title: Indigenous peoples, data, and the coloniality of surveillance

authors: Cormack, Donna

abstract: In Aotearoa New Zealand (Aotearoa NZ), Māori (the Indigenous peoples of New Zealand) have long been objects of surveillance by state institutions and agents. State representations have centred on constructions of difference and deviance, on understandings of Indigenous peoples as dangerous, and on the management of Indigenous resistance to colonialism. This chapter considers how contemporary state surveillance practices in Aotearoa NZ, enabled by the expanded use of big data and linked government datasets, function to regulate and manage Māori. Through this lens, we explore continuities of current data practices for Indigenous peoples with the racialised logics and social orders set in place as part of global systems of imperialism and colonialism. Recognising that resistance has always been a part of Indigenous responses to colonialism, we also explore how Māori Data Sovereignty (MDSov), as part of broader Indigenous Data Sovereignty (IDS) movements globally, provides opportunities to counter and disrupt prevailing data relations and to imagine alternative futures.

text: Indigenous peoples, data, and the coloniality of surveillance In Aotearoa New Zealand (Aotearoa NZ), Māori (the Indigenous peoples of New Zealand) have long been objects of surveillance by state institutions and agents. State representations have centred on constructions of difference and deviance, on understandings of Indigenous peoples as dangerous, and on the management of Indigenous resistance to colonialism. This chapter considers how contemporary state surveillance practices in Aotearoa NZ, enabled by the expanded use of big data and linked government datasets, function to regulate and manage Māori. Through this lens, we explore continuities of current data practices for Indigenous peoples with the racialised logics and social orders set in place as part of global systems of imperialism and colonialism. Recognising that resistance has always been a part of Indigenous responses to colonialism, we also explore how Māori Data Sovereignty (MDSov), as part of broader Indigenous Data Sovereignty (IDS) movements globally, provides opportunities to counter and disrupt prevailing data relations and to imagine alternative futures.

year: 2022

title: Ko au te whenua, te whenua ko au  – I am the land, the land is me: An autoethnographic investigation of a secondary school teacher’s experience seeking to enrich learning in outdoor  education for Māori students.

authors: Townsend, Jane Emma

subjects: place-responsive

abstract: This thesis is my story as an outdoor educator, as a researcher, and a co-participant reflecting on my own actions and experiences as well as those of my students. In this autoethnography I share my revelations and tensions in my role as an outdoor education teacher seeking to enrich the experiences of Māori students.  Māori culture and history have largely been ignored in the outdoor education classrooms and environments of Aotearoa New Zealand. After teaching the subject for ten years I didn’t perceive that I was perpetuating the same invisibility in my own outdoor education course. Over this time a number of questions that had fermented at the back of my mind came to the fore; ‘why are so few Māori students opting to take outdoor education as a senior secondary school subject?’ and ‘how can I make the subject of outdoor education more desirable and appealing to Māori?’ A place-responsive approach incorporates and values traditional ways of learning through the notion of place and the stories attached to them. The cultural context of learning about and through place has the potential to provide learning opportunities that are relevant and meaningful to all learners but particularly Māori. Place-responsive pedagogies allow outdoor educators to create an environment where language, knowledge, culture and values are normal, valid and legitimate – contexts where Māori students can be themselves. Through this research I have found that the implementation of a place responsive approach has had significant implications for Year twelve outdoor education at Mount Maunganui College. The improvement in Māori student achievement and numbers selecting the subject have  been affirming.

Ko au te whenua, te whenua ko au – I am the land, the land is me

text: Ko au te whenua, te whenua ko au  – I am the land, the land is me: An autoethnographic investigation of a secondary school teacher’s experience seeking to enrich learning in outdoor  education for Māori students. This thesis is my story as an outdoor educator, as a researcher, and a co-participant reflecting on my own actions and experiences as well as those of my students. In this autoethnography I share my revelations and tensions in my role as an outdoor education teacher seeking to enrich the experiences of Māori students.  Māori culture and history have largely been ignored in the outdoor education classrooms and environments of Aotearoa New Zealand. After teaching the subject for ten years I didn’t perceive that I was perpetuating the same invisibility in my own outdoor education course. Over this time a number of questions that had fermented at the back of my mind came to the fore; ‘why are so few Māori students opting to take outdoor education as a senior secondary school subject?’ and ‘how can I make the subject of outdoor education more desirable and appealing to Māori?’ A place-responsive approach incorporates and values traditional ways of learning through the notion of place and the stories attached to them. The cultural context of learning about and through place has the potential to provide learning opportunities that are relevant and meaningful to all learners but particularly Māori. Place-responsive pedagogies allow outdoor educators to create an environment where language, knowledge, culture and values are normal, valid and legitimate – contexts where Māori students can be themselves. Through this research I have found that the implementation of a place responsive approach has had significant implications for Year twelve outdoor education at Mount Maunganui College. The improvement in Māori student achievement and numbers selecting the subject have  been affirming.

Ko au te whenua, te whenua ko au – I am the land, the land is me

year: 2014

title: A robust semantics hides fewer errors

authors: Reeves, Steve

subjects: computer science

abstract: In this paper we explore how formal models are interpreted and to what degree meaning is captured in the formal semantics and to what degree it remains in the informal interpretation of the semantics. By applying a robust approach to the definition of refinement and semantics, favoured by the event-based community, to state-based theory we are able to move some aspects from the informal interpretation into the formal semantics.

text: A robust semantics hides fewer errors In this paper we explore how formal models are interpreted and to what degree meaning is captured in the formal semantics and to what degree it remains in the informal interpretation of the semantics. By applying a robust approach to the definition of refinement and semantics, favoured by the event-based community, to state-based theory we are able to move some aspects from the informal interpretation into the formal semantics.

year: 2009