This sections includes a range of video content related to Kaupapa Māori theory and methodology to support the ongoing development of Kaupapa Māori and Indigenous theories and methodologies.
Kaupapa Māori Theory & Methodology Workshop, Waipapa Marae, University of Auckland 2004
In 2004, Te Aratiatia, the Māori Education team at the University of Auckland, held the first major hui related to Kaupapa Māori as theory and methodology at Waipapa Mārae. The hui provided an opportunity for collective discussions from a range of our people engaged in Kaupapa Māori initiatives to share their thoughts and practices grounded upon Kaupapa Māori theory and practice.
The Indigenous Transdisciplinary Research Series: Global Connections Seminar
The Indigenous Transdisciplinary Research Series: Global Connections Seminar is aimed at bridging Indigenous scholarship from Aotearoa, across the Pacific Nations, to North America. The three-part series brings academic scholarship from various backgrounds into conversation with one another, to explore the cultural and philosophical links between the diverse communities and disciplines from which they hail. This graduate-created seminar is generously funded by the Creating Connections Grant by the University of Auckland. Production of this video is funded by MAI ki Tamaki. Seminar Two: The Place of Indigenous Research in Exploring Cultural Models with Professor Leonie Pihama (Unitech) and Dr. Amber Dion ( MacEwan University)
Organized and facilitated by Sandra Yellowhorse by Abigail McClutchie
He Waipuna Koropupu – Suicide Prevention and Maori Wellbeing
He Waipuna Koropupu is a Kaupapa Māori research project that seeked to address the silence that exists in relation to Taranaki suicide. Qualitative in nature, the data collected for analysis obtained from Taranaki whānau through participant interviews and hapū hui. Whānau experiences of suicide, behavioural patterns, warning signs and cultural and social systems were explored.
Waka Hourua Webinar
Ngaropi Cameron will present the findings of her research project He Wai Puna Koropupu. Their research aimed to look at Taranaki whānau experiences of suicide, behavioural patterns, warning signs and cultural and social systems and how these can inform a Māori-specific intervention strategy and the development of a Kaupapa Māori healing framework based on core cultural values. This will be a facilitated session, with allocated time for questions from the viewers.
Ngaropi Cameron and Dr Leonie Pihama are the lead investigators on this project and Dr Janice Wenn and Bry Kopu complete the research team.
Global indigenous suicide prevention, mental health & wellbeing research symposium
The two-day symposium will examine what works for Indigenous suicide prevention and well-being research focusing on case studies in prevention research including how researchers know whether they are making a difference. Research findings on the role of reo/language development and cultural reconnection; advocacy; performing arts; art, whānau ora, tribal development, pathways to safe mental health care and other research will be briefly presented and followed with brief discussion and questions/comments.
NZARE conference 2017 at The University of Waikato
Title: Colonisation, Neoliberalism, Māori Education and the Illusion of Treaty Partnership
In 1816 the first Mission School was opened in Rangihoua with a missionary agenda of Christianising ‘the natives’. This first Mission School was developed by Kendall and began the infiltration of colonial thinking, attitudes, practices, knowledge, systems into Māori communities. Assimilation was not solely limited to a missionary intent but was a part of the wider native policy that would be developed by colonial settler Governments. This early engagement by Māori with Mission Schools and the colonial administration was undertaken through a belief that Māori would benefit from what Simon (1994) referred to as an interest in the new technologies brought by Pākehā. The interest in the Mission Schools, and later Native Schools, was not merely located in a desire to read and write but was at the same time to gain access and knowledge of key instruments that our people believed would support the overall interests of the hapū and iwi. Hapū and iwi operating from a position and belief that schooling would add to knowledge, rather than replace Māori knowledge, language and culture, engaged in what may be considered an early form of educational partnership with the State, this however was not the intention of either the Missionaries or the Colonial government. The shift from Mission to Native Schools in 1867 was a mechanism through which the colonial government would entrench further control in determining the process of ‘civilisation’ and ‘assimilation’ within schooling for Māori. It also required Māori communities ‘gifting’ land and resources to establish a school within hapū and iwi territories. Two hundred years later the education system within Aotearoa continues to be grounded upon a flawed assumption that schooling will ‘prepare’ Māori children to ‘fit’ within the existing dominant system defined by colonialism. Māori achievement and underachievement has been debated for many generations with little systemic change and an ongoing denial of successive governments of the existence of institutional racism and the monocultural focus of schooling systems and curriculum. Over the past 30 years as a part of Treaty claims and negotiation processes, hapū and iwi have sought meaningful partnerships with the Crown in the establishment of schooling options for our people. The latest Crown articulation of partnership is that of Charter Schools. It is well documented internationally that Charter Schools are grounded within a neoliberal framework that corporatises schooling. The instigation of Charter Schooling in Aotearoa is described by the government as “a new way of delivering public education. Their specific purpose is to enable New Zealand’s most disadvantaged students to achieve greater educational success.” As such Māori and Pacific Educational ‘underachievement’ is advanced as the educational crisis that necessitates the introduction of Charter Schools. As a number of Māori focused Charter Schools begin to emerge, this presentation raises critical questions as to the construction of partnership for Māori in education and the ongoing issues of institutional and systemic racism that remain unresolved within the education system in Aotearoa.
