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Journal articles on the topic 'School of Māori Studies'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2025

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1

Hynds, Anne, Robin Averill, Rawiri Hindle, and Luanna Meyer. "School expectations and student aspirations: The influence of schools and teachers on Indigenous secondary students." Ethnicities 17, no. 4 (2016): 546–73. http://dx.doi.org/10.1177/1468796816666590.

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Although there is extensive literature on the relationship between student motivation and achievement, less is known about how secondary schools create conditions that enable diverse groups of students to do their personal best. This article reports research into the development of school leadership in New Zealand secondary schools to enable Indigenous Māori students to achieve educational success as Māori. Data collection included school goal-setting plans for students, in-class observations, student surveys and interviews. Analyses revealed school goals reflected low expectations for Māori a

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2

Smallbone, Catherine, Craig Rofe, and Azra Moeed. "Learning Science: Pūtaiao in indigenous schools: A review of the literature." Science Education International 28, no. 3 (2017): 199–206. http://dx.doi.org/10.33828/sei.v28.i3.3.

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This paper presents a literature review of theory and briefly presents insight from a case study. The literature review attempts to explain what Pūtaiao is, how it is being taught, and the learning of Pūtaiao. It also investigates the Pūtaiao curriculum and the challenges currently being faced. The literature covers students from early childhood, primary, and secondary school, and in this review, it is mainly limited to Māori immersion classrooms and schools. Further work is needed focusing on teacher education and professional development of Pūtaiao teachers. Pūtaiao as a subject is facing se

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Duckworth, Fiona, Marie Gibson, Sonja Macfarlane, and Angus Macfarlane. "Mai i te Ao Rangatahi ki te Ao Pakeke Ka Awatea: A Study of Māori Student Success Revisited." AlterNative: An International Journal of Indigenous Peoples 17, no. 1 (2021): 3–14. http://dx.doi.org/10.1177/1177180121995561.

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This article responds to the paucity of literature on Māori success and presents data from follow-up interviews with eight Māori young adults (pakeke), 6 years after they participated as secondary students (rangatahi) in an initial study titled Ka Awatea: An Iwi Case Study of Māori Students’ Success in 2014. Emerging outcomes reveal the central role of Māori culture and identity in their transition to adulthood. Secondary schooling nurtured their inner confidence and capacity to achieve, but did not play a significant role in development of positive Māori identity and cultural efficacy. Howeve

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Turner-Adams, Hana, Christine M. Rubie-Davies, and Melinda Webber. "High-achieving Māori students' perceptions of their best and worst teachers." MAI Journal: A New Zealand Journal of Indigenous Scholarship 12, no. 2 (2023): 122–32. http://dx.doi.org/10.20507/maijournal.2023.12.2.2.

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This qualitative study explored high-achieving Māori students’ perceptions of their best and worst secondary school teachers. Participants (N = 96) were Year 12 or 13 students at English-medium secondary schools in Aotearoa who had attained certificate endorsement at Level 1 or 2 in the National Certificate of Educational Achievement (NCEA). Findings showed that Māori students’ best teachers had high expectations for their achievement. They spent class time teaching students and discussing their learning, whereas students’ worst teachers had low expectations and restricted their access to high

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Foote, Hamish, Marama Haines-Te Whare, and Pip Newman. "Embedding Mātauranga Māori in Architectural Education." Asylum 2 (December 31, 2023): 316–21. http://dx.doi.org/10.34074/aslm.2023205.

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The School of Architecture at Unitec | Te Pūkenga has developed a te reo Māori kuputaka (glossary). This resource is included in the first-year Bachelor of Architectural Studies content to help embed mātauranga Māori in pedagogy. The initiative reflects the determination on the part of Te Whare Wānanga o Wairaka Unitec | Te Pūkenga and the School of Architecture to honour te Tiriti o Waitangi (the Treaty of Waitangi) and meet programme aims. This bicultural approach mirrors professional practice: in Ōtautahi Christchurch, after the 2011 earthquake, Indigenous sustainable practices were success

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Amos, Melina Marama, Lisa Darragh, and Tony Trinick. "A kaupapa Māori critique of digital resources for pāngarau." Set: Research Information for Teachers, no. 3 (December 30, 2024): 2–9. https://doi.org/10.18296/set.1560.

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There is a significant lack of te reo Māori resources, especially digital materials, for learning pāngarau/mathematics. Few studies have investigated how well digital resources for pāngarau align with kaupapa Māori principles. In this article, we examine a digital resource, Matific, from a kaupapa Māori perspective. We find the te reo version of Matific aids in the revitalisation of te reo Māori by expanding some pāngarau vocabulary. However, some aspects of Matific adopt a Western, mainstream approach to mathematics that does not align with kaupapa Māori values, such as kaitiakitanga. We argu

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Kerr, Brigit Giovanna, and Robin Margaret Averill. "Contextualising assessment within Aotearoa New Zealand: drawing from mātauranga Māori." AlterNative: An International Journal of Indigenous Peoples 17, no. 2 (2021): 236–45. http://dx.doi.org/10.1177/11771801211016450.

