bluuebunny/crossref_metadata_2025 huggingface dataset:
Taking Account of Culture: The contracting experience of Māori mental health providers
Authors: Boulton Amohia
Published: February 2017

The major reforms in the New Zealand health sector during the 1990s resulted in a burgeoning in the numbers of Māori health providers, many of whom worked in the area of mental health. Occurring alongside these health reforms was an increased concern with public accountability and interest in measuring the performance of Crown (New Zealand Government) agencies. During 2001–2004, research was undertaken that sought to understand the mental health contracting experience from the point of view of Māori health providers. The research examined the experience of Māori mental health providers as they contract to deliver Māori mental health services in a health sector dominated by ‘Western’ or mainstream approaches to accountability, contracting, and performance measurement. This article presents one of the key findings from this research: that Māori mental health providers regularly and routinely work outside the scope of their contracts to deliver mental health services that are aligned with those values and norms enshrined in Māori culture.1 The types of additional burdens and responsibilities Māori face in contracting for mental health services within a mainstream health system, as well as the reasons for these ‘extra-contractual’ activities, are discussed. The article concludes that in the New Zealand health sector a contracting framework—one that takes account of the unique role tikanga (customs, practices) and kawa (protocols) play in Māori mental health service delivery—is required.
Tic ET Ducation en Afrique De L'ouest ET DU Centre: Défis, contraintes et perspectives d'une intégration amorcée
Authors: Traoré Djénéba
Published: February 2017

This article intends to establish an overview of the situation of information and communication technology (ICT) integration in education in West and Central Africa through the analysis of documents produced by various institutions which include, among others, the Association for the Development of Education in Africa (ADEA), the World Bank, UNESCO and ERNWACA (Educational Research Network of West and Central Africa).

The article focuses primarily on the ICT integration in the sub-Saharan African education analysing the survey led by ERNWACA in partnership with the University of Montreal on ‘ICT integration in education in West and Central Africa: a case study of pioneer schools’ (2005). The survey points out that the ICT can play a very significant role in the improvement of the quality of teaching in Africa, but that many actions must be taken in the field of teacher training and the integration of new technologies in teaching and learning.
Closing the Missing Link in Ethnomathematics Research: The Socio-Affective Dimension of Cultural Artifacts
Authors: Garegae Kgomotso G.
Published: February 2017

This paper discusses the tendency to neglect socio-affective dimensions when researching cultural artifacts. It regards such an omission as a missing link in ethnomathematics research activities and that ignoring such aspects of artifacts predisposes one to make the information obtained thereof abstract and meaningless to the learner. It acknowledges the need to incorporate into the classroom both the artistic motif and the messages coded therein. The paper ends by suggesting the seniority reputational research approach as an alternative research method to investigating mathematical concepts in cultural artefacts.
Story-Telling as a Potent Research Paradigm for Indigenous Communities
Authors: Lekoko Rebecca Nthogo
Published: February 2017

At first glance, it seems odd that a paper should be concerned with the place of story-telling in scientific studies when researchers such as ethnographers have long used this technique. However, the growth of knowledge generated through the extensively used classical research inquiries of qualitative and quantitative approaches has created a kind of mandarin and sheltered culture where anything that does not fall within these paradigms is received with skepticism, making it possible that indigenous ways of knowing, such as story-telling, be accepted feebly by the scientific communities. The argument presented in this paper is that to remove stories from empirically accepted research tools is to silence indigenous communities by depriving them of using a mode consistent with their culture and their ways of understanding the world they live in. Supporting this argument are discussions and examples focusing on aspects such as the nature and structure of stories; the social meaning of stories; potential benefits of using stories; methodological challenges in using story-telling as a research tool; the nature of story-telling and accompanying challenges of using new technologies such as photovoice. It is concluded that researchers who are skeptical about using story-telling are in danger of mimicking forces which have destroyed the cultures of many indigenous communities and silenced these communities with their strange and foreign ways of knowing. Using story-telling is a way of averting the use of mainstream theories that do not respect indigenous identity, culture, experiences and ways of knowing. Recommendations point to the need to bring together researchers and scholars whose current interest is in indigenous communities to discuss a number of issues including (i) story's dependability, (ii) the relationship between the researcher and the narrator who claims to have the right to narrate, (iii) authorship of stories, and (iv) intelligibility. When issues such as these are still being considered, it is an indication that story-telling is still evolving into a potent research tool.
Languages and Cultures: Learning and Teaching Betwixt Worlds
Authors: Kēpa Mere
Published: February 2017

