Kaupapa Maori Research Research Articles

A step into the light: Developing a culturally appropriate research process to study Maori rangatahi perspectives of leisure in one setting

There is little knowledge of Maori peoples' leisure understandings, experiences and participation. This article reports on the development of a culturally appropriate research process that investigated the leisure participation, perspectives, and experiences of five Rotorua Maori Rangatahi in one research setting Within this exploration there is a focus on the need to conduct leisure research with Maori people in cidturally appropriate ways. This research approach incorporates focus group methodology within a Kaupapa Maori research framework which addresses issues of research for Maori. The research process revealed that focus group methodology can be adapted into a Kaupapa Maori research framework and that this research approach could be an important tool when conducting research with Maori Rangatahi, including in educational contexts.

Producing an "iwi-meaningful" doctoral proposal: A case study

In this paper I offer a description of my doctoral research which attempts to investigate how Kaupapa Maori Research theory works in a specific context, that is the formulation of doctoral research in conjunction with and at the behest of the iwi, in this case, Ngati Hako of the Hauraki area. I describe the settings, challenges, assumptions, concerns and processes with regard to the provision of a study that seeks to advance iwi desires in a collaborative way while striving to protect iwi members, especially the kaumatua, from having to defend the research. I argue that by following a Kaupapa Maori collaborative approach with Ngati Haki, this research project derives its importance from not only the perceived benefits for Ngati Haki but

Sharing, Listening, Learning and Developing Understandings of Kaupapa Māori Research by Engaging With Two Māori Communities in education

This paper is a culmination of common understandings that were elicited from two pieces of research: Impact of the BHP New Zealand Steel Mining on the Tangata Whenua and the Environment and Impact of Maori Medium Education within a Mainstream Secondary School on the Lives of its Participants, in particular the Teachers, Caregivers and Students. It was at the conclusion of each research project and as a consequence of informal conversations and discussions that this paper evolved. The paper discusses shared understandings in the context of Kaupapa Maori research methodology and key findings from the two research projects.

Whatu: Weaving Māori Women Educators’ Pedagogy.

Whatu was the starting point for a metaphor that emerged as a representation of three Maori women educators’ pedagogy. The Whatu metaphor was developed as a way of understanding the complexities of the Maori women’s pedagogy and to show that the strength of that pedagogy is in the interweaving of the strands. Concepts of Maori pedagogy are becoming more accessible in Aotearoa/ New Zealand: for example, the notion of ako as a means of explaining the connectedness of learning and teaching; and tuakana-teina as a form of peer support and learning. However, the pedagogy that umbrellas those two concepts is less accessible and was the subject of a small kaupapa Maori research project involving three Maori women educators. In response to a research question: ‘What is Maori women educators’ pedagogy?’ this article describes the Whatu metaphor; a metaphor that represents the research participants’ pedagogical ways of being, knowing and doing, and advances a new way of viewing Maori women educators’ pedagogy.

Te Kotahitanga: The Effective Teaching Profile and its Impact on Māori Student Achievement.

Te Kotahitanga is a Kaupapa Maori research and development programme that aims at improving Maori student achievement. Through interviews with students, teachers and whanau, the characteristics of teachers who made a difference were identified. These characteristics were drawn together to form the Effective Teaching Profile (ETP). This literature review provides a brief background on the Te Kotahitanga programme with an emphasis on the ETP, and its impact on Maori students’ achievement in secondary schools. The educational disparities that exist and perpetuate for indigenous (Maori) learners in Aotearoa/New Zealand are discussed as a rationale for implementing Te Kotahitanga in schools. This literature review explores the principles of the ETP and how these impact on Maori achievement. The ETP is also considered from a Resource Teacher: Learning and Behaviour (RTLB) viewpoint.

Assessing Mitral Valve Stenosis by Real-time 3-Dimensional Echocardiography in Systemic Lupus Erythematosus: A Look Inside the Heart: Figure 1.