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There is long-standing disparity between the schooling success of many Māori (Indigenous peoples of Aotearoa New Zealand) learners and non-Māori learners. While much work internationally and nationally has focussed on culturally responsive pedagogies, the idea of culturally sustaining assessment has received less attention. Given the historical dominance of a West-centric education system, assessment practices within Aotearoa New Zealand schools have not necessarily embedded a Māori worldview. Informed by cultural advice, assessment constructs that embody manaakitanga (care, respect, hospitali

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Carswell, Margaret, Colin MacLeod, and Laurel Lanner. "Māori Before English: Religious Education in Aotearoa NZ Ko tōku reo tōku ohooho, ko tōku reo tōku māpihi maurea—My Language Is My Awakening, My Language Is the Window to My Soul." Religions 16, no. 8 (2025): 947. https://doi.org/10.3390/rel16080947.

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In 2021, the National Centre for Religious Studies in New Zealand published the new religious education curriculum for Catholic schools in Aotearoa New Zealand. While in many ways, very like other religious education curricula, from its naming in Māori before English, Tō Tātou Whakapono Our Faith shines a light on the role of culture and language in the transmission and expression of faith. This paper is written in two parts. Part 1 of this paper provides an examination of the key curriculum documents and website to find that Tō Tātou Whakapono Our Faith is unique in three ways. First, it enjo

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Torepe, Toni K., and Richard F. Manning. "Cultural Taxation: The Experiences of Māori Teachers in the Waitaha (Canterbury) Province of New Zealand and their Relevance for Similar Australian Research." Australian Journal of Indigenous Education 47, no. 2 (2017): 109–19. http://dx.doi.org/10.1017/jie.2017.20.

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This article draws on data from a research study (Torepe, 2011) that investigated the lived experiences of six Māori teachers who recently graduated from the Hōaka Pounamu (Graduate Diploma in Immersion and Bilingual Teaching) course at the University of Canterbury, New Zealand. The primary objective was to gain a deeper understanding of the lived experiences and various challenges confronting this group of experienced Māori language teachers working in English-medium, state-funded schools. This article describes the qualitative research methodology that was underpinned by a Kaupapa Māori narr

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Boyd, Sally, and Nicola Bright. "Working towards wellbeing rests on whanaungatanga and partnerships." Set: Research Information for Teachers, no. 2 (November 15, 2023): 17–25. http://dx.doi.org/10.18296/set.1530.

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The education system is in a period of significant change. Wellbeing is an increasing priority as schools reintegrate students after COVID-19 lockdowns and climate-related disasters. A large-scale curriculum refresh programme and the implementation of a new Aotearoa New Zealand histories curriculum are underway. These changes are encouraging schools to expand their focus on culture, identity, and mātauranga Māori within the curriculum. This article shares insights from a study of six primary schools with high wellbeing for Māori and non-Māori students. We examine how these schools undertook a

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Macfarlane, Angus, Ted Glynn, Tom Cavanagh, and Sonja Bateman. "Creating Culturally-Safe Schools for Māori Students." Australian Journal of Indigenous Education 36, no. 1 (2007): 65–76. http://dx.doi.org/10.1017/s1326011100004439.

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AbstractIn order to better understand the present trends in New Zealand’s schooling contexts, there is a clarion call for educators to develop sensitivity and sensibility towards the cultural backgrounds and experiences of Maori students. This paper reports on the work of four scholars who share research that has been undertaken in educational settings with high numbers of Maori students, and discusses the importance of creating culturally-safe schools - places that allow and enable students to be who and what they are. The theoretical frameworks drawn on are based on both a life partnership a

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McDonald, Marama, Waikaremoana Waitoki, and Anna Rolleston. "Whakapiki Wairua: Co-designing and implementing a Māori mindfulness mental health intervention in a wharekura." MAI Journal: A New Zealand Journal of Indigenous Scholarship 10, no. 2 (2021): 71–83. http://dx.doi.org/10.20507/maijournal.2021.10.2.1.

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This paper explores the process of co-designing a mātauranga-Māori-informed mindfulness intervention with rangatahi in a wharekura and examines the effects on wellbeing. Mahitahi co-design methodology underpinned the design, implementation and evaluation of the intervention, and quantitative psychological tests measured improvements in wellbeing and dispositional mindfulness. Findings showed positive indications for a decrease in levels of psychological distress, improvements in Māori quality of life domains and higher levels of dispositional mindfulness. The effective mātauranga-Māori-informe

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Pedersen, Rachelle, Tim McCreanor, and Virginia Braun. "‘Māori History can be a Freeing Shaper’: Embracing Māori Histories to Construct a ‘Good’ Pākehā Identity." Sites: A Journal of Social Anthropology and Cultural Studies 19, no. 2 (2022): 1–29. http://dx.doi.org/10.11157/sites-id516.