Modern nations like Aotearoa-New Zealand have a history of subjecting indigenous and minority peoples to education experiences that abandon us, destroy our languages and cultures, and actively strive to assimilate us. Throughout the world, greater than ever numbers of indigenous communities are establishing their own educational structures and systems that are better suited to their linguistic. cultural, educational and economic development and advancement. The hard work by parents, teachers, researchers and like-minded colleagues are having significant impacts on collective change for the betterment of indigenous and minority peoples. I shall focus this paper, then, on the complex relationships confronted by indigenous Maori people teaching and learning betwixt worlds, that is to say the relations between Māori, Pasifika and New Zealand European Pālangi in the university. The focus is on beings in relationships or the relations between the languages, beliefs and practices of the diverse groups of people.
Decolonising Framings in Pacific Research: Indigenous Fijian Vanua Research Framework as an Organic Response
Authors: Nabobo-Baba Unaisi
Published: February 2017

Research among indigenous peoples of the Pacific in the 21st century face a number of challenges. One of the most powerful of these is the unchecked and careless use of frames that do not take into account languages and Indigenous knowledge protocols, philosophies and principles, especially where and when their own knowledges and tribal issues are researched. Today, indigenous Pacific people are beginning to describe and articulate their preferred processes of knowledge gathering, processing and dissemination in a wider move to achieve some form of self-determination in academia and in knowledge institutions especially. This article details Fijian Vanua Framework for Research (FVRF) and proposes that it is used when researching indigenous Fijian histories, knowledges, skills, arts, values and lifeways. The paper connects the Fijian Vanua Research Framework to other similar movements around the Pacific and then details the protocols and processes involved, as well as examples of its use.
Contemporary Alutiiq Masks and Meaning
Authors: Jackinsky-Horrell Nadia
Published: February 2017

Between the late 19th century and the late 20th century, mask carving was not practiced on Kodiak Island, the ancestral home of the Alutiiq peoples. In the last three decades, this tradition has re-emerged. This article examines how Alutiiq masks are made today and examines some of the challenges of making masks for both Alutiiq and non-Alutiiq audiences.

A visitor to Kodiak, Alaska today will probably encounter Alutiiq1 masks hanging in homes, for sale in the Alutiiq Museum and Archaeological Repository and used as decoration in businesses around the city. A visitor might notice reproductions of Alutiiq masks imprinted on t-shirts, magnets and coffee cups. If a visitor is lucky enough to travel to one of the villages on the island, he or she might see Alutiiq students participating in masked dances, or carving miniature masks in a workshop. Her or she might see masks hanging from street posts, or sheds. (See figure 1). There are two distinct audiences that enjoy Alutiiq masks; those
Turuturu: Integrating Indigenous and Western Knowledge
Authors: Carr Debra J. , Mccallum Rua
Published: February 2017

Nāu i whatu te kākahu, he tāniko tāku. (Mead & Grove, 2001: 319)

The above whakataukī (proverbial saying) symbolizes the joint alliance of a Welsh (that is non-Māori) materials engineer and a Māori user of cultural materials not only writing this article, but in the development of the holistic research philosophy and exemplar we are entitling Turuturu. Turuturu (methodological framework) embraces both mätauranga Māori (Māori knowledge) and Western science and engineering, and emerged as a result of changing perceptions of research methods by the authors. For many Western academics in both science and humanities, multidisciplinary and interdisciplinary research projects are considered the norm. However, by considering different perspectives, discipline boundaries are challenged and can be re-negotiated as transdisciplinary research which has a similar framework to kaupapa Māori (Māori theory). A case study is provided in this article that employs Turuturu in the assessment of harakeke (Phormium tenax, New Zealand lowland flax) growing at Te Nohoaka o Tukiauau (Sinclair Wetlands) for weaving purposes. The assessments were completed from the perspectives of both a materials engineer and a Māori user of cultural materials. Conclusions are drawn regarding the interface of the two knowledge sets, especially as they merge and ameliorate as a singular method encapsulated within the korowai (cloak)1 of tikanga Māori (Māori custom, protocol). The research being Māori initiated, led and controlled, but involving Māori and non-Māori researchers, involves boundary crossing and a philosophy of open mindedness of all parties concerned.
Rebuilding the ‘Auwai: Connecting Ecology, Economy and Education in Hawaiian Schools
Authors: Goodyear-Ka'ōpua Noelani
Published: February 2017

‘Auwai are irrigation ditches developed by Kānaka Maoli (Native Hawaiians) to enable sustainable, prolific, wetland taro cultivation. This article traces the decline of ‘auwai and lo'i kalo (wetland taro fields) alongside the loss of Kanaka Maoli control of our national school system, both driven by a shift in the dominant economic system and sealed by the shock of United States (US) occupation. Drawing on oral history interviews with teachers, and on Corntassel's notion of “sustainable self-determination” (2008), I tell the story of current efforts to rebuild ‘auwai and lo'i through a partnership between a Hawaiian culture-based public charter school and the nearby state university. This rebuilding provides a metaphor for educators’ efforts to restore pathways of cultural knowledge transmission against continued imperialism. I argue for simultaneous, overlapping efforts to reform education and to rehabilitate the economic and ecological systems that will again allow us to feed ourselves and our ‘āina (land, particularly in food production). Indigenous education must engage in transforming the larger political economic structures that organize our relations with the natural resources.
The Shifting Role of the Language of Instruction in Hawaii during the 19th Century
Authors: Beyer C. Kalani
Published: February 2017