<h3>Background</h3> M&amp;amacr;ori regard stories as a preferred method for imparting knowledge through waiata (song), moteatea (poetry), kauwhau (moralistic tale), pakiwaitara (story) and purakau (myths). Storytelling is also an expression of tinorangatiratanga (self-determination); M&amp;amacr;ori have the right to manage their knowledge, which includes embodiment in forms transcending typical western formulations. Digital storytelling is a process by which ‘ordinary people’ create short autobiographical videos. It has found application in numerous disciplines including public health and has been used to articulatethe experiences of those often excluded from knowledge production. <h3>Aim</h3> To explore the use of digital storytelling as a research method for learning about wh&amp;amacr;nau (family) experiences providing end of life care for kaum&amp;amacr;tua (older people). <h3>Methods</h3> Eight M&amp;amacr;ori and their nominated co-creators attended a three-day digital story telling workshop led by co-researchers Shuchi Kothari and Sarina Pearson. They were guided in the creation of first-person digital stories about caring for kaum&amp;amacr;tua. The videos were shared at a group screening, and participants completed questionnaires about the workshop and their videos. A Kaupapa M&amp;amacr;ori narrative analysis was applied to their stories to gain new perspectives on M&amp;amacr;ori end of life caregiving practices. (Kaupapa Maori research privileges Maori worldviews and indigenous knowledge systems.) <h3>Results</h3> Digital storytelling is an appropriate method as M&amp;amacr;ori is an oral/aural society. It allows M&amp;amacr;ori to share their stories with others, thus promoting community support at the end of life, befitting a public health approach. <h3>Conclusion</h3> Digital storytelling can be a useful method for M&amp;amacr;ori to express their experiences providing end of life caregiving.

Kaupapa Māori assessment: A journey of meaning making

Introduction This article describes the journey of a Maori early childhood centre towards an assessment framework that embeds Maori epistemologies, ideas of valued learning and cultural norms and understandings. The information presented is based on work completed in two interrelated projects. The first is the Te Whatu Pokeka: Kaupapa Maori Learning and Assessment Exemplar project, a Ministry of Education-funded project to produce a professional support assessment resource primarily for Maori early childhood services. The second is my doctoral thesis, Tikanga Maori as Outcomes for Early Childhood: Implications for Assessment: Kaupapa Maori Learning and Assessment Framework Development (Rameka, 2009), which journals the progress of participating Maori centres in developing Maori early childhood assessment approaches and framings. Background Best of Both Worlds Bilingual Preschool, the early childhood centre that is the focus of this article, is located in Papakura, South Auckland. It services a low-socioeconomic community with a high population of Maori and Pacific Island families. It is a Maori/ English bicultural, bilingual early childhood centre that was established in 1995. In 2004 a second centre was opened to cater for the growing numbers of children on the waiting list. The centres provide for 34 and 33 children respectively and employ 16 teachers who work across both centres. The majority of the children and teachers at the centres are Maori, although a diverse range of cultures, ethnicities and nationalities are also represented. The centres were established with the specific goal of supporting children to achieve academically in the New Zealand education system. The founders of the centre were frustrated at the rate of Maori educational underachievement that they were witnessing, especially within South Auckland. They believed that by exposing children to the best of both worlds, including all aspects of te ao Maori (the Maori world) and te ao Pakeha (the Western world), children would be better prepared to succeed in the education system, or in spite of the education system. The Best of Both Worlds philosophical statement is: To prepare children for school, to give them the confidence to question when they do not understand something. To openly discuss situations or events. For children to understand their tikanga (culture) and use it when an event calls for it. To know who they are and what they are as a person is important--their identity. To learn to challenge things and challenge life. To test the barriers and boundaries and learn to take risks in order to problem solve. To establish relationships with peers and ongoing friendships. To be a part of tuakana/teina (elder/younger sibling relationships) and understand how our elders look after our younger. To learn life skills in an environment where they are loved and understood. Methodology A qualitative, kaupapa Maori research methodology was used to gather, collate and analyse data in the research projects that underpin this article. In other words, they used an emergent methodological approach that located the kaiako, tamariki and whanau in their environments or settings and was concerned with meaning making, multiple interpretations or perspectives and collaborative endeavour. Not only do qualitative research approaches locate participants in their own environments or settings, they also support them to make sense of or interpret events in a way that affirms and legitimates their world views and lived realities. Denzin and Lincoln (1994, p. 4) state that: Qualitative researchers stress the socially constructed nature of reality, the intimate relationship between the researcher and what is studied, and the situational constraints that shape inquiry. Such researchers emphasise the value-laden nature of inquiry. …