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Recent upheaval in racism debates across western countries is exemplified in New Zealand in the decision to compulsorily teach Māori histories in schools. Until recently this history has been largely marginalised and ignored by settlers/Pākehā who maintained a belief in histories which served to legitimise the Pākehā position of power. Earlier analyses have identified how the media has maintained normative Pākehā dominance and power through a consistent dissemination of a limited set of racist discourses. Our thematic and discursive analysis explores how media that embrace Māori histories (9 m

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Crawford, Ruth, Kathy Monson, and Judy Searle. "Mentoring tertiary students from a secondary school incubator programme focusing on health careers." Journal of Applied Research in Higher Education 8, no. 4 (2016): 424–38. http://dx.doi.org/10.1108/jarhe-02-2015-0012.

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Purpose Developing the health workforce is an ongoing concern, especially in New Zealand, where Māori and Pasifika populations are under-represented. Programme Incubator (PI) was developed by a health provider to raise awareness of careers in the health sector. The purpose of this paper is to report on a study undertaken in a tertiary institution which involved tracking and mentoring students who had been engaged in PI, and mentoring them through their tertiary studies. Design/methodology/approach In total, 40 students (n=40) were recruited into the four year study, which involved a survey and

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Townsend, Jane, and Mike Brown. "Student leader perspectives of a place-responsive initiative." Set: Research Information for Teachers, no. 3 (December 20, 2023): 44–49. http://dx.doi.org/10.18296/set.1541.

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This article outlines the development of a leadership programme for senior students involved in co-leading a Year 9 cross-curricula “Festival of Learning” known as Hui Taurima. The focus is on the Māori student leaders’ perspectives of a place-responsive approach to developing leadership that drew on the expertise of school staff, mana whenua, community members, and located that learning in places of significance. Students valued the centring of culture and place as integral to their development as leaders and they appreciated the authenticity of a place-responsive approach to learning. This a

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Bills, Trevor, and Alaimalo Falefatu Enari. "Tū tangata: Culturally encompassing physical activity and its impact on the mental well-being and academic achievement of Pacific talavou." Set: Research Information for Teachers, no. 3 (December 20, 2023): 50–55. http://dx.doi.org/10.18296/set.1542.

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As part of their kaupapa of catering for the whole child, Pacific Advance Secondary School in Ōtāhuhu has implemented an innovative programme called Tū Tangata to get their talavou physically active. This has led to improvements in mental wellbeing and academic achievements. Tū Tangata is an expression well known to Māori and means “stand tall”. It is based on a philosophy that encourages young people to stand up and be counted and take responsibility for their futures.

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Bills, Trevor, Ala’imalo Falefatu Enari, Parehuia Enari, and Daniel Tupua-Siliva. "The realization of Pasifika success when schools de-silo Pacific students’ lives: “Pasifika mo Pasifika”." Set: Research Information for Teachers, no. 2 (October 1, 2022): 2–8. http://dx.doi.org/10.18296/set.1504.

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Despite the Ministry of Education Statement of Intent 2021–2026 to focus on improving equity for Māori and Pacific learners and ensure education opportunities and outcomes are within reach for every learner, these groups remain a concern in the New Zealand education system. Inequity still exists for Māori and Pacific learners. This article explores one school’s journey towards a culturally sustaining pedagogy, the de-siloing of the lives of their Pasifika students, and a re-indigenisation of the curriculum to better reflect the preexisting ways of knowing of tangata moana in order to truly ach

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Marshall, Meri, and Tabitha McKenzie. "Māori Medium Teachers: Getting the Professional Development they Need." Teachers' Work 8, no. 2 (2011): 168–77. http://dx.doi.org/10.24135/teacherswork.v8i2.552.

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In 2007, the Ministry of Education commissioned an evaluation of three Māori medium junior reading series: He Purapura, Ngā Kete Kōrero and He Kohikohinga. Questionnaires were completed by 84 teachers in Level 1, 81-100% immersion Māori settings, and semi-structured focus group interviews were undertaken with 15 teachers and 14 literacy experts. Two case studies and a review of texts were also undertaken. This article explores an emerging theme from the evaluation data around professional development (PD). Teachers and literacy experts identified several key features important for effective PD

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Kidman, Joanna, and Vincent O’Malley. "Questioning the canon: Colonial history, counter-memory and youth activism." Memory Studies 13, no. 4 (2018): 537–50. http://dx.doi.org/10.1177/1750698017749980.