Demonstrating how the language of instruction served a shifting role during the 19th century is the means by which this study achieves its purpose of providing the background for the current conflict surrounding the Hawaiian language immersion movement. The first role the language of instruction served was to help Hawai'i become a modern nation. This was primarily accomplished through instruction in the Hawaiian language. During the last 40 years of Hawaiian sovereignty, instruction in the English language served the role of supplanting Hawaiian sovereignty with American control. Understanding the roles that the language of instruction played during this period helps to frame today's difficulties in resurrecting the Hawaiian language as a language equal to the English language.
An eco-hermeneutic approach to learning
Authors: Kulnieks Andrejs , Longboat Dan Roronhiakewen , Young Kelly
Published: February 2017

In this paper we outline philosophical conceptualizations of relationships with language and place. We investigate how place is an essential aspect of language formation and oral tradition. Re-conceptualizing the concept that primary source is inextricably linked to place leads to an eco-hermeneutic analysis of the etymology of language. Our understanding of eco-hermeneutics builds on the work of Kulnieks (2008), Smith (1991, 2003) and Young (2006, 2007), among other hermeneutic researchers, as well as Indigenous knowledge holders who use the land as a primary resource for their understandings. The complex nature of this research inquiry inspires the term eco-hermeneutics and creates a discussion for developing curricula that engage educators to move beyond the classroom and enlarge a deeper understanding of place.
Māori Sport and Māori in Sport
Authors: Mccreanor Tim , Rankine Jenny , Barnes Angela Moewaka , Borell Belinda , Nairn Ray , Gregory Mandi , Kaiwai Hector
Published: February 2017

Māori players, coaches, administrators and audiences contribute to a wide range of sporting codes at all levels in Aotearoa/New Zealand and internationally. However, Pākehā media coverage, a representative sample of which we analysed in this project, presents Māori participation and achievement as limited and aberrant. This paper reports our analysis of New Zealand newspapers’ sports coverage in which Māori were represented. A database of 50 articles was created from 120 newspapers. This was examined using thematic and discursive methods to explore the nature of two overarching themes within sports stories. “Māori sport” depicted Māori as exotic and marginal to sporting life in Aotearoa/New Zealand, while “Māori in sport” articles subsumed Māori within monocultural sporting codes. The implications of these findings are discussed in the context of a theoretical framework of Māori self-determination and decolonization.
Story as Research Methodology
Authors: Mucina Devi Dee
Published: February 2017

Ubuntu storytelling is about engaging our relational selves. This is why my people the Ngoni say, “The story of one cannot be told without unfolding the story of many.” This means that the diverse and sometimes contradictory analysis of the same story is welcomed as long as it is exercised responsibly. If we relate to each other through storytelling then our Ubuntu storytelling is a research method. In this paper I share why and how using Ubuntu stories as methodology is an effective way to encourage Indigenous Ubuntu scholars to think about the endemic tools that make their scholarship accessible to our larger Black communities. The Ubuntu have always used the art of oral storytelling to extol the power of experience as a teaching tool because a story can allow a culture to regenerate itself. As a Maseko Ngoni, I highlight how we use Ubuntu storytelling to produce knowledge, by addressing the following themes: What Ubuntu storytelling is; why I use Ubuntu storytelling and how I address the challenges of using Ubuntu storytelling in a colonial context. I end with an example of an Ubuntu story.
Reading News about Māori
Authors: Gregory Amanda , Borell Belinda , Mccreanor Tim , Barnes Angela Moewaka , Nairn Ray , Rankine Jenny , Abel Sue , Taiapa Ken , Kaiwai Hector
Published: February 2017

The media has the potential to undermine wellbeing and opportunities for Treaty-based social justice in its representation of Māori, relationships between Māori and non-Māori, and in its promotion of particular understandings of the Treaty of Waitangi. This paper presents research exploring the meaning-making of Pākehā and tauiwi (immigrant) focus group participants in relation to media representations of Māori and the Treaty of Waitangi. We also discuss the impact of recurrent media portrayals of Māori and the Treaty on health and well being as understood by the focus groups.
He Pukoa Kani ‘āina
Authors: Wilson-Hokowhitu Nālani
Published: February 2017

This article briefly defines mo'okū'auhau (genealogy) and acknowledges other Kanaka Maoli (native Hawaiian) academics that have prioritized the Hawaiian value and importance of genealogy, both traditionally and contemporarily. It engages with diverse Kanaka Maoli approaches to mo'okū'auhau as methodology and concludes with my own interpretation and empirical examples from my doctoral thesis, Nā Mo'okū'auhau Holowa'a: Native Hawaiian Women's Stories of the Voyaging Canoe Hōkūle'a (Wilson, 2010).
Identifying Commonalities between Indigenous Values and Current Sustainable Design Concepts in Aotearoa New Zealand
Authors: Voyde Emily , Morgan Te Kipa Kepa Brian
Published: February 2017

Urbanization creates impervious surfaces which reduce natural hydrologic functions and result in channel erosion, loss of property and habitat degradation. Sustainable design and management adopts a more holistic approach to conventional methods. Various techniques for sustainable management are Low Impact Development (LID), Water Sensitive Urban Design (WSUD) and Low Impact Urban Design and Development (LIUDD). Regardless of terminology, the introduction of such concepts to Aotearoa New Zealand reflects a paradigm shift from conventional stormwater management techniques to a more sustainable design philosophy.

