title: The perspective of youth leadership through the insight of current Māori leaders

authors: Wairepo, Ngareta

abstract: Within Te Ao Māori, leadership qualities are central to Māori cultural norms and societal structures. In particular, a rich legacy of supporting intergenerational leadership exists, wherein following generations are endorsed into these leadership roles. Yet, little is documented in academic literature regarding first-hand experiences of the relationship between current Māori leader’s opinions, experiences, and perceptions for supporting the development of future and upcoming rangatahi into leadership roles. Therefore, this research project seeks to explore how leadership and the value of intergenerational indigenous wisdom can contribute to the supporting and flourishing of rangatahi into leadership roles and responsibilities in their communities to support intergenerational leadership development. 
A Kaupapa Māori approach was used for the framework to centre Indigenous ways of being and knowing. Eight semi-structured, conversational interviews were conducted with current Māori leaders to understand their perceptions, experiences, and opinions on leadership. These were then analysed using thematic analysis. Three major themes were identified; Mental strategies, Understanding the complexity of Māori leadership, and Intergenerational development. This research affirms the importance of leadership for Māori communities, and in particular, the role of intergenerational knowledge-sharing as key for supporting rangatahi to be well.

text: The perspective of youth leadership through the insight of current Māori leaders Within Te Ao Māori, leadership qualities are central to Māori cultural norms and societal structures. In particular, a rich legacy of supporting intergenerational leadership exists, wherein following generations are endorsed into these leadership roles. Yet, little is documented in academic literature regarding first-hand experiences of the relationship between current Māori leader’s opinions, experiences, and perceptions for supporting the development of future and upcoming rangatahi into leadership roles. Therefore, this research project seeks to explore how leadership and the value of intergenerational indigenous wisdom can contribute to the supporting and flourishing of rangatahi into leadership roles and responsibilities in their communities to support intergenerational leadership development. 
A Kaupapa Māori approach was used for the framework to centre Indigenous ways of being and knowing. Eight semi-structured, conversational interviews were conducted with current Māori leaders to understand their perceptions, experiences, and opinions on leadership. These were then analysed using thematic analysis. Three major themes were identified; Mental strategies, Understanding the complexity of Māori leadership, and Intergenerational development. This research affirms the importance of leadership for Māori communities, and in particular, the role of intergenerational knowledge-sharing as key for supporting rangatahi to be well.

year: 2024

title: Ko wai tō ingoa? The transformative potential of Māori names

authors: Seed-Pihama, Joeliee Elizabeth

subjects: Māori names

abstract: Ingoa tangata (personal names) are an expression of te reo Māori, Māori identity, and tino rangatiratanga (self-determination). Nevertheless, our names are still mispronounced, marginalised and demeaned by individuals and institutions, such as schools, the health system, politics and media. This thesis argues that the gift of a Māori name and the assertion of that name over one’s lifetime is simultaneously a political act of resistance and an act of normalisation – an act of just being Māori. In particular, the thesis reveals how whānau naming practices endure and are important for whānau identity and belonging.

A Kaupapa Māori theoretical approach is used to highlight the mana of our ingoa tangata within te ao Māori (the Māori world). I analyse the experiences of six generations of one whānau and the ways in which they have resisted, reclaimed and regenerated our ingoa tangata and associated practices. Kaupapa Māori theory provides a much-needed theoretical framework that privileges te reo Māori and mātauranga Māori throughout this research. This theory also supports Māori researchers to critique and disrupt Western power dynamics within research as well as maintaining the political imperative of decolonisation and resurgence agendas within the research of Indigenous communities.

This thesis foregrounds Pūrākau as a research method to tell the kōrero ingoa (naming stories) of six generations of one whānau, totalling twenty-six different stories. I explore the possibilities of pūrākau as a method and ako (to teach/ learn) as a powerful component in the building and sharing of stories, as writing tools for the (re)presentation of that material and in expressing the researcher’s positionality. Pūrākau as method also enables the utilisation of our cosmogonies as important sources of mātauranga Māori and therefore as crucial to an analysis of our naming motivations and notions of belonging. Furthermore, I critically analyse the disruptions and interruptions to ingoa tangata caused by institutions of colonialism such as religion, law and education. This research argues for the transformative potential of our ingoa tangata and their associated kōrero ingoa in terms of enhancing identity, embedding whakapapa kōrero and keeping Māori values alive within whānau, and beyond.

text: Ko wai tō ingoa? The transformative potential of Māori names Ingoa tangata (personal names) are an expression of te reo Māori, Māori identity, and tino rangatiratanga (self-determination). Nevertheless, our names are still mispronounced, marginalised and demeaned by individuals and institutions, such as schools, the health system, politics and media. This thesis argues that the gift of a Māori name and the assertion of that name over one’s lifetime is simultaneously a political act of resistance and an act of normalisation – an act of just being Māori. In particular, the thesis reveals how whānau naming practices endure and are important for whānau identity and belonging.