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Social memory is inscribed by power relations that both produce and contain canonical state narratives. In settler nations, where indigenous and state relationships remain unresolved, tribal memories of violent colonial histories that are passed on to successive generations expose ‘official’ silences in foundational stories about a nation’s origins. In this article, we examine a public debate that occurred when a group of secondary school students took a petition to the New Zealand Parliament calling for formal recognition of the difficult history of the New Zealand Wars – a series of nineteen

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20

Thompson, Newton. "Do Māori initiatives by Māori and for Māori really help Māori?" Aotearoa New Zealand Social Work 20, no. 4 (2017): 56–59. http://dx.doi.org/10.11157/anzswj-vol20iss4id332.

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Do Māori initiatives by Māori and for Māori really help Māori? In order for me to answer this question I will discuss ‘Hokowhitu’, a rangatahi life-skills programme designed specifically for Māori, by Māori, using a kaupapa Māori approach. The programme was part of a research project undertaken by the School of Physical Education at the University of Otago and was aimed at Māori rangatahi who were susceptible to alcohol and drug abuse within their micro-interactive surroundings. After a description of the programme I will finish with a discussion on how the programme influenced me personally w

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Averill, Robin, Rawiri Hindle, and Anne Hynds. "“It means everything doesn’t it?” Interpretations of Māori students achieving and enjoying educational success “as Māori”." Set: Research Information for Teachers, no. 2 (August 1, 2014): 33–40. http://dx.doi.org/10.18296/set.0304.

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Education policy requires that schools and teachers enable Māori students to enjoy and achieve educational success as Māori. Teachers are expected to ensure Māori learners can see and be themselves in their education and can participate in and contribute to te ao Māori (the Māori world). This article discusses how this policy can be implemented by drawing from a research evaluation project on the effectiveness of the He Kākano professional development, a project carried out in 80 English-medium secondary schools. Interviews with students, teachers, and whānau in nine case study schools indicat

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Boden, Joseph M., David M. Fergusson, and L. John Horwood. "Illicit Drug use and Dependence in a New Zealand Birth Cohort." Australian & New Zealand Journal of Psychiatry 40, no. 2 (2006): 156–63. http://dx.doi.org/10.1080/j.1440-1614.2006.01763.x.

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Objective: To describe the patterns of illicit drug use in a birth cohort studied to the age of 25 years. Method: The data were gathered during the Christchurch Health and Development Study. In this study a cohort of 1265 children born in the Christchurch, New Zealand urban region in mid-1977 have been studied to the age of 25 years. Information was gathered on patterns of illicit drug use and dependence during the period 15–25 years. Results: By age 25 years, 76.7% of the cohort had used cannabis, while 43.5% had used other illicit drugs on at least one occasion. In addition, 12.5% of the coh

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Moeed, Azra. "Mātauranga Māori and School Science." New Zealand Science Review 76, no. 3 (2022): 63–66. http://dx.doi.org/10.26686/nzsr.v76i3.7815.

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Savage, Catherine, Sonja Macfarlane, Angus Macfarlane, Letitia Fickel, and Hēmi Te Hēmi. "Huakina Mai: A Kaupapa Māori Approach to Relationship and Behaviour Support." Australian Journal of Indigenous Education 43, no. 2 (2014): 165–74. http://dx.doi.org/10.1017/jie.2014.23.

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This article presents the developmental stages of a nationwide whole-school strengths-based behavioural intervention by Māori and centring on Māori interests; an initiative that has the potential to transform educational success and opportunities. The initial phase involved a cycle of data collection. This was conducted via a series of focus groups held with Māori specialists, practitioners, families and students, to support the development of a kaupapa Māori approach to school-wide positive behaviour. The evidence that was gathered indicated that a systems framework needed to emanate out of a

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Hotere-Barnes, Alex, Nicola Bright, and Jessica Hutchings. "Reo and mātauranga Māori revitalisation: Learning visions for the future." Set: Research Information for Teachers, no. 1 (May 1, 2014): 7–15. http://dx.doi.org/10.18296/set.0331.

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Te reo and mātauranga Māori are linked to a distinctive Māori identity and ways of being in the world. With the majority of Māori students enrolled in English-medium schools, we face the national challenge of how to affirm and promote reo and mātauranga Māori as part of the “everyday” in educational and community life, now and in the future. This article illustrates how educators in English-medium settings can deliberately affirm, support, and promote reo and mātauranga Māori in their learning processes and programmes. This is illustrated through an imaginative 2040 scenario for reo and mātaur

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Taani, Paia. "Whāia te iti kahurangi, ki te tūohu koe me he maunga teitei: A journey of pursuing aspirations for bilingual tamariki." Teachers' Work 20, no. 2 (2023): 170–75. http://dx.doi.org/10.24135/teacherswork.v20i2.598.

