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This paper extends recent work in the geography of youth and childhood with an exploration of the ways that indigenous Māori teenagers who have grown up in regional tribal environments deploy land narratives as they construct a range of fluid socio-spatial cultural identities. The discussion is based on the findings of a multi-tribal study undertaken in the aftermath of government legislation that had led to widespread Māori political protest. Data generated in the course of the study took the form of digital photographs taken by the participants coupled with their explanations about the images. It is argued that Māori young people who are immersed in these environments draw on an extensive repertoire of tropes about the land which in turn influences a territorialized politics of belonging. These politics of belonging become particularly evident during periods of heightened political tension between indigenous peoples and the Crown.
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Numerous researchers have posited links between ethnic identity and psychological wellbeing (Phinney, 1992; Martinez & Dukes, 1997; Roberts, Phinney, Masse, Chen, Robers, & Romero, 1999; Houkamau & Sibley, 2011), and Māori cultural interventions have been suggested as a means of promoting a range of positive outcomes (e.g. M. Durie, 1998; Durie, 2003b; Lawson-Te Aho, 1998). However, longitudinal evidence of causal pathways between Māori ethnic identity and psychological wellbeing remains scarce, and evidence of the positive impacts of cultural interventions is not well documented. The present thesis investigates Māori identity development in the context of State secondary schools, and explores the relationships between Māori cultural engagement, Māori identity, and psychological wellbeing. A methodology that incorporates both mātauranga Māori (Māori knowledge) and Western scientific knowledge bases and research methods was applied. Interviews were held with Māori students and their whānau (families) at a State secondary school where a community-driven initiative to improve Māori student outcomes took place. Thematic analysis was used to generate Te Korowai Aroha Framework, outlining how Māori cultural initiatives can enable schools to fulfil their duty of care and meet Māori community needs by affirming individuals‟ cultural identity and agency, by building relationships based on mutual respect, and by working collaboratively within the school and with external services providers. Thematic analysis of these interviews was also conducted to generate The Pōwhiri Identity Negotiation Framework. The pōwhiri (formal welcome), in which Māori creation narratives are ritually re-enacted, is used as a metaphor for Māori identity negotiation. The stages of creation Te Kore, Te Pō, Te Whaiao, and Te Ao Marama are used to describe, respectively: those who were yet to display interest in Māori cultural identities; those who were interested in developing their Māori identities; those who were actively exploring their Māori identities; and those who felt secure in their Māori identities. Quantitative longitudinal survey data from over 300 Māori adolescents in the Youth Connectedness Project was then analysed. Structural Equation Modelling revealed that Māori cultural engagement positively predicted Māori ethnic identity, and that Māori ethnic identity positively predicted psychological wellbeing, in support of hypotheses. In addition, Hierarchical Linear Modelling revealed that the higher a school‟s level of Māori cultural promotion, the higher the ethnic identity of its students was likely to be. The results of this thesis demonstrate the impact of school cultural environments on individual identity development, and provide evidence that cultural engagement initiatives can enhance Māori identities, which in turn can increase psychological wellbeing. The results from the studies presented in this thesis are incorporated into Te Pītau o te Tuakiri framework, outlining how Māori identities can be nurtured, and the results are also used to offer guidelines for individuals wishing to become more engaged in Māori culture, and institutions wishing to become more responsive to Māori communities. These findings are used to challenge educators and policy makers to ensure schools and other State institutions support Māori cultural expression and affirm Māori identities.
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This article asserts that elite indigenous tribal masculinity is a particular type of masculinity that has developed since colonisation, in part at least, mimicking dominant forms of invader/settler masculinity. While most commentators have outlined that the dominant forms of invader/settler masculinities were held to be inversely related to the mind of indigenous men, the productive nature of power imposed a different set of rules that challenged this dialectic so that aspects of invader/settler masculinity were necessarily imbibed into burgeoning post-contact indigenous masculine leaders. This masculinity has since been allocated disciplinary and authoritative power through notions of tradition and authenticity. Further, indigenous masculinity was often asserted as reflecting the collective will for liberation; in reality, elite indigenous masculinities have habitually served to exclude alternative forms of indigenous masculinity and indigenous women from leadership roles. Via a post-hegemonic analysis of indigenous masculinity, this article appraises the Janus-faced and ambivalent figure of the indigenous heterosexual patriarch; both oppressor and oppressed. The dialectics between hetero-patriarchal masculinity and feminism, and colonised/coloniser become complicated, as indigenous masculinities are both imbibed with privilege and denied it; both performing colonial hetero-patriarchy and resistant to it.
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