This paper proposes that the imported concepts of sustainable design run parallel to indigenous values when applied in the Aotearoa New Zealand context. Mātauranga Māori is the indigenous knowledge of the Māori people of Aotearoa. Examples are presented to discuss the parallels between current sustainable design techniques and the contribution of mātauranga Māori through indigenous values.
Ethnocultural Identities and School Retention
Authors: Pansiri Nkobi Owen
Published: February 2017

This paper discusses a qualitative case study that used ethnophenomenological methods to develop an improved understanding of the problems of school retention in basic education among some rural ethnic minority communities in Botswana. Theories of ethnocentrism and postcolonialism were applied to interrogate the emerging issues. This study argues that nation-state social policies contribute to the development of identities that cause ethnocultural stereotypes and prejudices. These constructs influence the people's action and behaviour which affect school retention. It also argues that the pedagogy of the school transmits cultural stereotypes and prejudices that reinforce ethnocultural and ethnolingual hegemonies and traditions that contribute to negative self-image in the minds of children from indigenous minority communities. The study recommends a review of Botswana's social policies and improvement of school pedagogy to improve retention in the basic education programme.
Isomorphism and Organizational Culture
Authors: Prue Derek , Devine Kay
Published: February 2017

A First Nations housing initiative in Alberta, Canada—the “Millennium Housing Project”—is examined using a retrospective case study approach. This article intends to build on the already established linkage between institutional and culture theory perspectives by examining this real world example. The initiative involved cooperation between a construction company in Alberta and an Aboriginal (Métis Nation) community, resulting in institutional isomorphic processes that were generated through the experience, understanding and acceptance on individual and organizational levels of each stakeholder. The major example used to depict this isomorphism is with regard to the difference in the perception and importance of time as it relates to the different cultures in this “blended” industry setting. Details are provided to describe how organizational actions and context influenced cultural shifting of both parties, which assisted in dealing with project challenges. The article thus provides a model for the construction industry and Aboriginal government, serves to offer practical support to existing theoretical linkages, and acts as a call for future work regarding isomorphic-related opportunity, as well as Aboriginal-related impacts.
An Analysis of the Evacuation Policy for Pregnant First Nations Women in Canada
Authors: Lawford Karen , Giles Audrey R.
Published: February 2017

A Canadian policy requires the routine evacuation of pregnant First Nations women who live on-reserve in rural and remote regions to larger centres to gain access to perinatal services. Despite this access, First Nations women's health remains poor and the First Nations infant mortality rate remains high. In this paper, we employ First Nations feminist theory to understand why the evacuation policy does not result in good health, especially for First Nations women. Four themes emerge: decolonization, self-determination, land, and community. Based on these results, we argue that First Nations’ concepts of health are largely incongruent with the Euro-Canadian bio-medical model, a model that is foundational to the evacuation policy. Until health policies incorporate and are congruent with First Nations’ epistemologies and related health practices, their health will continue to suffer. Policy recommendations are offered to promote First Nations health in a way that is consistent with First Nations’ epistemologies.
Securing Rights in Tropical Lowlands
Authors: González Miguel
Published: February 2017

This article examines the socio-historical and political context that underlies the current demands of indigenous peoples and Afro-descendants in the Caribbean Coast of Nicaragua for securing communal land property rights. It examines the significant advances in the legalization of indigenous territories and assesses contemporary challenges relating to efforts to increase the degree of control over newly titled territories. Important challenges exist in order to attain effective realization of collective rights to land and indigenous self-governance within the broader framework of a regional autonomy regime that remains institutionally weak.
Sámi Teachers’ Experiences of Indigenous School Transformation: Culturally based preschool and school mathematics lessons
Authors: Nutti Ylva Jannok
Published: February 2017

Teaching in Sámi schools in the Swedish part of Sápmi where Indigenous Sámi people live should be approached from the perspective of Sámi culture, despite the fact that Sámi culturally based teaching is not specifically defined. Therefore, teachers themselves must adapt the teaching and content for Sámi children and, as a result, no Sámi culturally based mathematics teaching usually takes place. The aim of this article is to discuss Sámi teachers’ experiences of Indigenous school transformation and their work to adapt teaching in order to provide Sámi culturally based mathematics lessons. Culturally based mathematics lessons took the form of: Sámi cultural thematic work with ethnomathematical content; multicultural school mathematics with Sámi cultural elements; and Sámi intercultural mathematics teaching. The transformation work took place within an action research study in Sámi Indigenous schools. The teachers changed from a problem-to a possibility-focused cultural teaching perspective and started to act as agents for Indigenous school transformation.
“Dangerous” Historiographies: Minoru Hokari's observations and lived Aboriginal practices of history
Authors: Guntarik Olivia
Published: February 2017