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My husband and I are parents of four beautiful bilingual tamariki. When our children started primary school, we chose the local school, which is very good but, at the time, the provision of te reo Māori and tikanga Māori was lacking. I am also a kaiako and academic within the realms of te reo Māori and tikanga Māori, particularly in the contexts of whānau and education. Informed by my dual role as parent and educator, this reflection shares some of our experiences throughout our children’s primary school years. I also highlight the challenges we faced in the pursuit of our aspirations. Utilisi

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Jeurissen, Maree. "Te Reo Māori as a Subject: The Impact of Language Ideology, Language Practice, and Language Management on Secondary School Students’ Decision Making." Australian Journal of Indigenous Education 43, no. 2 (2014): 175–84. http://dx.doi.org/10.1017/jie.2014.14.

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Te reo Māori, the Indigenous language of Aotearoa (New Zealand), remains ‘endangered’ despite concentrated ongoing efforts to reverse declining numbers of speakers. Most of these efforts have focused on te reo Māori immersion education settings as these were considered the most effective means to ensure the survival of the language (May & Hill, 2008). More recently, the home has been identified as an important setting for language regeneration (Te Puni Kokiri, 2011). Despite the fact that the vast majority of secondary school-aged students (both Māori and non-Māori) attend English-medium s

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Whitinui, Paul. "Te Whakahōnere ngā Wawata o te Whānau: Honouring the Educational Aspirations of Whānau Māori in two English-Medium Primary Schools in the Otago-Southland regions in Aotearoa New Zealand." Australian Journal of Indigenous Education 48, no. 01 (2017): 52–65. http://dx.doi.org/10.1017/jie.2017.38.

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This paper reports on the preliminary findings of a study carried out in two English-medium primary (elementary) schools (years 1–6) located in the Otago-Southland regions between 2014 and 2015. The purpose of the study aimed to explore the educational aspirations whānau Māori (i.e., Māori family) want for their children, and to build better relationships for teaching and learning in these two schools. The opportunity to bring whānau Māori together using a school hui (i.e., formal school meeting) process, not only created a culturally safe space for whānau Māori to share their thoughts, ideas

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Stewart, Georgina Tuari, and Angelo Tedoldi. "Bringing Māori concepts into school science: NCEA." ACCESS: Contemporary Issues in Education 41, no. 1 (2021): 77–81. http://dx.doi.org/10.46786/ac21.1591.

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This commentary article discusses the inclusion of Māori knowledge in senior school science in the context of some new senior school science qualifications that are currently being trialled. These proposals raise challenging questions and are provoking intense debates among secondary science teachers in Aotearoa New Zealand. We introduce the proposals and their rationale and summarise the main objections raised by science teachers. We focus on three specific Māori concepts used in the proposals and comment on the possibilities.

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Mihaere, Shannon, Melody Smith, and Rhys Jones. "THE IMPORTANCE OF CULTURALLY SAFE ACTIVE SCHOOL TRAVEL OPTIONS TO ENABLE TAMARIKI MĀORI TO FLOURISH A narrative review and model." MAI Journal: A New Zealand Journal of Indigenous Scholarship 13, no. 1 (2024): 26–38. http://dx.doi.org/10.20507/maijournal.2024.13.1.3.

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To better understand the low and declining trends in active transport, there is a clarion call for town planners to develop sensitivity and sensibility towards the cultural backgrounds, realities and priorities of Māori. This will be important in producing more sustainable, healthy and equitable neighbourhoods. This paper outlines the results of a narrative literature review and consultation on tamariki Māori and travelling to kura. Tamariki Māori face barriers to active transport similar to those of other children, including a lack of access to suitable urban infrastructure, but these are exa

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Webber, Melinda, Tracy Riley, Katrina Sylva, and Emma Scobie-Jennings. "The Ruamano Project: Raising Expectations, Realising Community Aspirations and Recognising Gifted Potential in Māori Boys." Australian Journal of Indigenous Education 49, no. 1 (2018): 77–88. http://dx.doi.org/10.1017/jie.2018.16.

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When gifted Māori students feel they belong and find their realities reflected in the curriculum, conversations and interactions of schooling, they are more likely to engage in programmes of learning and experience greater school success. This article reports on a teacher-led project called the Ruamano Project, which investigated whether Maker and Zimmerman's (2008) Real Engagement in Active Problem Solving model (REAPS) could be adapted successfully to identify talents and benefit the student achievement and engagement of Māori boys in two rural Northland, New Zealand secondary school context

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Le Grice, Jade, and Virginia Braun. "Indigenous (Māori) sexual health psychologies in New Zealand: Delivering culturally congruent sexuality education." Journal of Health Psychology 23, no. 2 (2017): 175–87. http://dx.doi.org/10.1177/1359105317739909.

