau
    The turn to indigenous epistemologies is one of the most exciting and revolutionary shifts to happen in the university within the last three decades and is nowadays accelerating in influence in Aotearoa New Zealand. It is bringing with it dynamic new ways of thinking about research and new methodologies for conducting it, a raised awareness of the different kinds of knowledge that indigenous practice can convey and an illuminating body of information about the creative process. Indigenous practice provide access into other ways of knowing, and alternative approaches to conducting and presenting knowledge. This article discusses one Māori project in this context, that is intended to challenge indigenous people to (re) evaluate post-colonial environmentally harmful practices in the death space. The project explores the concept of rangatahi (Māori youth) attitudes to revitalising ancient Māori death practices to inform the development of design intervention aimed to challenge mortuary colonial practices. As such, it is part of a larger research that is supported by Marsden Fund from Royal Society of New Zealand. The project outcome includes the design of modern urupā tautaiao (natural burial) commemoration site, applying technology such as tribal social media platforms regarding death, and GPS mapping of wāhi tapu (sacred sites). Death is highly tapu (sacred) to Māori and requires strict observations of rituals to ensure spiritual safety. The revitalisation of tribal knowledge is not just the prerogative of the elders, the voices of indigenous youth must be heard as they are the future, of the planet and the people. This project contributes to the understanding of research that navigates across philosophical, inter-generational, territorial and community boundaries, evidencing theories and methodologies that inform to culture studies and creative practice.
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    “I want to work for my people” – Towards a Specific Model for Indigenous Work-integrated Learning
    Duder, E; Foster, E; Hoskyn, K
    This paper discusses changes taking place in the delivery of work-integrated learning (WIL) in a Faculty of Māori and Indigenous Development in Auckland, New Zealand. WIL in the faculty utilized a model adopted from a business school which did not recognize key aspects of the students’ lives and expectations, in particular the strong connection that Māori students can have with their communities. Over time the nature of the WIL experience is moving to a model based on Māori values. Indigenous models must be relevant to and driven by a community’s underlying values, as many students feel primary responsibility to their community, and second to the academy. This paper is part of an ongoing reflection on how WIL placements in Te Ara Poutama at Auckland University of Technology can fulfil wide-ranging expectations of students and their communities and help develop a coherent Indigenous framework for WIL.
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    Truth-myths of New Zealand
    (Springer Science and Business Media LLC, 2023-01-17) Stewart, Georgina Tuari
    This article probes the gap between different cultural perspectives in contemporary Aotearoa New Zealand, a nation-state founded on a bicultural encounter between indigenous Māori and settler British. One source of misunderstandings is a set of distorted versions of historical and social reality that have been promulgated through schooling and national media. These distortions of truth take the form of certain dubious, denigratory ideas about Māori, accepted as commonsense truth by Pākehā (European New Zealanders) to bolster their feelings of security and superiority in relation to Māori. I refer to these ideologies as the ‘truth-myths of New Zealand’ that operate like thought weapons of Whitepower within the apparently harmonious social context of Aotearoa New Zealand, dubbed with a longstanding reputation for the ‘best race relations in the world’. The purpose of this article is to focus in on the truth-myths themselves, represented by three typical statements of key ideas, presenting and explaining each one, and commenting on their significance and ongoing influence in national education, and society more generally.
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