An exploration of kaupapa Maori research, its principles, processes and applications

Kaupapa Maori research developed as part of a broader movement by Maori to question westernized notions of knowledge, culture, and research. Kaupapa Maori research has been used as both a form of resistance and a methodological strategy, wherein research is conceived, developed, and carried out by Maori, and the end outcome is to benefit Maori. This piece reviews the development and main principles of kaupapa Maori research, and it also describes and critiques the main processes of kaupapa Maori research. Three exemplars of research carried out by Maori researchers are provided to illustrate these principles and processes. We conclude that kaupapa Maori research is a relevant approach for research involving Maori and that it can enhance the self‐determination of Maori people. Kaupapa Maori research also has implications for research with indigenous people more generally.

A 'parallel process'? Beginning a constructive conversation about a Maori methodology.

This paper documents the beginning of a conversation about what it means to be Maori within a larger, mainstream research project. This larger project was conceived by a team of researchers that included a Maori principal investigator, and funding was gained from a funding agency that has established criteria for Maori responsiveness. The Maori component of the project was, however, not initially conceived of as separate from the non-Maori component. Discussions about this were initiated approximately one year into the project in response to Maori team members' desires to undertake Kaupapa Maori research. This effectively means that the Maori team collects and analyses the Maori research data prior to re-engaging with the full research team. While there is a level of uncertainty about how this process will play itself out, there is a commitment to continue a constructive conversation within the team and to journey together in good faith and trust.

Answering the emancipatory call: an emerging research approach ‘on the margins’ of accounting

This paper responds to the call by Broadbent et al. [Acc. Aud. Acc. J. 10 (1997) 265] to provide more diverse views about the social reality for those ‘on the margins’ of accounting. It seeks to discuss Maori research methodologies, which encompass a ‘local’ theoretical perspective through which the emancipatory goal of critical theory can be practiced. We here argue that the Western tradition of research has not been sympathetic towards Maori, the indigenous people of Aotearoa/New Zealand, taking for granted the hegemony of its search for knowledge. As a result Maori researchers have sought to develop and promote appropriate methodologies for research for, by and with Maori, now referred to as Kaupapa Maori research. Kaupapa Maori (Maori practices and policies) may be considered a counter-hegemonic approach to Western forms of research. It seeks to ensure that research with indigenous peoples is more respectful, ethical, sympathetic and useful.

Social work and empowerment-based research: Possibilities, process and questions

Social work research, emphasising the use of rigorous, scientific and evidence-based approaches, has a tendency to exclude the subjects or participants of research, from either acting in co-researcher capacity, or from significantly influencing the course that research involving them will take. This article highlights the need for an inclusive approach with an aim to empower participants, through their greater participation in and decision-making control over research. Three specific research strategies are discussed to illustrate empowerment-based research in social work: action research, collaborative enquiry, and kaupapa Maori research (where Maori self-determination and constructions of knowledge are the starting points for research), The article will discuss the possibilities and process of empowerment-based research in social work and highlight the emerging issues for researchers using this approach.

Freeing ourselves from neo-colonial domination in research: A Maori approach to creating knowledge

This analysis is undertaken by a researcher who is a member of an indigenous minority, the Maori people of Aotearoa New Zealand. This paper examines, by reference to a recent meta-study of five research projects conducted within Maori contexts, an indigenous initiative in research within Aotearoa New Zealand, an initiative that is termed Kaupapa (agenda philosophy) Maori research. This agenda for research is concerned with how research practice might realize Maori desires for self-determination, while addressing contemporary research issues of authority and legitimacy. This paper suggests that it is the cultural aspirations, understandings, and practices of Maori people that implement and organize the research process and that position researchers in such a way as to operationalize self-determination (agentic positioning and behavior) for research participants. The cultural context positions the participants by constructing the story lines and with them the cultural metaphors and images, as well as the ''thinking as usual,'' the talk language through which research participants are constituted and researcher researched relationshipsare organized. Kaupapa Maori research, thus,rejects outside control over what constitutes the text's call for authority and truth. A Kaupapa Maori position promotes, then, what Lincoln and Denzin (1994) term an epistemological version of validity. Such an approach to validity locates the power within Maori cultural practices where what is acceptable and what is not acceptable research, text, and or processes is determined and defined by the research community itself.