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Indigenous (Māori) psychologies of sexual health occur at the cultural nexus of Indigenous and Western knowledge, colonising influence and intervention. Formal school-based sexuality education holds potential to intervene in this psychological space by decolonising notions of Māori sexuality, relationships and reproduction. This research utilises an Indigenous feminist (Mana Wāhine) methodology and interviews with 43 Māori participants (26 women and 17 men). We explore how Māori knowledges (mātauranga Māori), responsive to the surrounding colonising context, were interwoven through four themes

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Malcolm, John, Lydia Snell, Kate Grimwade, et al. "Rheumatic fever trends in the context of skin infection and Group A Streptococcal sore throat programmes in the Bay of Plenty: an observational study, 2000–2022." New Zealand Medical Journal 138, no. 1609 (2025): 15–44. https://doi.org/10.26635/6965.6532.

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aims: This study reports acute rheumatic fever (ARF) rates and admission rates for skin infections across the Bay of Plenty from 2000 to 2022 since health initiatives for both commenced in 2011. methods: Skin infection hospital admission rates and ARF rates for those under 30 years of age focussed on 2011–2019 after interventions began, compared with 2000–2010. Outcomes/trends were estimated by age bands, ethnicity, gender and socio-economic deprivation. results: Mean skin infection rates changed very little. However, rates increased between 2000 and 2010 then declined following skin infection

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Hall, Meegan, Peter Adds, Mike Ross, and Phillip Borell. "Understanding the uncomfortable kōkako: the challenge of applying threshold concepts in Māori studies." Scholarship of Teaching and Learning in the South 1, no. 1 (2017): 91. http://dx.doi.org/10.36615/sotls.v1i1.15.

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There are Māori studies programmes in all eight New Zealand universities and thousands of Māori studies students enrol each year. However, little research has been done on the scholarship of teaching and learning (SOTL) within the Māori studies discipline. This article investigates, through the process of an integrative literature review, the potential to apply the theory of threshold concepts (Meyer & Land 2006) – the idea that there is a set of transformational concepts that can unlock understanding in any discipline – to the Māori studies discipline. It highlights issues that arise in a

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Sika-Paotonu, Dianne, and Alana Cockburn. "Immunology as a basis for STEM related teaching that is culturally appropriate and engages underrepresented High School students." Journal of Immunology 202, no. 1_Supplement (2019): 61.15. http://dx.doi.org/10.4049/jimmunol.202.supp.61.15.

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Abstract Indigenous Māori and Pacific Peoples in New Zealand (NZ) remain overrepresented both in adverse health statistics and education outcomes. To improve education and health outcomes for Māori and Pacific communities, various strategies and interventions have been proposed. This includes efforts to increase the Māori and Pacific health workforce populations figures more reflective of the make-up of the NZ population. These health careers require participation in science and health related subject matter throughout high school and at higher education learning levels. Māori and Pacific stud

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Darrah, Tayla, Andrew Waa, Amanda Jones, and Anja Mizdrak. "Māori perspectives on alcohol." International Journal of Critical Indigenous Studies 14, no. 1 (2021): 51–64. http://dx.doi.org/10.5204/ijcis.v14i1.1809.

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ABSTRACTAimMāori suffer disproportionately from alcohol-related harm in Aotearoa New Zealand. With the view toward informing potential alcohol interventions for Māori, this study synthesises studies on alcohol and alcohol-related harm. MethodsUsing a Māori-centered approach, a narrative review of qualitative studies of Māori perspectives on alcohol was conducted. Journal databases, repositories, and websites were searched for relevant studies published since 2000. A thematic analysis was conducted and emergent themes were synthesised. ResultsEight studies were identified for inclusion. Whanaun

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Harris, Fleur, and Baljit Kaur. "Challenging the Notions of Partnership and Collaboration in Early Education: A Critical Perspective from a Whānau Class in New Zealand." Global Studies of Childhood 2, no. 1 (2012): 4–13. http://dx.doi.org/10.2304/gsch.2012.2.1.4.

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In the 1970s, New Zealand's Māori leaders and academics successfully sought the revitalisation of culture and language through education. A Māori immersion education system emerged exemplifying school–community partnership and collaboration, and in the milieu of expansion, the whānau class emerged as an education option for children. In this context, families of children aged between 5 and 12 years are placed together in one class and the language of instruction is usually bilingual – Māori and English. A case study of such a class is presented in this article and illustrates how education mea

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SPOLSKY, BERNARD. "Reassessing Māori regeneration." Language in Society 32, no. 4 (2003): 553–78. http://dx.doi.org/10.1017/s0047404503324042.

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After nearly two centuries of contact with Europeans, the Māori language of New Zealand was, by the 1960s, threatened with extinction. Accompanying a movement for ethnic revival, a series of grassroots regeneration efforts that established adult, preschool, and autonomous school immersion programs has over the past two decades increased substantially the number of Māori who know and use their language, but this has not yet led to the reestablishment of natural intergenerational transmission. More recently, responding to growing ethnic pressures, the New Zealand government has adopted a Māori l

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Lucas, Olivia R. "Kaitiakitanga, Whai Wāhi and Alien Weaponry: indigenous frameworks for understanding language, identity and international success in the case of a Māori metal band." Popular Music 40, no. 2 (2021): 263–80. http://dx.doi.org/10.1017/s0261143021000131.