Aboriginal historiographies challenge conventional interpreting of societies and cultures’ histories which are often linear, singular, and excluding of other than dominant narratives. But alternative solutions to conventional history are often binarized as minority or oppositional groups and simply “accommodated” in what continues as the dominant story. The work of Japanese scholar Minoru Hokari from his time with Gurindji people, an Aboriginal Australian group from the Kalkaringi region in northern Australia, is discussed here as an innovative way of re-framing how we think outside such dichotomies. Following Hokari's lead the author's own cross-culture positioning is then used to explore Aboriginal construction of knowledge and history amongst the Ganai/Kurnai, the Aboriginal people originating from the region of Gippsland in southern Australia. This broadens the argument for valuing multiple alternative histories that such lived experience offers for majority and Indigenous peoples alike.
Disregard for the Conservation of Ainu Culture and the Environment: The Biratori Dam project and Japan's current policy toward the Ainu
Authors: Maruyama Hiroshi
Published: February 2017

Despite the decision of the Nibutani Dam Case that stated the Ainu, who have inhabited Hokkaido and its neighbouring islands since time immemorial, were entitled to have the right of enjoyment of culture as indigenous people, the Biratori Dam Project is underway in the heart of Ainu culture in Hokkaido. The legal system which includes the Environmental Impact Assessment and the Amended River Act allows the authorities to give priority to river development. In 1997 the Hokkaido Former Aborigines Protection Act, which represented the Japanese assimilation policy, was replaced by the New Ainu Law. However, Japan's current Ainu policy has yet to take firm steps toward the protection of Ainu indigenous rights. This paper looks at the legal system surrounding the Saru River Development Project in light of the conservation of both Ainu culture and the environment. Further, the current Ainu policy is discussed in its domestic and international contexts.
Indigenism and Cosmopolitanism: A Pan-Sami view of the Indigenous Perspective in Sami Culture and Research
Authors: Gaski Harald
Published: February 2017

This article explores Sami cultural and literary research in a pan-Sami perspective, contextualizing it in relation to the emergence of similar research among other Indigenous peoples in the world, termed Indigenous methodology. The article summarizes the development within the field so far, arguing for stronger Sami participation in the international discourse on the role of Indigenous peoples within academia. Indigenous methodology is inspired by the development within postcolonial and decolonizing studies and places Indigenous peoples at the centre, while simultaneously seeking to Indigenize academia. The approach questions which values ought to guide research, and to what degree Indigenous peoples should expect research to have a transformative effect on society. What is the role and place of Indigenous peoples’ own values and worldviews in scholarship in general? The article underscores the importance of having developed Sami as an academic language, a great achievement in a world where more and more Indigenous languages are becoming extinct.
Oil Extraction, Socio-Economic Impacts and Indigenous Peoples: The case of the Lake Kutubu people of Papua New Guinea
Authors: Imbun Benedict Y.
Published: February 2017

This paper is a condensed version of a study (Imbun & Mondu, 2011) that was carried out on the Indigenous Lake Kutubu people of the Southern Highlands Province in Papua New Guinea. They hosted the Kutubu Petroleum Project and lived along the margins of Lake Kutubu. Their socio-economic and natural environments had been seen as an integral component of ongoing oil project operations. Despite two decades of oil operations, the Lake Kutubu people harboured the view that their lives had never progressed from their subsistence existence. Their thoughts of development had often been unclear to themselves and to others, but one thing was clear: they had not effectively taken advantage of the oil project to maximize its social and economic benefits. That was despite the existence of many project benefits that went to them. However, they blamed the oil operations, employees, and migrants for their marginalization and bearing the brunt of the social costs. The study discussed these perceptions and other development issues in the context of examining the project's socio-economic impact on the local Lake Kutubu community. It concluded that the oil company needed to do more in order to appease and satisfy a demanding and sometimes restless local community.
Virtual Whanaungatanga: Māori utilizing social networking sites to attain and maintain relationships
Authors: O'carroll Acushla Deanne
Published: February 2017