A Kaupapa Māori theoretical approach is used to highlight the mana of our ingoa tangata within te ao Māori (the Māori world). I analyse the experiences of six generations of one whānau and the ways in which they have resisted, reclaimed and regenerated our ingoa tangata and associated practices. Kaupapa Māori theory provides a much-needed theoretical framework that privileges te reo Māori and mātauranga Māori throughout this research. This theory also supports Māori researchers to critique and disrupt Western power dynamics within research as well as maintaining the political imperative of decolonisation and resurgence agendas within the research of Indigenous communities.

This thesis foregrounds Pūrākau as a research method to tell the kōrero ingoa (naming stories) of six generations of one whānau, totalling twenty-six different stories. I explore the possibilities of pūrākau as a method and ako (to teach/ learn) as a powerful component in the building and sharing of stories, as writing tools for the (re)presentation of that material and in expressing the researcher’s positionality. Pūrākau as method also enables the utilisation of our cosmogonies as important sources of mātauranga Māori and therefore as crucial to an analysis of our naming motivations and notions of belonging. Furthermore, I critically analyse the disruptions and interruptions to ingoa tangata caused by institutions of colonialism such as religion, law and education. This research argues for the transformative potential of our ingoa tangata and their associated kōrero ingoa in terms of enhancing identity, embedding whakapapa kōrero and keeping Māori values alive within whānau, and beyond.

year: 2017

title: Dialogue, dialogue – Talking our way into leadership: An exploration of the influence of extended professional dialogue on school leaders

authors: Tebbutt, Carol Joy

subjects: dialogue

abstract: The complex and multilayered world of the 21st century no longer appears to support the conventional idea of great leadership being the result of the efforts of a single individual. Indeed the idea of learning communities, where educators are seen as active participants in developing educational procedures at all levels and are at the centre of the educational change process, is now widely promoted. In order to succeed in the process of building leadership in a learning community, relationships and communication are seen as key aspects, with some authors promoting dialogue as integral to the process.

This small-scale qualitative study uses a semi-structured interview process to gather data from eight educational leaders, working within New Zealand, who had participated in extended professional dialogues at the International Leadership Institutes (ILI) in the Waikato. The study explores the influence of that process on their professional capabilities as leaders and considers the nature and extent of their learning. It also looks at how dialogue continues to impact on their leadership practice after they have experienced repeated ILIs.

Theoretical and empirical research suggests that professional dialogue promotes critical thinking and inquiry through a process of consent and dissent to achieve a co-construction of knowledge. Dialogue enables a group to explore why certain presuppositions, ideas and beliefs exist within the group and to reveal why they are interacting in certain ways. It is a process that observes, collectively, how hidden values and intentions can control our behaviour and seeks to surface these in order to construct new ways of interacting and new knowledge. This study found that by working in groups through a process of dialogue, not only did the group extend its capabilities beyond that of the sum of the individuals, but that self awareness and understanding developed and continued to have an effect on thinking and behaviour long after the actual ILI was completed.

The findings are of use for those who seek to use dialogue as a successful communication tool in their own leadership contexts. While the findings are specific to the program under investigation, including its structure and local, historical context, they can be related to the wider world of education which asks for all involved to be focused on learning. How we learn and how we learn together is a major concern of leaders in learning. This study calls on educational leaders to explore dialogically how to enable their colleagues to be more successful in the work at hand and how to develop collective thinking, closer relationships and an ongoing way to approach diversity and change in our society.

text: Dialogue, dialogue – Talking our way into leadership: An exploration of the influence of extended professional dialogue on school leaders The complex and multilayered world of the 21st century no longer appears to support the conventional idea of great leadership being the result of the efforts of a single individual. Indeed the idea of learning communities, where educators are seen as active participants in developing educational procedures at all levels and are at the centre of the educational change process, is now widely promoted. In order to succeed in the process of building leadership in a learning community, relationships and communication are seen as key aspects, with some authors promoting dialogue as integral to the process.

This small-scale qualitative study uses a semi-structured interview process to gather data from eight educational leaders, working within New Zealand, who had participated in extended professional dialogues at the International Leadership Institutes (ILI) in the Waikato. The study explores the influence of that process on their professional capabilities as leaders and considers the nature and extent of their learning. It also looks at how dialogue continues to impact on their leadership practice after they have experienced repeated ILIs.

Theoretical and empirical research suggests that professional dialogue promotes critical thinking and inquiry through a process of consent and dissent to achieve a co-construction of knowledge. Dialogue enables a group to explore why certain presuppositions, ideas and beliefs exist within the group and to reveal why they are interacting in certain ways. It is a process that observes, collectively, how hidden values and intentions can control our behaviour and seeks to surface these in order to construct new ways of interacting and new knowledge. This study found that by working in groups through a process of dialogue, not only did the group extend its capabilities beyond that of the sum of the individuals, but that self awareness and understanding developed and continued to have an effect on thinking and behaviour long after the actual ILI was completed.

The findings are of use for those who seek to use dialogue as a successful communication tool in their own leadership contexts. While the findings are specific to the program under investigation, including its structure and local, historical context, they can be related to the wider world of education which asks for all involved to be focused on learning. How we learn and how we learn together is a major concern of leaders in learning. This study calls on educational leaders to explore dialogically how to enable their colleagues to be more successful in the work at hand and how to develop collective thinking, closer relationships and an ongoing way to approach diversity and change in our society.

year: 2012