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 85
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    Waitangi Day 2024: 5 Myths and Misconceptions That Confuse the Treaty Debate
    (The Conversation, 2024-02-02) Moon, Paul
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    Te Ōranga Ō Te Roro: Kaumātua Perspectives on the Development of a Mobile App for Mate Wareware (Dementia) Awareness
    (New Zealand Medical Association, 2023-12-01) Dudley, Makarena; Olsen, Sharon; Reihana, Cherry; King, Marcus; Spooner, Hohepa; Cullum, Sarah; Merkin, Alexander; Ramirez-Rodriguez, Edgar; Nepia, Bobby; Martinez Ruiz, Adrian; Pou, Kahu; Yates, Susan
    Aim: Mate wareware (dementia) presents a significant social and economic burden for Māori in Aotearoa New Zealand. Previous literature has highlighted the need to improve health literacy for Māori regarding the causes and management of mate wareware, yet there is a lack of Māori-centred educational resources. It was determined that a mobile phone application (app) could meet this need and that early consultation with Māori was required to ensure the digital solution would be culturally safe and relevant. Method: This study explored the perspectives of kaumātua (Māori elders) regarding how to cater the mate wareware mobile app to Māori. Through a qualitative approach based on Kaupapa Māori principles, two focus groups were held with 15 kaumātua. Focus group data were thematically analysed. Results: The analysis identified four themes related to the content of the proposed app and its design features. "Information about mate wareware" and "Caregiver support" were prominent themes that kaumātua prioritised for inclusion in the proposed app. To ensure uptake, kaumātua emphasised that the "Access" and "Appeal" of the proposed app should be considered. Conclusion: The findings have informed the design of the Mate Wareware app and should be considered when developing other digital health interventions for Māori.
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    Connecting Enaction and Indigenous Epistemologies in Technology-Enhanced Learning
    (Auckland University of Technology (AUT) Library, 2023-03-14) Smith, James; Aguayo, claudio
    Within educational scholarship, and in particular technology-enhanced learning research, the ‘enactivist’ conception of cognition has been steadily gaining in prominence over the past few decades (Begg, 2002; Leonard, 2020). Enactivism can be defined as a philosophical proposition contending that cognition emerges by way of active interplay between an organism and its context. Enactive theory sees that organisms create experiences and understandings through their actions and are not passive receivers of input from an environment. They are ‘actors,’ such that what they experience is shaped by how they act (Varela et al., 1991). Enactivist understandings of learning see education as emergent processes in which ‘knowing’ for an organism stems from, and is embedded in, complex systems of relations between individuals and how they influence and are influenced by cultural contexts. These in turn are also influenced by, and influence environmental circumstances (Begg, 2002). Concerning educational technology (edtech), enactivist approaches have gained attention due to this cognitive position being based upon circular forms of influence, in which tools used, environments, social interactions and more, all contribute to cognition occurring (Author 2, 2021). Additionally, indigenous epistemologies and worldviews are also being looked to by many within edtech research, to define and conceptualise learning technology in more ecological, embodied, and co-relational ways (Hradsky, 2023; Meighan, 2022; Reedy, 2019). Indigenous worldviews offer more interconnected, ecological, and systems-oriented ways of viewing education and edtech, connecting to circular enactivist positions. Indigenous worldviews and enactivism relate in that both are interconnected and holistic viewpoints, which see less separation between individuals, other beings, environments, and ‘the world.’ This is important, as in a world full of ‘wicked’ socio-ecological problems, bridges need to be built between ecological and relational indigenous viewpoints, and traditional western science and philosophy (reductionist and rationalistic) (Authors, 2021). In this presentation, we posit that there are potential unexplored links between enactivist educational approaches which utilise technology (such as XR interventions. See: Author 2, 2020, Author 1, 2018; Author 1, 2021), and indigenous approaches and philosophies of technology enhanced learning (Authors, 2022). Such contemporary projects which contribute to this conversation include O-Tu-Kapua (Author 2, 2017), Kōrimurimu (Author 1, 2018) and Pipi’s World (Author 2, 2021; Author 2, 2019). In particular, Kōrimurimu (2018) fostered an educational ‘ecosystem’ in which students could engage and interact with the learning using a variety of different technologies, approaches, and through stimulation of different senses. Embodied and holistic methods were utilised to stimulate learning in not purely rationalistic/cognitive ways. These approaches tied both enactive and indigenous perspectives of knowing and building knowledge experientially and sensorially. Here we present some initial research and conceptual propositions around potential links between these theoretical areas and highlight some proposed methodological approaches to investigating and detailing these connections. Such links between enactivism and indigenous worldviews we have identified include circularity regarding learners to their tools/devices and environment, embodied views of cognition and learning, holistic and interconnected paradigms, and a shift away from Cartesian conceptualisations of separation between mind and body.
