Around the world, favourable social and political circumstances have encouraged the development of academically non-traditional ways of researching. This article explores the recent proliferation of research approaches from Pacific and Pasifika communities which, in some Australian and New Zealand contexts, are attracting increased interest from policymakers and researchers. We present a socio-historical account of how the Pacific research paradigm emerged and some key contemporary Pacific research approaches within this paradigm.
Te reo Māori, the Indigenous language of Aotearoa New Zealand Māori, suffered great marginalisation due to British colonisation, the effects of which are still experienced today. We interpreted national probability data from the New Zealand Attitudes and Values Study and constructed two models. Participants rated how strongly they supported teaching Māori language in New Zealand primary schools, from 1 (strongly oppose) to 7 (strongly support). Model 1 assessed how demographics related to support in 2015 (N = 15,821).
The overarching policy strategy for Māori education is contained in the document Ka Hikitia— Accelerating Success 2013–2017: The Māori Education Strategy (preceded by Ka Hikitia—Managing for Success 2008–2012), out of which fall some specific Māori education resources. One of these is Tātaiako: Cultural Competencies for Teachers of Māori Learners. The Tātaiako framework purports to define behaviours and skills that reflect a teacher’s Māori cultural competence to ensure the success of Māori students, as Māori.
How does cultural identity matter for Māori economic decision-making? Te Rangahau o Te Tuakiri Māori me Ngā Waiaro ā-Pūtea | The Māori Identity and Financial Attitudes Study (MIFAS) aims to address this question. The MIFAS is the first large-scale (n = 7,019) nationwide study of Māori aged 18 and over that aims to correlate personal cultural beliefs and practices to economic choices.
This paper discusses experiences of Māori who self-report that they are socially assigned as Pākehā and explores these experiences in relation to Māori identity and colonisation. Utilising Kaupapa Māori theory, methodology and methods, semi-structured interviews were undertaken with 10 participants. Three interrelated themes were identified through a thematic analysis: claims of identity, challenges to identity and reinforcement of identity.
This article reports the findings of a two-year transdisciplinary research project that explored the implications of climate change for the security and safety of drinking water supplies in three communities in Te Hiku o te Ika in Aotearoa New Zealand. In this region, potable water comes mainly from “roof and tank” systems. The project was designed as integrative Kaupapa Māori research utilising climate science, microbiology and social science to develop community-oriented approaches for dealing with the complex issues at the nexus of climate change.
This article illuminates the embryonic academic practice of writing doctoral theses in te reo Māori, storying the experiences of graduates, supervisors, examiners and senior managers involved in this pathway. In keeping with Indigenous sensibilities, a narrative research approach is adopted, whereby analysis proceeds by carefully curating interview data to tell a compelling insider story of the reo Māori doctoral journey.
Lifecourse research examines people’s trajectories through life and factors that influence those trajectories. It has the potential to build an evidence base around programmes that are effective for Māori. This paper describes the development and initial stages of Te Kura Mai i Tawhiti (TKMT), an innovative long-term research programme run as a collaboration between Taranaki Māori community organisation Te Pou Tiringa and the University of Otago’s National Centre for Lifecourse Research.
Due to processes of colonisation, te reo Māori is currently identified as being in a state of endangerment (Reedy et al., 2011), which heightens the need for positive Māori language education outcomes. At a national level, reo Māori educators have begun incorporating technology into language classrooms to increase student engagement with the language (Heavey, 2014; McKenzie, 2014). This research evaluates a pilot study of Māori language auditory resources involving introductory to intermediate level learners of te reo Māori from Victoria University of Wellington.