MAI Journal 2016: Volume 5 Issue 2

Publication Date: 
Monday, August 8, 2016

This general issue of MAI Journal, Volume 5, Issue, 2 (2016) contains articles looking at Māori issues in Aotearoa New Zealand.

The lead article by Sandi Ringham, Naomi Simmonds and Lynda Johnston, titled 'Māori tourism geographies: Values, morals and diverse economies' addresses the question "How and in what ways do Māori working in tourism (re)construct their places and identities through practising Māori values in Aotearoa New Zealand's tourism spaces?" It presents findings from interviews and participant sensing to examine how diverse Māori values and practices shape tourism terrains and vice versa.

The following article by Matiu Tai Rātima and Julian Wilcox, titled 'Julian Wilcox: Examplar Māori-language learner' looks into the under-researched area of the role of adult Māori-language learners in the revitalisation of te reo Māori. Drawing upon Julian Wilcox's journey as an exemplar and utilising a framework of narrative inquiry, this article provides insights into the factors that may contribute to the development of proficiency in te reo for other Māori and Indigenous-language learners

The third article in this issue by Carla Houkamau, titled What you can't see can hurt you: How does stereotyping, implicit bias and stereotype threat affect Māori health'  considers how stereotyping, implicit bias and stereotype threat on the part of healthcare providers may impact upon inequitable Māori health outcomes. This paper draws upon empirical research and theories from the field of social psychology to bridge a critical gap in current research and describe a theoretical basis for further research in to understanding Māori health inequities.

The fourth article in this issue by Megan Fitzpatrick and Jeanette Berman, titled 'Cultural dissonance in tertiary education: History repeating itself' contributes to the body of literature on Māori in tertiary education with a particular focus on the experiences of mature Māori women. Reporting on a study which utilised Kaupapa Māori and Mana Wāhine research approaches, this paper gives voice to five mature Māori women and addresses key issues of cultural dissonance and Māori identity in an education setting.

Articles in this issue: