title: Relational Responsive Pedagogy, Teachers and Māori students Listening and Learning from each other

authors: Joyce, Chrisandra Itirana

subjects: Relational Pedagogy

abstract: This thesis examines the culturally responsive and relational pedagogical practices of a group of teachers in one Phase four Te Kotahitanga school. It then considers the influences of these pedagogies on four Māori students.
The thesis begins by seeking to understand the two different worldviews in Aotearoa/New Zealand (a Western worldview and a Māori worldview) and some of the discourses that have emerged in the shared Māori and colonial history of this country. It examines kaupapa Māori as both a movement of resistance to the dominant Western worldview that came with colonisation; and a movement of revitalisation to Māori ways of knowing and understanding the world that began to be lost at the same time. It focuses on Te Kotahitanga as a kaupapa Māori response in secondary schools.
The collaborative storying of teachers and Māori students in a Te Kotahitanga school alongside their data of practice and achievement are discussed and examined. Shifts across three levels of the school are identified and understood alongside the Te Kotahitanga professional development cycle. These understandings are discussed in relation to Māori metaphors.  The overall implications of Māori metaphors in relation to the research questions are then considered.
This thesis concludes with considerations and implications for others in addressing the on-going educational disparities of Māori students in mainstream educational settings in New Zealand.

text: Relational Responsive Pedagogy, Teachers and Māori students Listening and Learning from each other This thesis examines the culturally responsive and relational pedagogical practices of a group of teachers in one Phase four Te Kotahitanga school. It then considers the influences of these pedagogies on four Māori students.
The thesis begins by seeking to understand the two different worldviews in Aotearoa/New Zealand (a Western worldview and a Māori worldview) and some of the discourses that have emerged in the shared Māori and colonial history of this country. It examines kaupapa Māori as both a movement of resistance to the dominant Western worldview that came with colonisation; and a movement of revitalisation to Māori ways of knowing and understanding the world that began to be lost at the same time. It focuses on Te Kotahitanga as a kaupapa Māori response in secondary schools.
The collaborative storying of teachers and Māori students in a Te Kotahitanga school alongside their data of practice and achievement are discussed and examined. Shifts across three levels of the school are identified and understood alongside the Te Kotahitanga professional development cycle. These understandings are discussed in relation to Māori metaphors.  The overall implications of Māori metaphors in relation to the research questions are then considered.
This thesis concludes with considerations and implications for others in addressing the on-going educational disparities of Māori students in mainstream educational settings in New Zealand.

year: 2012

title: How Pākehā in not-for-profit organisations implement Te Tiriti o Waitangi

authors: Newcombe, Nicolina Isabel

subjects: Decolonisation

abstract: The aims of this research are to understand what is happening in not-for-profit organisations in relation to our obligation to honour Te Tiriti o Waitangi, and to describe some strategies Pākehā can use to implement Te Tiriti o Waitangi in our work in the not-for-profit sector.  

The history of, and current circumstances affecting, the not-for-profit sector have formed a disabling context, diverting energy away from deepening relationships with local hapū (subtribe). Compounding this situation, the core texts about Te Tiriti and not-for-profit organisations are inconsistent and mainly focus on the first steps of the journey: Treaty education and self assessment.  

After writing about my own experiences with Te Tiriti and working in the not-for-profit sector and comparing my stories with the stories of other Pākehā, I recorded and transcribed conversations with six anonymous Pākehā not-for-profit workers and analysed our commonalities. All participants and their organisations wanted to enact best practice, although 
this aspiration was challenged by many factors, including: a spectrum of understandings about Te Tiriti which often led to piecemeal attempts at power sharing; concerns about the effectiveness of self-assessment by Pākehā about our own Treaty work because of inevitable and inbuilt biases; experience of minimisation or exclusion for speaking up about Te Tiriti at work; box ticking Treaty policies; Māori employees being treated differently to other staff; and confusion between cultural expression and genuine power sharing.  

