Faculty of Māori and Indigenous Development (Te Ara Poutama)

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https://hdl.handle.net/10292/1097
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

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Recent Submissions

Now showing 1 - 5 of 96
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    Mātauranga Māori and Secondary Science Teaching: 2022
    (Faculty of Education, University of Canterbury, 2022-12-17) Stewart, Georgina
    This reflection piece is written for secondary science teachers in Aotearoa New Zealand who are, for the first time, being obliged to consider the inclusion of Māori words and concepts in the NCEA achievement standards they use to assess their students. My aim is to unpack the issues implicit in the current trends to incorporate Māori knowledge in the secondary science curriculum, and help science teachers see the new standards in a more balanced and optimistic way.
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    A Dissenter in the Ranks: Barzillai Quaife’s Mission to New Zealand
    (Wiley, 2024-07-11) Moon, Paul
    The arrival of the Congregationalist minister Barzillai Quaife in New Zealand in 1840 casts a new light on the established historiography on the role of missionaries in the colony at this time, revealing substantial (imported) divisions between Anglicans and Dissenting sects, resulting in a level of antipathy that (ironically) exceeded that which existed between Protestants and Catholics in the country at this time. Quaife's presence also illuminates the overlapping roles of the Anglican mission as a branch of state polity as well as a distinct religious entity in the colony, how this othered Quaife's Congregationalist mission, and the potential for misconstruing individual personality traits with strongly-held theological opinions.
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    Postdigital Citizen Science and Humanities: A Theoretical Kaleidoscope
    (Springer Science and Business Media LLC, 2024-06-14) Jopling, M; Stewart, GT; Orchard, S; Suoranta, J; Tolbert, S; Cheilan, L; Yan, F; Price, C; Hayes, S; Scott, H; Latham, A; Bhatt, I; Dodonov, V; Matthews, A; Muhtaseb, R; MacKenzie, A; Owaineh, M; Earle, S; Simmons, B; Clarke, Z; la Velle, L; Green, BJ; Brown, C; Watermeyer, R; Jandrić, P
    This collective article presents a theoretical kaleidoscope, the multiple lenses of which are used to examine and critique citizen science and humanities in postdigital contexts and from postdigital perspectives. It brings together 19 short theoretical and experiential contributions, organised into six loose groups which explore areas and perspectives including Indigenous and local knowledge, technology, and children and young people as citizen researchers. It suggests that this collective approach is appropriate because both postdigital and citizen research are founded on and committed to collaboration, dialogue, and co-creation, as well as challenging the tenets and approaches of traditional academic research. In particular, it suggests that postdigital transformations in contemporary societies are both changing citizen science and humanities and making it more important.
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    Responding to: In Defense of Merit in Science
    (Centre for Global Indigenous Futures, 2024) Stewart, Georgina Tuari
    This commentary responds to a perspective article by a group of 27 co-authors, most affiliated to universities in the USA, with a sprinkling of international others: two each from France and Germany; one each from the UK, Australia and New Zealand; and three listing dual-country affiliations to USA as well as Israel, Germany and Australia. The perspective article claims that science is in serious danger from the replacement of merit by identity as the basis for assessments in science education, hiring of scientists, and research funding decisions. Although stopping just short of saying this ‘is’ happening, its purpose is to issue a warning that the future of science is under threat, if such trends were to continue. Given its relevance to science and science education in Aotearoa New Zealand, it is important for us as Māori and non-Māori to understand the claims and arguments it makes. Below, I list and discuss its key ideas, summarise its scholarly flaws, and comment on its meta-level significance in context.
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    Reflecting on Service Part II: Mātauranga Māori and the School of Science
    (Te Ara Poutama, Auckland University of Technology, 2024-01-15) Stewart, Georgina
    This is a reflective commentary or thinkpiece paper written as the only Māori member of the internal panel convened to review the curriculum and operations of the School of Science of AUT, my employer university. It is a personal viewpoint intended as an input for the deliberations of the panel in writing their report. It is the second of two related papers on the depth and breadth of the thinking required of a Māori academic like myself, charged with representing the urgent issues under the heading of Te Tiriti o Waitangi currently facing all eight local universities within the peripheral local academy of Aotearoa New Zealand.
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