title: Integrating mātauranga Māori into community resilience frameworks for the built environment

authors: Dunlop, Ezra

abstract: Efforts to improve community resilience have seen universal efforts to grow capabilities in disaster management for the built environment. Although comprehensive frameworks exist, the perspective used to derive these frameworks fails to address marginalised communities' vulnerabilities, including the Indigenous Māori people. Colonisation and socio-economic deprivation of Māori mean community response frameworks fail to reflect their values and specific needs when preparing and responding to natural disasters.
The nature of Māori culture and values presents an opportunity to reimagine the scope of community resilience for an inclusive framework. The Māori history has resilient practices weaved into the very fabric of their culture through the oral transmission of waiata, whakataukī, whakairo, and pūrākau. The practice of community resilience amongst ancient Māori was not consigned to singular events but is a holistic perspective bound to their manner of living. Sourcing and qualifying this information from people aligned and immersed in nature is the knowledge required to improve the frameworks to respond to natural disasters while expanding the literature on community resilience.
This study collaborated with Ngāti Toa to represent the Māori worldview using tikanga Māori and Kaupapa Māori methodology in an action-based participatory research approach. The research analyzed traditional Māori resilience through wānanga and korero kanohi-ki-te-kanohi and evaluated various mātauranga, tikanga, and kaupapa that relate to the resilient nature of Ngāti Toa. Modern Māori perspectives of community resilience were compared to this information using a realistic earthquake scenario in the Wellington region. This led to expanding community resilience to be more inclusive of Māori communities and informed measures to enhance their resilience and address their unique needs following a disaster.
This study found that the Ngāti Toa community employs traditional resilience practices dating back to their migration to Aotearoa from Hawaiki. These practices are community-led and grounded in unity, with resilience being viewed as a collective responsibility. The study identified various Te Ao Māori resilience principles by translating traditional resilience principles into corresponding Te Ao Māori principles. A response and recovery plan was developed for Ngāti Toa in response to a realistic earthquake scenario. This plan includes a vulnerability matrix and a community resilience calculator to inform Ngāti Toa of their vulnerability level and needs following a disaster.
The community resilience frameworks developed for the Wellington region in response to the 7.5 magnitude earthquake were found to be economically dependent and did not utilize the response capabilities and strengths of Ngāti Toa. The frameworks lacked proper representation from Ngāti Toa and failed to address the needs of the Māori community in Wellington, resulting in inequitable outcomes. To rectify this,
Page | iii
community resilience frameworks for Māori should adopt a principle-based approach that supports collaborative engagement and integrates Māori cultural values. Unity is a crucial strength underpinning Māori resilience. Technological mediums such as retrofitting Marae should be developed to enhance Māori response capabilities and harness the strengths of Te Ao Māori resilience.

text: Integrating mātauranga Māori into community resilience frameworks for the built environment Efforts to improve community resilience have seen universal efforts to grow capabilities in disaster management for the built environment. Although comprehensive frameworks exist, the perspective used to derive these frameworks fails to address marginalised communities' vulnerabilities, including the Indigenous Māori people. Colonisation and socio-economic deprivation of Māori mean community response frameworks fail to reflect their values and specific needs when preparing and responding to natural disasters.
The nature of Māori culture and values presents an opportunity to reimagine the scope of community resilience for an inclusive framework. The Māori history has resilient practices weaved into the very fabric of their culture through the oral transmission of waiata, whakataukī, whakairo, and pūrākau. The practice of community resilience amongst ancient Māori was not consigned to singular events but is a holistic perspective bound to their manner of living. Sourcing and qualifying this information from people aligned and immersed in nature is the knowledge required to improve the frameworks to respond to natural disasters while expanding the literature on community resilience.
This study collaborated with Ngāti Toa to represent the Māori worldview using tikanga Māori and Kaupapa Māori methodology in an action-based participatory research approach. The research analyzed traditional Māori resilience through wānanga and korero kanohi-ki-te-kanohi and evaluated various mātauranga, tikanga, and kaupapa that relate to the resilient nature of Ngāti Toa. Modern Māori perspectives of community resilience were compared to this information using a realistic earthquake scenario in the Wellington region. This led to expanding community resilience to be more inclusive of Māori communities and informed measures to enhance their resilience and address their unique needs following a disaster.
This study found that the Ngāti Toa community employs traditional resilience practices dating back to their migration to Aotearoa from Hawaiki. These practices are community-led and grounded in unity, with resilience being viewed as a collective responsibility. The study identified various Te Ao Māori resilience principles by translating traditional resilience principles into corresponding Te Ao Māori principles. A response and recovery plan was developed for Ngāti Toa in response to a realistic earthquake scenario. This plan includes a vulnerability matrix and a community resilience calculator to inform Ngāti Toa of their vulnerability level and needs following a disaster.
The community resilience frameworks developed for the Wellington region in response to the 7.5 magnitude earthquake were found to be economically dependent and did not utilize the response capabilities and strengths of Ngāti Toa. The frameworks lacked proper representation from Ngāti Toa and failed to address the needs of the Māori community in Wellington, resulting in inequitable outcomes. To rectify this,
Page | iii
community resilience frameworks for Māori should adopt a principle-based approach that supports collaborative engagement and integrates Māori cultural values. Unity is a crucial strength underpinning Māori resilience. Technological mediums such as retrofitting Marae should be developed to enhance Māori response capabilities and harness the strengths of Te Ao Māori resilience.