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AbstractNew Zealand Māori metal band Alien Weaponry rose from local act to international prominence over the course of 2016–2018, lauded by critics and fans for their songs involving Māori history and culture, and with lyrics in the indigenous Māori language. This article examines Alien Weaponry's participation in Māori language revitalisation efforts and explores the use of indigenous frameworks for analysing these issues. Māori principles of kaitiakitanga (protection) and whai wāhi (participation) offer an understanding of the band's contributions to both Māori cultural preservation and glob

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Berthiot, Marine. "Voicing the Cultural Trauma of the Māori Community in Bugs by Whiti Hereaka (2013)." Frontiers: A Journal of Women Studies 45, no. 3 (2024): 129–51. https://doi.org/10.1353/fro.2024.a952259.

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Abstract: Aotearoa New Zealand children's literature rose as a genre per se from the 1950s onwards. Before the Second World War, Kiwi children and teenagers had access to British and American books and magazines, but were not represented in the texts they were given to read. The colonial heritage of children's literature continues to shape certain ethnic prejudices to this day, affecting the Indigenous people in particular, and non-whites in general. Whiti Hereaka (a Māori author of Ngāti Tūwharetoa, Te Arawa, Ngāti Whakaue, Tūhourangi, and Pākehā descent) is an award-winning author, whose nov

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Sligo, Frank. "Dystopic pasts: Missionaries, Māori and literacy sense-making in nineteenth-century New Zealand." Explorations in Media Ecology 21, no. 1 (2022): 21–35. http://dx.doi.org/10.1386/eme_00115_1.

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Sometimes insights into the future, including possible dystopic futures, may be gleaned from examining dystopic pasts. Early European settlement in Aotearoa New Zealand, including the arrival of new diseases for which the people had no defences, created many dystopic outcomes for Māori. However, Māori realized how European technologies, including literacy, could be usefully adopted and adapted. By the early 1800s, probably more Māori were print literate in the Māori language than Pākehā (European New Zealanders) were literate in English. Different literacies, including sign and recitation, wer

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Awatere, Shaun, Jason Mika, Maui Hudson, Craig Pauling, Simon Lambert, and John Reid. "Whakatipu rawa ma ngā uri whakatipu: optimising the “Māori” in Māori economic development." AlterNative: An International Journal of Indigenous Peoples 13, no. 2 (2017): 80–88. http://dx.doi.org/10.1177/1177180117700816.

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One of the great challenges for indigenous and non-indigenous entrepreneurs in the twenty-first century is to move beyond profit maximisation as an acceptable modality for doing business and gravitate towards the concept of socially optimal outcomes, where maximising community well-being and minimising externalities to the natural environment and social justice are paramount. We present findings from a case-study analysis of Māori enterprises that demonstrate a wealth of successfully kaupapa Māori (Māori ideology)-attuned strategy and policy. The case studies provide practical examples of the

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Hindle, Rawiri, Anne Hynds, Robin Averill, Luanna Meyer, and Susan Faircloth. "An Ontological Perspective on the Development of Home–School Partnership Relationships with Indigenous Communities." Australian Journal of Indigenous Education 46, no. 1 (2016): 92–103. http://dx.doi.org/10.1017/jie.2016.16.

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We propose the use of an ontological perspective to shift current thinking about the phenomenon of home/school partnerships, particularly through an examination of school leaders (leadership team) — community relationships that seek to better serve Indigenous students and their communities. We reanalysed focus group interviews of indigenous Māori students and their whānau/families from a wider New Zealand study that investigated the development of culturally responsive leadership in 84 secondary schools. The aim of the leadership intervention was to improve school practices and enable Indigeno

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Mpofu, Ngonidzashe, Sasha Anderson, Caroline Brown, and Minna Yoo. "Closing the rehabilitation utilization gap of New Zealand’s (Aotearoa) Māori people: Multiple case studies." Australian Journal of Rehabilitation Counselling 27, no. 2 (2021): 122–36. http://dx.doi.org/10.1017/jrc.2021.10.

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AbstractWe aimed to explore personal factors in use of rehabilitation counseling and mental health services by Māori adults. Participants were three Māori adults (females = 2, residing in major urban settings, age range 45–50 years old; male = 1, residing in a rural setting, age range = 25–30 years old). Thematic analysis yielded the following findings: (a) a preference of Māori service providers who understand whānau culture, (b) an understanding of whakapapa or the family structure as an integral source of social support as counselors are planning for treatment, (c) establishing and maintain

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Cairns, Tamati, and Leon Fulcher. "Pūao-te-Ata-tū and dissenting voices of change at New Zealand’s oldest school of social work." Aotearoa New Zealand Social Work 34, no. 3 (2022): 34–47. http://dx.doi.org/10.11157/anzswj-vol34iss3id931.