Whanaungatanga (attaining and maintaining relationships) as a concept is a customary Māori practice enabling kin to strengthen relationships and ties between one another and entrench responsibilities as whānau (family). Increased use of Internet and social networking sites (SNSs) by Māori is providing alternative methods for forging and maintaining relationships making this process more accessible for kin and those who do not have genealogical connections but are linked through a common purpose to share, engage and interact with each other. Whanaungatanga is thereby shifting in its sphere of application from physical to virtual spaces, in ways that influence the dynamics, relevance and impacts of its practice. This paper discusses the concept of whanaungatanga from both customary and contemporary perspectives providing analyses into how relationships are attained and maintained through SNSs. Data findings showed that the virtual form of whanaungatanga (that which remained rooted in the underlying principles of face-to-face whanaungatanga) enabled Māori to (re)connect to existing and new family members, friends, marae (main gathering places), hapū (sub-tribes) and iwi (tribes) in less formal ways.
Commentary: Decolonizing Methodologies 15 years later
Authors: Tuck Eve
Published: February 2017

The following commentary is based on discussant remarks in response to a lecture given by Linda Tuhiwai Smith in New York in April this year. The lecture anticipated/commemorated the 15th anniversary of Smith's Decolonizing Methodologies: Research and Indigenous Peoples, published in 1999 by Zed Books. It also marked the release of the second edition of Decolonizing Methodologies in 2012. The lecture took place on the traditional homelands of Lenee Lenape peoples—land called Manahatta, now called Manhattan—at The Graduate Center of The City University of New York.
At the Heart of Learning (Series: Paper 1 of 4): Pu

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a Kulini: The trouble with “Hearing”
Authors: Osborne Sam
Published: February 2017

Remote Indigenous school principals find themselves caught in the middle of system priorities and demands, the demands of running complex and busy local schools, and the expectations and needs of the local community. Remote communities often complain that they are not being listened to or “heard”, but the process of listening, hearing and understanding in the complex cultural context of remote Aboriginal communities is far more complex than a visit or a single conversation can achieve. This paper examines the clash between values, perspectives and worldviews that is played out on a daily basis as schools go about their business of educating whilst also attempting to take account of what is important for the communities they work in. This work highlights the need for remote principals and educators to reposition themselves in the dialogue with communities in order to allow room for a new conversation that gets to the “heart of learning”.
At the Heart of Learning (Series: Paper 2 of 4): Witulya Mulapa ngana

n

a Mantjintjaku: From Cultural Devastation to Cultural Re-Invention
Authors: Minutjukur Makinti , Osborne Sam
Published: February 2017

For remote Central Australian Aboriginal communities, the world has changed completely and irrevocably in the space of a lifetime. Drawing on Jonathan Lear's (2006) Radical Hope, the authors highlight the comparative struggles outlined in Lear's reflection on the life of Crow Indian chief Plenty Coups. For Anangu (Pitjantjatjara/Yankunytjatjara people), the same question that confronted Plenty Coups arises: “How can Anangu pursue a ‘virtuous’ Anangu existence in a world where ‘being Anangu’ no longer ‘makes any sense’?” The authors explore the possibilities of choosing cultural re-invention over resigning to a sense of “the end” and consider how the recognition and retention of long-held values might benefit the broader experience of education, rather than be considered as a barrier or constraint to “success”.
At the Heart of Learning (Series: Paper 4 of 4): Kuranyu-kutu nyakula nyaan nyanganyi? Imagining the Future
Authors: Burton Rueben , Osborne Sam
Published: February 2017

Mainstream Australian society tends to assume that the purposes of schooling and aspirations that school should enable are universal and roundly accepted. The authors of this paper examine the issues with these assumptions and consider what “imagined futures” (Nakata, 2007a) mean for young people in Anangu (Pitjantjatjara/Yankunytjatjara) schools and communities today. They pose the question, “How might remote educators enable a space for re-imagining the future on Anangu terms and what potential does remote education offer in this regard?” This paper emphasizes the strong self-determination stance and action that is required by Anangu in both articulating Anangu values in the education process and in instilling a positive perspective about the opportunities for young people into the future. The authors also interrogate the role of Piranpa (non-Indigenous) remote educators in how they might position themselves for student imagination, aspiration and hope, pointing students back to the intergenerational capacities that are critical in this regard.
Structural Determinants of Indigenous Health: A Photovoice Study in the Peruvian Amazon
Authors: Slimming Paola A. Torres , Orellana E. Roberto , Maynas Jeiser Suarez
Published: February 2017

Indigenous populations in the Americas carry a disproportionate burden of disease. Common to populations affected by health inequities is the exposure to structural factors—social, political, environmental and economic—that shape the risks for disease. We conducted a photovoice study in three Shipibo-Konibo indigenous villages in the Peruvian Amazon. Twenty-four indigenous participants consented to take part. The study found that Shipibo-Konibo villagers are exposed to a series of structural factors such as malfunctioning latrines, lack of garbage disposal systems, lack of health services, migration, and mixing with outsiders which they see as important determinants of their health. While primary health care is urgently needed among indigenous communities in this region, any public health intervention must take into account the structural forces that affect indigenous people's health.
Resisting Condescending Research Ethics in Aotearoa New Zealand
Authors: Tauri Juan Marcellus
Published: February 2017

