Whakataukī are metaphors that provide us with ethical guidelines, and tikanga and kawa are the wisdom, knowledge and history handed down from the past to future generations to help people navigate their lives and support aspirations for today and the future. Using a twin-hulled waka ama as a metaphor for the relationship between participants and researchers in Indigenous research, this article explores Māori and Indigenous ethics as having equal status to Western research ethics. In relation to research, ethics can be a complicated domain when working alongside Māori and Indigenous peoples.

To address the freshwater crisis in Aotearoa New Zealand, regional councils must give effect to a relatively new term, Te Mana o te Wai, which is based on a very old word: “mana”. While local understandings are emerging, questions remain among Māori about what Te Mana o te Wai means. This conceptual article reviews the literatures to discuss and define Te Mana o te Wai. Four types of mana emerge from the scholarship: mana comes from the atua; mana is a spiritual power; mana is a generative power, and mana is the authority to control. There is also a fifth aspect: mana is a power that can be taken. The answer to the question of what Te Mana o te Wai means lies in the old words.

This paper looks at the current issues related to funding climate change in Africa, specifically in Kenya and Zimbabwe, and shows how industry has worked with the Indigenous population to adapt to and mitigate the effects of climate change. Climate change has led to reduced water resources, instances of desertification, reduced food production, and poor human health outcomes, particularly the health of women and children. Deforestation has led to rivers getting less water and these countries having difficulties in the generation of hydroelectric power. This has led to increased levels of poverty for locals.

The article adopts a novel pūkenga-based approach to develop a narrative of extreme weather events informed by Indigenous knowledge. Three key findings, identified from co-learning amongst Indigenous researchers and pūkenga, are seen as required to formally (re)generate knowledges-in-place. First, an understanding of causal factors reveals the collapse of local knowledge narratives and the need to renew these.

Māori and Pacific students are not achieving in science in comparison with other ethnic groups in Aotearoa New Zealand. At the same time, evidence of engagement with their traditional ways of knowing and being in university science settings is limited. Most formal science curricula globally are founded on Western modern science, and this focus can contribute to the underachievement of Indigenous students in science, particularly if Indigenous knowledge is not included (Howlett et al., 2008). Culturally sustaining pedagogy (Paris, 2012) acknowledges cultural pluralism, yet many science educators lack the cultural capital to comfortably reference Indigenous knowledge in their teaching.

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. We then critique aspects of the paradigm’s development by discussing opportunities and challenges.

How can waiata declare and perpetuate one’s belonging to place, to tūrangawaewae? Waiata are commonly performed at pōwhiri, following, and, in support of whaikōrero. Within this context, place is central to waiata. Its purpose is to complement the whaikōrero, ultimately expressing identity, broaching responsibility for, and the significance of place. Place in the form of tūrangawaewae, a place to stand, a purview of the use of language through waiata, contextualizes cultural identity through song.

This paper explores the interface between mātauranga Māori (Māori knowledge) and a model used to describe knowledge systems known as the Data- Information- Knowledge- Wisdom (DIKW) hierarchy. By considering how DIKW describes a non- Western knowledge system, we reveal ways that the DIKW pyramid concept may be expanded. We fi rst explore the practices that mātauranga Māori draws upon to establish relationships between data, information and knowledge, considering particularly how the concept of whakapapa interfaces with the DIKW pyramid model.