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INTRODUCTION: The Ministerial Advisory Committee Report on a Māori Perspective for the New Zealand Department of Social Welfare (1986) offers an historic reference point from which to examine education and training reforms initiated at Aotearoa New Zealand’s oldest school of social work and designed to better address the needs and aspirations of Māori and those working with Māori. Pūao-te-Ata-tū is an internationally unique example of social research facilitated by distinguished Māori leaders and senior government officials using indigenous methods. The Vice Chancellor of Victoria University w

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Wilkinson, Clare, Daniel C. H. Hikuroa, Angus H. Macfarlane, and Matthew W. Hughes. "Mātauranga Māori in geomorphology: existing frameworks, case studies, and recommendations for incorporating Indigenous knowledge in Earth science." Earth Surface Dynamics 8, no. 3 (2020): 595–618. http://dx.doi.org/10.5194/esurf-8-595-2020.

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Abstract. Mixed-method bicultural research in Aotearoa New Zealand, including the weaving of Indigenous and other knowledge, is emerging within many academic disciplines. However, mātauranga Māori (the knowledge, culture, values, and world view of the Indigenous peoples of Aotearoa New Zealand) and Te Ao Māori (the Māori world) is poorly represented within geomorphological investigations. Here, we review international efforts to include Indigenous knowledge in geologic and geomorphic studies and provide an overview of the current state of mātauranga Māori within research endeavours in Aotearoa

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Carrington, Samuel D., Pauline Norris, Patricia Priest, and Emma H. Wyeth. "MĀORI EXPERT VIEWS OF ANTIMICROBIAL RESISTANCE USING A ONE HEALTH APPROACH: A QUALITATIVE STUDY." MAI Journal: A New Zealand Journal of Indigenous Scholarship 12, no. 2 (2023): 158–69. http://dx.doi.org/10.20507/maijournal.2023.12.2.5.

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Māori experience disproportionately worse outcomes from infectious diseases compared to non-Māori, and antimicrobial resistance (AMR) contributes to these inequities. The aim of the study reported in this article was to gain insight into Māori experts’ perspectives on AMR using a One Health approach, which incorporates understandings of human, animal and environmental health. Qualitative methods were applied and were guided by principles of Kaupapa Māori research. Four themes were identified: (1) the importance of AMR education for Māori, (2) the connection of mātauranga Māori and AMR, (3) col

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Foote, Hamish, Bin Su, Lian Wu, and Trina Smith. "The School of Architecture e-Newsletter." Asylum, no. 1 (December 27, 2022): 300–306. http://dx.doi.org/10.34074/aslm.2022106.

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he School of Architecture at Unitec publishes an e-newsletter biannually, keeping alumni and industry contacts informed of developments in the school and its communities. The publication also provides an opportunity to share details regarding continuing professional development (CPD) opportunities for practitioners and calls for papers published in the school's peer-reviewed journals, such as XSection and Asylum. The e-newsletter, edited by Senior Lecturer Hamish Foote, supports the school in meeting the aims of its Architecture, Landscape Architecture and Interior programmes: grounding in the

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Te Kaawa, Wayne. "Decolonizing New Testament Studies: A Māori Perspective." Journal for the Study of the New Testament 47, no. 1 (2024): 31–48. http://dx.doi.org/10.1177/0142064x241262449.

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Beginning with my personal experience of encountering ideas about decolonization in various settings, and considering what it might mean for New Testament studies in Aotearoa New Zealand, this essay then presents the contributions of the few Māori scholars who have worked in biblical studies, identifying how they reflect on the legacies of colonization and the challenge of decolonization. As an example of a Māori engagement with a New Testament text, I present a reading of the Canaanite woman’s encounter with Jesus as presented in Matthew 15.21–28, focused on issues of racism, people, and land

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Baddock, S., A. Campbell, R. Love, and S. Paine. "P092 Māori Sleep Health across the Lifespan: A scoping review of the literature." Sleep Advances 5, Supplement_1 (2024): A61. https://doi.org/10.1093/sleepadvances/zpae070.174.

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Abstract Introduction In Aotearoa New Zealand, Māori experience poorer health outcomes than non-Māori and these inequities extend into sleep health. Our aim was to summarise the peer reviewed literature on Māori sleep health to understand the equity gaps to inform policy and future research. Methods A broad systematic search of widely used literature databases was conducted using the keywords: “sleep”, “insomnia” “sleep initiation and maintenance disorders” combined with “Māori”; “New Zealand” or “Oceanic Ancestry Group”. Studies providing information on Māori sleep health were reviewed for Mā

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