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    Te Whare Rangahau (The House of Research): Designing a Methodological Framework for an Artistic Inquiry into Māori Gender, Identity and Performance.
    (Communication Design Department, School of Art and Design, Auckland University of Technology, 2023-10-25) Paora, Tangaroa; Mortensen Steagall, Marcos
    This article considers the methodological framework constructed for the doctoral thesis Takatāpui Beyond Marginalisation: Exploring Māori Gender, Identity and Performance. In this practice-led artistic inquiry the researcher adopted a critically iterative approach where “research questions were initially exploratory and reflective, serving to create an internal dialogue between the practitioner and the making” (Tavares & Ings, 2018, p. 20). The formative question underpinning the thesis asked: How might an artistic reconsideration of gender role differentiation give a unique voice to takatāpui tāne identity?1 The research sought to illuminate an experiential context, then generate visual and performance artifacts where the principle of irarere within gender identity and sexual orientation, might find a purposeful place to stand within te ao Māori (the Māori world view).2 Emanating from a Kaupapa Māori paradigm the study employed the methodological metaphor of Te Whare Rangahau, a research space that is populated with methods including karakia (incantation), kanohi ki te kanohi (face to face) interviewing, iterative experimentation, pakiwaitara (poetic inquiry), photography, and choreography. In the thesis, Te Whare Rangahau integrated a number of features from Robert Pouwhare’s (2020) Pūrākau framework for practice-led, artistic inquiry - specifically his observation that in much artistic Māori research, through mahi (practice) and heuristic inquiry, the researcher may draw sustenance from both the realm of Te Kura Huna (what is unseen, genealogical, esoteric or tacit), and Te Kura Tūrama – (what is explicit and seen). Within Māori epistemology, a dynamic of mahi (practice) draws nutrients from these realms, synthesising and connecting elements in the generation of print based and performative artistic outcomes.
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    Animals of Aotearoa: Kaupapa Māori Summaries
    (Routledge, 2023-01-22) Stewart, G
    This article summarizes Māori knowledge of a selected range of animals through the literature as a first step in undertaking research into the potential of incorporating Māori concepts into animal ethics topics for senior school and post-school biology education. This article is based on a critical Māori “reading” of existing literature, a writing process that both collects and analyzes data from available records, examined through a Kaupapa Māori (i.e., Māori-centered lens). The scientific category of “animal” does not exist in te ao Māori (the Māori world), so the approach taken below is to give an introductory synopsis of Māori knowledge of a sample of animals of Aotearoa, mindful that Māori “knowledge” includes and embeds a Māori understanding of ethics. This summary of Māori knowledge of animals is presented in six sections: kurī (dog), kiore (rat), manu (birds), ika (fish), ngārara (reptiles), and aitanga pepeke (insects/invertebrates). Key points emerge about Māori knowledge of animals, including a final point reflecting on the nature and status of a synopsis, a genre of particular relevance to Kaupapa Māori scholars studying Māori knowledge.
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