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.

This article has been inspired by “Why Isn’t My Professor Māori?” (McAllister et al., 2019), an article which appeared in this journal and addressed the under-representation of, and inequities facing, Māori academic staff in universities in Aotearoa New Zealand. I present some personal reflections and raise some questions with regard to academics with Māori heritage but who struggle to identify as Māori. I also describe some of the discomfort of being in the “middle ground” of cultural identity and how this has come about, and argue that we need to engage with such troubled identities and histories if we are to decolonise ourselves and our universities.     

This paper explores how we, three wāhine Māori, are moving through citational practice—who, how, and why we cite. Stemming from a refusal to recirculate settler colonial ideologies in doctoral research, we consider what it means to cite as Māori. In centring whakapapa, we conceptualise citations as extensions of our relational world and as a way we can acknowledge and nurture the intergenerational relationships that constitute who we are, and how we come to know. Citation is an expression of whanaungatanga.

For Indigenous peoples, and Māori specifically, storytelling and oral history are crucial to the survival of our collective identities, culture and language. Retold across generations, our stories are often explicit and interwoven narratives of personal and collective memories. Drawing on Native American scholar Gerald Vizenor’s (2009) concept of “survivance stories”, this article explores a set of three oral history narratives of kaumātua from Ngāti Tiipa, one of the 33 iwi and hapū of the Waikato-Tainui confederation.

For Indigenous peoples, and Māori specifically, storytelling and oral history are crucial to the survival of our collective identities, culture and language. Retold across generations, our stories are often explicit and interwoven narratives of personal and collective memories. Drawing on Native American scholar Gerald Vizenor’s (2009) concept of “survivance stories”, this article explores a set of three oral history narratives of kaumātua from Ngāti Tiipa, one of the 33 iwi and hapū of the Waikato-Tainui confederation.

The COVID-19 pandemic and resulting lockdowns in Aotearoa New Zealand have been a source of change, of uncertainty and of anxiety. The ways in which we engage with each other as Indigenous people have had to change drastically and suddenly; our ways of being, of sharing space, of being present, have all had to be adjusted. For Indigenous postgraduate students, COVID-19 and lockdowns have meant a re-shaping and re-thinking of how we come together as a community that supports each other within Westernised institutions and along our academic and research journeys.

Aotearoa New Zealand’s environmental management has long been considered short-sighted and focused on economic development over environmental, cultural or social imperatives. Tourism contributes to those pressures on our environments and communities. While Māori have always been involved in tourism, there is a concerted movement by many Māori towards engagement with tourism as a means of reconnecting with cultural traditions, protecting natural resources and providing employment for whānau. However, a definitive framework is lacking for establishing the limits of acceptable environmental change for different taonga from the effects of tourism.

Maaori-medium educators are deeply committed to the revitalisation of tikanga and te reo Maaori in order to enhance the cultural setting in which aakonga learn and kaiako teach. This article originates from a project which set out to explore the teaching, learning and achievement in paangarau of learners in a Maaori- medium puna maatauranga kiritoa/modern learning environment (PMK/MLE) located in a small town in Aotearoa New Zealand. In this two- year study, a total of 106 year 4–6 aakonga were supported to consider the teaching and learning of paangarau in their PMK.