Recently, Indigenous scholars have raised a number of concerns with the activities of Research Ethics Boards (REBs) and their members, including the preference of REBs for Eurocentric conceptualizations of what does or does not constitute “ethical research conduct”, and the privilege accorded liberal notions of the “autonomous individual participant”. Informed by the author's reflections on the REB process, those of Indigenous Canadian and New Zealand research participants, and the extant literature, this paper begins by critiquing the processes employed by New Zealand REBs to assess Indigenous-focused or Indigenous-led research in the criminological realm. The paper ends with a call for Indigenous peoples to resist the condescending ethos of the academy's ethics processes by developing processes that focus on empowering their institutions and communities.
E Kore E Ngāro Ngā Kākano I ruia Mai i Rangiātea: The language and culture from Rangiātea will never be lost in health and ageing research
Authors: Kēpa Mere , Kēpa Corinthia A. , Mcpherson Betty , Kameta Hone , Kameta Florence , Port Waiora , Loughlin Hine , Smith Paea , Reynolds Leiana
Published: February 2017

People are living longer, healthier lives. International evidence suggests relatively high levels of wellbeing among people aged 85 and over; however, little is known about this advanced aged group in Aotearoa New Zealand, particularly indigenous Māori. Te Puāwaitanga o Ngā Tapuwae Kia Ora Tonu/Life and Living in Advanced Age: A Cohort Study in New Zealand (LiLACS NZ) is an investigation of non-Māori aged 85 years old and Māori aged 80 to 90 years old being undertaken by Māori and non-Māori qualitative and quantitative investigators. From 2010 to 2011, 421 of 766 (56%) eligible Māori and 516 of 870 (59%) eligible non-Māori were enrolled in the cohort study. Wave 5 of the study commenced in March 2014. This article describes the translation of scientific documentation drawing on the prodigious bicultural knowledge and bilingual skills of Te RōpūKaitiaki o ngā tikanga Māori (The protectors of principles of conduct in LiLACS NZ). The process ensures that the Māori participants understand the quantitative investigation and that the official status of Māori language and culture is acknowledged in the prevailing English-speaking, Christo-European, technocratic New Zealand society.
Commentary: Leading a fulfilled life as an indigenous academic
Authors: Roy Loriene
Published: February 2017

Indigenous women who pursue advanced degrees in higher education often find their careers there as well. If they land a position as an academic, they face numerous opportunities and challenges. These range from serving as the single face of diversity within their academic homes to trying to balance responsibilities to their tribal communities while constructing a life as a researcher and educator. Still, it is possible to return to indigenous ways of living life to find an ultimate balance, a cycle that can logically follow Cajete's (1994) action cycle of being, asking, seeking, making, having, sharing, and celebrating. This commentary introduces my life story as an American Indian academic educated and employed away from my tribal homeland and involved in creating a network of indigenous colleagues from around the world. My life lessons are both satisfying and challenging, leading to personal fulfillment tied to service and teaching.
Traditional Knowledge and Water Governance: The ethic of responsibility
Authors: Mcgregor Deborah
Published: February 2017

This paper is based on traditional knowledge policy research undertaken over the last 15 years with First Nations in Ontario. First Nations traditional knowledge-based responses to the water crisis evoke an alternative narrative to the dominant discourse. Canadian governments are focused primarily on scientific and technological approaches to resolving water quality issues. In contrast, First Nations are concerned mostly with the recognition of Aboriginal and treaty rights in relation to water. Application of such rights, as expressed by Elders and other traditional knowledge holders, leads to a much more holistic approach to water governance, one that involves fulfilling inherent responsibilities to ensuring water is protected. An overview of key elements of traditional knowledge as they relate to water governance and protection is provided. These are contrasted with highlights of Canadian government responses to water quality concerns across Canada. In order for progress to be made in the future, a nation-to-nation approach between Canadian governments and First Nations is needed.
Re-Centring First Nations Knowledge and Places in a Terra Nullius Space
Authors: Watson Irene
Published: February 2017

Indigenous law, philosophy and knowledges are core to our Indigenous past and they still hold our present worlds together, promising a future for First Nations peoples even in the face of colonialism which has done much to marginalise First Nations. This paper discusses the marginal position held by Indigenous peoples, one which is reflected in international law and which deems us as objects of colonial states. This is our political position even while First Nations continue to hold and centre our lawful obligations to care for country. I also critically review the impact of colonisation on the First Nations of Australia and consider the need to transform that colonial history to enable a less peripheral and more centred place for First Nations peoples’ laws, philosophy and knowledges to re-emerge. For the Australian colonial project the mechanism of terra nullius provided the legitimacy which imperial Britain needed to “lawfully settle” our lands and dispossess First Nations from our way of being in relation to the earth in the place now called Australia. Here I consider both the impact of colonisation on—and the challenge we face in re-centring—Aboriginal law, philosophy and knowledges.
Significant Tree Legislation in South Australia: Reflecting Aboriginal and colonial relationships to the environment
Authors: Hutchings Suzi
Published: February 2017

