Full bibliography

Pihama, L., & Smith, C. W.-R. (with University of Auckland International Research Institute for Māori and Indigenous Education, & Moko Productions). (1997). Cultural and intellectual property rights: a series of readers examining critical issues in contemporary Māori society. Moko Productions/IRI.

This research focuses on the period 1830 to 1992 and is a descriptive account as well as an analysis of Ngati Piritai interaction with Pakeha over that time. This thesis details a history of struggle for control over the legitimacy and validity of the Ngati Piritai cultural imperative within a social context characterised by dominant Pakeha and subordinate Maori relations. It draws upon a range of sources and brings together the experiences of an historical sampling of Ngati Piritai whanau members covering a six generation framework of Maori - Pakeha interactions. An examination of Pakeha efforts to establish hegemonies of colonisation over Maori through educational indices is made using the critical frameworks of educational theorists such as Giroux, Bernstein, Bourdieu, Gibson, Apple, Marcuse, Shuker, and Dale. Conversely Maori efforts to maintain their cultural identity and their culture, 'per se', through counter hegemonic processes such as the control over educational frameworks are also examined. For example the control over knowledge and how such control relates to enhancing social mobility, attaining outcomes of social justice, and delivering more equitable educational outcomes are also explored. A major argument is that Maori - Pakeha inter-relations can be more clearly understood through a critical appreciation of the fundamental opposition; a Pakeha imperative for cultural dominance: assimilation on the one hand, and a Maori imperative for cultural recognition: survival, on the other. Of significance are the ways in which the dialectic between these fundamental oppositions are mediated and transformed by Ngati Piritai as they live out their lives in a societal context of contested power relations.

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Henare, M. A. (2003). The changing images of nineteenth century Māori society: from tribes to nation.

Cant, G., Goodall, A., & Inns, J. (with University of Canterbury Dept of Geography, & World Congress of Rural Sociology). (2005). Discourses and silences: indigenous peoples, risks and resistance. Dept. of Geography, University of Canterbury.

Jackson, M. (2003, July). Backgrounding the Paeroa Declaration. https://catalogue.wcl.govt.nz/?section=resource&hostRecordId=688341

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Tapsell, P. (1985). Maaoridom in the 21st Century: What are the Options? In Ngaa Koorero o te hootoke: ko taa te Maaori waahanga : equity, social justice and Maaoridom (pp. 40–46). University of Waikato, Centre for Maaori Studies and Research.

Farrell, M. K. (with University of Waikato Centre for Maori Studies and Research). (1992). Te pooti Maaori: Maaori representation and electoral reform. Centre for Maaori Studies & Research, University of Waikato.

Kahukiwa, R., Irwin, K., & Ramsden, I. (1995). Toi wāhine: the worlds of Māori women. Penguin.

Brown, A., & Carlin, J. (Eds.). (1994). Mana wahine: women who show the way. Reed.

Te Momo, F. (2022). Māori Academic Challenges: Delivering Mātauranga Māori During COVID-19. Journal of Contemporary Issues in Education, 17(2), 67–78. https://doi.org/10.20355/jcie29511

In March 2020, the COVID-19 pandemic disrupted academic educational programmes in universities across the world, including Aotearoa New Zealand. For Māori academics who implement mātauranga Māori as a pedagogy, it became theoretically and practically challenging teaching virtually and online. The Te Taha Tinana, of Te Whare Tapa Wha model, created by aDurie in 1984 (Health Navigator, 2022) regarding the four dimensions of well-being, focuses on the physical presence, physical embodiment, and physical behaviour. This could not be easily taught virtuality through a computer screen during COVID-19 lockdown. For Māori academics transitioning from teaching Mātauranga Māori in person to an online environment brought forth these challenges. The challenges re-emerged in August 2021 when New Zealand went into Level 4 lockdown overnight because of the new COVID-19 Delta Virus variant. In 2022, the Omicron variant caused many universities in Aotearoa New Zealand to continue their first semester teaching online. Mātauranga Māori is a body of knowledge exercised by Māori people in New Zealand. Sadler (2007) argues Mātauranga Māori was first invented by Māori when Pākehā (English people) arrived in New Zealand. He suggests Mātauranga Māori is a paradigm where Māori define the parameters. Royal (2009; 2012) claims this knowledge was brought to New Zealand by Polynesian ancestors and is an evolutionary continuum of knowledge that relates to encountering the world as Māori with the focus on improving humankind. Le Grice, Braun, and Wetherell (2017) state Mātauranga Māori incorporates theories, practices, and protocols that are bound to relationships, people, and places in a world that supports Māori ambitions. This knowledge, for me an Indigenous Māori academic, incorporates the physical and spiritual worlds embracing the energies of the universe handed down by our forefathers. This position paper discusses the pedagogical challenges encountered during COVID-19 Lockdown for Indigenous academics to continue delivering programmes requiring indigenous expertise and human contact. It explores: 1) the Covid 19 Educational Barriers; 2) Online Academic Challenges; 3) Managing Cultural Shifts; 4) Sustaining Indigenous Pedagogy. It asserts that Mātauranga Māori contributes to the growth of Indigenous knowledge on a world stage and the challenges indigenous academics encounter brought by a global pandemic.

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Taumaunu, K. (1992). The Intellectual Rangatahi: A Privilege or a Sellout? Te Pua, 1, 20–21.

Nepe, T. (1992). The Conscientisation and Politicisation of Maori Women. Te Pua, 1.

New Zealand Educational Institute. (1992). Report on Te Puāwaitanga ō te Wāhine Māori hui, 5-7 Piripi 1992.

Te Awekotuku, N. (1991). Mana wahine Maori: selected writings on Maori women’s art, culture and politics. New Women’s Press.

Walker, R. (1993). Tradition and change in Maori leadership (No. 18). Research Unit for Maori Education, University of Auckland.

Crengle, D. (with New Zealand Ministry for the Environment). (1993). Taking into account the principles of the Treaty of Waitangi: ideas for the implementation of Section 8, Resource Management Act 1991. Ministry for the Environment.

Wickliffe, C. (with New Zealand Office of the Parliamentary Commissioner for the Environment). (1994). Indigenous claims and the process of negotiation and settlement in countries with jurisdictions and populations comparable to New Zealand’s: a report prepared for the Parliamentary Commissioner for the Environment. The Commissioner.

Mahuta, R. T. (1981). Waahi: a case study of social and economic development in a New Zealand Maori community. University of Waikato, Centre for Maori Studies and Research.