Tikanga Rangahau Webinar Series 2017
The Tikanga Rangahau Webinar Series was developed to provide online support in the area of Kaupapa Māori research. The webinars provide a space where Māori researchers and scholars can share and workshop knowledge and information that highlights kaupapa Māori research.
Kaupapa Māori Theory, with Associate Professor Leonie Pihama and Dr Naomi Simmonds
Kaupapa Māori Methodology, with Professor Linda Tuhiwai Smith and Joeliee Seed-Pihama
Pūrākau as Methodology, with Associate Professor Jenny Lee-Morgan and Dr Jillian Tipene
Te Taonga o Taku Ngākau Mini Conference and Though Space Wānanga
Te Taonga o Taku Ngākau Mini-Conference and Thought Space Wānanga. ‘Te Taonga o Taku Ngākau’ investigates the place of mātauranga Māori (Māori knowledge), in developing cultural frameworks to inform how we may respond, and ultimately improve, the wellbeing of tamariki Māori. Utilising a Kaupapa Māori methodology the project involves interviewing traditional knowledge holders, and Māori health providers, to understand the unique ways that mātauranga can inform and transform the wellbeing of tamariki and whānau. By effectively utilising the knowledge held by those at the front line of working with tamariki and their whānau, we can ensure more collective, community, hapū and iwi involvement in the care and wellbeing of our children.
VENUE: Waikato-Tainui College for Research and Development, Hopuhopu, Ngāruawāhia
DATE: 11-12 June 2019
He Oranga Ngākau Symposium and Throught Space Wānanga
The aim of this project, ‘He Oranga Ngākau: Māori approaches to Trauma Informed Care’ is to support Māori providers, and Māori and non-Māori counsellors, clinicians and healers, in exploring the notion of Trauma Informed Care. It is also to work with Māori Providers and healers to develop a framework that includes Kaupapa Māori principles when working with whānau Māori. Discussions in a number of fora have provided our research team with a view on Māori provider aspirations in this area, including their desire to engage with the opportunity to extend Trauma Informed Care work to incorporate Māori and Indigenous approaches. In addition, there have been a number of presentations within Aotearoa where Indigenous researchers, scholars and Native Behavioural Health experts have addressed the need for the ongoing development of Indigenous approaches (Duran, 2012, 2015; Walters, 2010, 2010a)
He Manawa Whenua Indigenous Research Conference Presentations 2017
He Manawa Whenua is the Māori term for a sub-terrainal aquifer or an underground spring. It is from this source that the most pure, clear and refreshing water is obtained, being naturally filtered through the land before emerging at the surface. Water is life, and because a Manawa Whenua originates deep with the earth, Māori believe it is a most precious resource vital for the well-being of the people. The statement “he manawa whenua e kore e mimiti”, considers that the flow of the underground spring is everlasting, therefore its benefits are unlimited
The conferences viewed mātauranga Māori as a Manawa Whenua, or a pool of knowledge, that is situated within the heart of the people. Like the water, this knowledge has been filtered throughout time by the community as well as the environment to become central to the life and well-being of Māori. This Māori centred knowledge also has the potential to deliver unlimited benefits for Māori, both now and into the future.
He Manawa Whenua proceedings attached
He Manawa Whenua Indigenous Research Conference 2013
He Ngākau Māori: Ngā Kare ā roto | Māori Emotions 2016
‘He Ngakau Maori: Investigating Maori Cultural Constructions of Emotions’ is a research programme funded by the Health Research Council of New Zealand, and hosted by Te Kotahi Research Institute. This project investigates Maori views and understanding of emotions and emotional wellbeing through matauranga Maori. It has been argued that the ability to recognise and communicate emotions is essential to wellbeing and healing. Presentations are focused upon the understandings of emotions in relation to tikanga and te reo Maori. Thoughts about specic emotions including; Rongo, Pouri, Awangawanga/Karangirangi, Whakama, Puhaehae, Hopo, Aroha, and Koa will be explored. Particular purakau, moteatea, and whakatauaki relating to each emotion will be drawn upon to frame the presentations and korero. This symposium oers the opportunity to wananga ideas around how we strengthen our knowledge of particular emotions from a Maori approach to support wellbeing and healing
Decolonizing the Academe Through Activism That Dismantles Racism
Professor Leonie Pihama ~ The underpinning philosophy that informs my work is that of Kaupapa Māori theory and praxis, central to which is the fundamental principle that as scholars and researchers we have a responsibility to speak to issues of social injustice locally, nationally and internationally. This presentation will speak to the obligation of academics to take on the role of critic and conscience of society and to engage with activism both academic and community based that works to dismantle racism in Aotearoa in all of its forms.