year: 2023

title: Participatory design in Māori cultural contexts

authors: Bowen, Judy

subjects: computer science

abstract: The Hakituri project aims to develop practical and ethical wearable monitoring solutions for workers in hazardous industries. We identified specific challenges pertinent to our participatory design process for this project which relate to the indigenous participants, cultural expectations and data sovereignty. As we developed the ideas for our design process, further challenges became evident. In this paper we explore the challenges that unfolded and describe how we began to mitigate them and develop ideas for similar future challenges.

text: Participatory design in Māori cultural contexts The Hakituri project aims to develop practical and ethical wearable monitoring solutions for workers in hazardous industries. We identified specific challenges pertinent to our participatory design process for this project which relate to the indigenous participants, cultural expectations and data sovereignty. As we developed the ideas for our design process, further challenges became evident. In this paper we explore the challenges that unfolded and describe how we began to mitigate them and develop ideas for similar future challenges.

year: 2020

title: Cooperative education: Integrating classroom and workplace learning

authors: Eames, Chris W.

subjects: cooperative education

abstract: Cooperative education (co-op) is a strategy of education that combines academic learning in the classroom with real-world practice in a relevant workplace. To provide this mix of learning opportunities, co-op involves collaboration among students, educational institutions, and employers. Real-world experience for students in the form of work-based placements or internships can serve to provide entry for learners into a particular community of practice. Theorising and research into student learning through cooperative education has focussed on the experiential nature of the learning opportunity, and more latterly through sociocultural views of learning. These latter views help us to understand that cooperative education exposes students to worlds of learning that are different but complementary. These complementary worlds have different sociocultural dimensions that afford different learning opportunities to students. Clearly defined integrative pathways are required that allow students to make sense of the learning that they are afforded. The real strength of cooperative education as a strategy of practice-based learning is not that students gain opportunities to learn in the classroom and in the workplace, but that these opportunities are integrated to create learning that is more than the sum of the two parts.

text: Cooperative education: Integrating classroom and workplace learning Cooperative education (co-op) is a strategy of education that combines academic learning in the classroom with real-world practice in a relevant workplace. To provide this mix of learning opportunities, co-op involves collaboration among students, educational institutions, and employers. Real-world experience for students in the form of work-based placements or internships can serve to provide entry for learners into a particular community of practice. Theorising and research into student learning through cooperative education has focussed on the experiential nature of the learning opportunity, and more latterly through sociocultural views of learning. These latter views help us to understand that cooperative education exposes students to worlds of learning that are different but complementary. These complementary worlds have different sociocultural dimensions that afford different learning opportunities to students. Clearly defined integrative pathways are required that allow students to make sense of the learning that they are afforded. The real strength of cooperative education as a strategy of practice-based learning is not that students gain opportunities to learn in the classroom and in the workplace, but that these opportunities are integrated to create learning that is more than the sum of the two parts.

year: 2010