Protective factors that came through in interviews included: cultural practices that were woven through organisations in a way that was beneficial and welcoming to Māori; relationships with kaumātua (elders); appropriate and emotionally engaging Treaty education; Māori governance members, Māori led research in the community, and Māori involvement in all projects; te reo (Māori language) being a commonly used language in the work place; acknowledgment of our own privilege as Pākehā; and engagement in continuous dialogue about racism. 

Reflections on these issues led to recommendations for how to move forward with implementing Te Tiriti in not-for-profit organisations. These recommendations hinge on a set of actions underpinned by a set of values. Three change management strategies are also described to assist organisations with this transformation. 

This research is intended to be a building block towards empowering Pākehā allies to identify practices, policies, and power structures that could be developed to transform our organisations, and embody our obligations to Te Tiriti, leading to more effective outcomes for all New Zealanders.

text: How Pākehā in not-for-profit organisations implement Te Tiriti o Waitangi The aims of this research are to understand what is happening in not-for-profit organisations in relation to our obligation to honour Te Tiriti o Waitangi, and to describe some strategies Pākehā can use to implement Te Tiriti o Waitangi in our work in the not-for-profit sector.  

The history of, and current circumstances affecting, the not-for-profit sector have formed a disabling context, diverting energy away from deepening relationships with local hapū (subtribe). Compounding this situation, the core texts about Te Tiriti and not-for-profit organisations are inconsistent and mainly focus on the first steps of the journey: Treaty education and self assessment.  

After writing about my own experiences with Te Tiriti and working in the not-for-profit sector and comparing my stories with the stories of other Pākehā, I recorded and transcribed conversations with six anonymous Pākehā not-for-profit workers and analysed our commonalities. All participants and their organisations wanted to enact best practice, although 
this aspiration was challenged by many factors, including: a spectrum of understandings about Te Tiriti which often led to piecemeal attempts at power sharing; concerns about the effectiveness of self-assessment by Pākehā about our own Treaty work because of inevitable and inbuilt biases; experience of minimisation or exclusion for speaking up about Te Tiriti at work; box ticking Treaty policies; Māori employees being treated differently to other staff; and confusion between cultural expression and genuine power sharing.  

Protective factors that came through in interviews included: cultural practices that were woven through organisations in a way that was beneficial and welcoming to Māori; relationships with kaumātua (elders); appropriate and emotionally engaging Treaty education; Māori governance members, Māori led research in the community, and Māori involvement in all projects; te reo (Māori language) being a commonly used language in the work place; acknowledgment of our own privilege as Pākehā; and engagement in continuous dialogue about racism. 

Reflections on these issues led to recommendations for how to move forward with implementing Te Tiriti in not-for-profit organisations. These recommendations hinge on a set of actions underpinned by a set of values. Three change management strategies are also described to assist organisations with this transformation. 

This research is intended to be a building block towards empowering Pākehā allies to identify practices, policies, and power structures that could be developed to transform our organisations, and embody our obligations to Te Tiriti, leading to more effective outcomes for all New Zealanders.

year: 2019

title: Online Heroines: Exploring the Experiences of Aotearoa New Zealand Women Filmmakers

authors: Hutt, Louise

subjects: filmmaking

abstract: The experiences of Aotearoa New Zealand women filmmakers have historically included discrimination, erasure, and exclusion; however, online platforms have been suggested as an antidote to this culture. This research explores the experiences of ten filmmakers who had published work online between 2013–2015; why they choose online platforms, what influences them to do so, what they consider successful within their practice, and what limitations and challenges they face now. Using a feminist framework, and qualitative analysis, this research has two outputs: a written thesis and a creative-led webseries, featuring nine episodes of condensed interviews with the participants available on YouTube.

text: Online Heroines: Exploring the Experiences of Aotearoa New Zealand Women Filmmakers The experiences of Aotearoa New Zealand women filmmakers have historically included discrimination, erasure, and exclusion; however, online platforms have been suggested as an antidote to this culture. This research explores the experiences of ten filmmakers who had published work online between 2013–2015; why they choose online platforms, what influences them to do so, what they consider successful within their practice, and what limitations and challenges they face now. Using a feminist framework, and qualitative analysis, this research has two outputs: a written thesis and a creative-led webseries, featuring nine episodes of condensed interviews with the participants available on YouTube.

year: 2018