Adelaide, the capital city of South Australia, is experiencing dramatic changes to planning legislation in anticipation of increased population growth as a result of its bid to develop a world-class city. The Kaurna, as the traditional owners, have largely been ignored in consultations over proposed changes. Indeed, the push for development reinforces the next chapter of a colonial project, legitimating a discourse of terra nullius for Kaurna and largely thwarting their native title aspirations. In this article, I discuss how the push to modernize Adelaide and satellite centres hides a reinvigoration of the colonists’ fear of the bush and a desire to impose order and civilization through the built environment. Significant trees have become sites of contested identity within Aboriginal and colonial relationships as pressures for the expansion of the city and suburbs drive changes to regulations protecting trees at the expense of environmental concerns and the protection of wildlife.
Taua Nākahi Nui: Māori, liquor and land loss in the 19th century
Authors: Mcdowell Tiopira
Published: February 2017

This article outlines the fraudulent practices of settler traders and land agents who employed alcohol to facilitate the alienation of Māori lands, highlighting the close relationship between Māori, liquor and land loss in 19th century New Zealand. Traders and agents developed a range of strategies, forged in Britain, tempered by colonial experience and wielded with deft precision in New Zealand to defraud Māori of their lands. Government efforts to pre-empt and prevent the worst excesses of settler crime proved ineffectual, self-defeating, paternalistic and ultimately unenforceable. Māori came to regard settler practices, the successive failure of legislation to alleviate the problem, and state connections with the liquor industry to be part of a thinly veiled conspiracy to destabilize their communities and alienate their lands. While this conclusion is highly problematic, it is likely that traders and agents had witnessed or were aware of similar practices in the settler colonies of Australia, Canada and North America, and made good use of them in New Zealand to access Māori lands.
Situating the Work: A typology of traditional knowledge literature
Authors: Latulippe Nicole
Published: February 2017

There is a growing array of actors engaged in the field of traditional knowledge (TK). The result is a broad, messy, and contested body of literature. To navigate this conceptual space, this paper provides signposts in the form of a typology. It classifies TK scholarship into four orientations: ecological, critical, relational, and collaborative. Categories are not fixed, mutually exclusive positions, but operate under differing sets of assumptions and towards particular ends. They perform particular work, with important discursive and material implications. This underscores the need to situate one's approach to TK, which this typology seeks to facilitate.
Education and the Health of the First Nations People of Canada
Authors: Korpal Daniel , Wong Anne
Published: February 2017

The social determinants of health are those social and economic conditions in which people live that affect their health. As a social determinant, education has been shown to be a very robust predictor of health outcomes. In the global and public health literature, “education” is often used as a global construct with the implicit assumption that all forms of education are beneficial. However, this acontextual approach has serious limitations with respect to the First Nations people of Canada, where there has been a destructive legacy of colonialism and forced assimilation in the form of residential schooling. In this review paper, we examine the complexities of the relationship of education and health of the First Nations people. We advocate a more critical and nuanced approach that includes considerations of history, hegemony, and socio-cultural context as being crucial for appropriate First Nations education and health policies.
Te Waiata a Hinetitama—Hearing the Heartsong: Whakamate i roto i a Te Arawa—A Māori suicide research project
Authors: Emery Tepora , Cookson-Cox Candy , Raerino Ngāmaru
Published: February 2017

Contrary to contemporary views of the act of whakamate (suicide), traditional Māori tribal pedagogies have revealed that the death of an individual by suicide was not considered a shameful or cowardly act; rather it was viewed in its full context. The person was considered to have been impacted by a state of whakamomori (overwhelming sadness and depression) and kahupō (spiritual blindness). Viewed in this context, in the time of our ancestors, premature death through suicide was considered a human tragedy and loss of potential and was thus treated with understanding, compassion and aroha (love). Drawing on traditional Māori pedagogies contained within tribal waiata mōteatea (laments), this paper presents an example of how the wisdom traditions of Māori tribal elders can inform contemporary suicide postvention interventions. The traditions are also shown to support whānau (family) recovery from unresolved grief situations including the (modern) stigma associated with the death of a loved one to whakamate.
Economic Dysfunction or Land Grab?: Assaults on the 19th-century Māori economy and their Native North American parallels
Authors: Petrie Hazel
Published: February 2017

This article considers some key themes in messages promoted to New Zealand Māori by European colonists. With a focus on the period prior to 1870 when a number of factors came together to end Māori economic dominance, it considers whether the promoters of those messages were correct to claim that Indigenous peoples were not interested in material benefit or that individual ownership and individual endeavour for personal advantage were a greater spur to labour and productivity. Evidence pertaining to Māori is set against similar evidence from North America to argue that claims of laziness, incompetence, and inefficient land use were not merely incorrect but served to justify the transfer of land ownership from Māori to settlers in a process which appears to have parallels in North America and elsewhere.