title: Tōku tūrangawaewae: Culture, identity, and belonging for Māori homeless people

authors: Groot, Shiloh Ann Maree

subjects: Māori

abstract: To be Māori is to have a tūrangawaewae (a place of strength and belonging, a place to stand). If so, is it conceivable that Māori are homeless in our own homeland? This presentation focuses on the experiences of two Māori homeless people who took part in a 3-year research project conducted in partnership with not-for-profit service agencies. Previous research into street homelessness has all but ignored indigenous histories, circumstances and worldviews. The situation in which indigenous people find themselves requires us to rethink how we understand homelessness and the development of culturally based roles and identities on the street and beyond.

text: Tōku tūrangawaewae: Culture, identity, and belonging for Māori homeless people To be Māori is to have a tūrangawaewae (a place of strength and belonging, a place to stand). If so, is it conceivable that Māori are homeless in our own homeland? This presentation focuses on the experiences of two Māori homeless people who took part in a 3-year research project conducted in partnership with not-for-profit service agencies. Previous research into street homelessness has all but ignored indigenous histories, circumstances and worldviews. The situation in which indigenous people find themselves requires us to rethink how we understand homelessness and the development of culturally based roles and identities on the street and beyond.

year: 2010

title: Journeys of Māori women in engineering and engineering trades: Navigating challenges and embracing identity

authors: Moridnejad, Maryam

subjects: engineering

abstract: CONTEXT 
This paper reports a study that explores the lived experiences of five Māori women in New Zealand who are engaged in engineering and engineering trades, aiming to inspire more Māori women to join these fields. Through in-depth interviews, three key phases of their lives are examined: upbringing, educational experiences, and professional encounters. The research identifies barriers and strategies these women employed, revealing themes such as identity development, stereotyping, cultural identity, determination, and support.  

PURPOSE OR GOAL
Diversity remains a persistent concern within traditionally male-dominated fields such as engineering and trades. Literature underscores the invaluable contributions of a diverse workforce, including fresh perspectives, insights, and innovative problem-solving approaches. Efforts to enhance diversity in engineering education must address systemic barriers across all levels of education. The aim of this study is to give voice to Māori women in engineers and engineering trades. The study explores participants' career choices, childhood, schooling, tertiary education, and workplace experiences.

APPROACH OR METHODOLOGY/METHODS
The study is underpinned by a feminist poststructuralist conceptual framework, emphasizing that knowledge is constructed rather than discovered, and power relations are shaped within cultural and societal contexts. Data collection involved an initial short questionnaire and two semi-structured interviews. Qualitative inductive analysis was used. Early thematic coding occurred during the analysis of initial questionnaires to identify key themes for the interviews. Interview data were coded inductively by research assistants and cross-checked by the main researchers to find common themes. In a further analysis phase, interview transcripts were loaded into ChatGPT to identify key commonalities, which were compared with researchers’ codes to finalize the themes. These themes framed the discussion and provided a basis for understanding the lived experiences of Māori women in engineering and engineering trades.

ACTUAL OR ANTICIPATED OUTCOMES
The lives and experiences the five Māori women in this study illuminate the unique experiences and challenges faced by indigenous women pursuing careers in engineering and engineering trades. By amplifying their voices, this research highlights their perspectives, celebrates their agency and resilience, and showcases how they assert themselves, overcome challenges, and advocate for gender equality in their professions. Common themes such as identity development, others’ beliefs and attitudes, cultural identity, determination, and support and encouragement frame the discussion, assisting in demystifying societal realities and gaining insight into their social realities. This research aims to empower and make these women visible. The findings highlight the need for timely career guidance in schools, dismantling gender stereotypes early, and integrating Māori culture into workplaces to foster equity and inclusion.

CONCLUSIONS/RECOMMENDATIONS/SUMMARY
Collaborative efforts from educators, researchers, and policymakers are needed to address systemic barriers and create inclusive pathways for indigenous women and other underrepresented groups into engineering. Flexible support services tailored to the diverse needs are essential for facilitating success in these fields. The researchers suggest further research should focus on longitudinal studies tracking the career trajectories of minority groups, exploring how cultural and gender identities influence educational experiences, evaluating the effectiveness of existing support programmes, and examining the role of mentorship and support networks in empowering minority students to succeed in engineering and trades careers.

text: Journeys of Māori women in engineering and engineering trades: Navigating challenges and embracing identity CONTEXT 
This paper reports a study that explores the lived experiences of five Māori women in New Zealand who are engaged in engineering and engineering trades, aiming to inspire more Māori women to join these fields. Through in-depth interviews, three key phases of their lives are examined: upbringing, educational experiences, and professional encounters. The research identifies barriers and strategies these women employed, revealing themes such as identity development, stereotyping, cultural identity, determination, and support.  

PURPOSE OR GOAL
Diversity remains a persistent concern within traditionally male-dominated fields such as engineering and trades. Literature underscores the invaluable contributions of a diverse workforce, including fresh perspectives, insights, and innovative problem-solving approaches. Efforts to enhance diversity in engineering education must address systemic barriers across all levels of education. The aim of this study is to give voice to Māori women in engineers and engineering trades. The study explores participants' career choices, childhood, schooling, tertiary education, and workplace experiences.

APPROACH OR METHODOLOGY/METHODS
The study is underpinned by a feminist poststructuralist conceptual framework, emphasizing that knowledge is constructed rather than discovered, and power relations are shaped within cultural and societal contexts. Data collection involved an initial short questionnaire and two semi-structured interviews. Qualitative inductive analysis was used. Early thematic coding occurred during the analysis of initial questionnaires to identify key themes for the interviews. Interview data were coded inductively by research assistants and cross-checked by the main researchers to find common themes. In a further analysis phase, interview transcripts were loaded into ChatGPT to identify key commonalities, which were compared with researchers’ codes to finalize the themes. These themes framed the discussion and provided a basis for understanding the lived experiences of Māori women in engineering and engineering trades.

ACTUAL OR ANTICIPATED OUTCOMES
The lives and experiences the five Māori women in this study illuminate the unique experiences and challenges faced by indigenous women pursuing careers in engineering and engineering trades. By amplifying their voices, this research highlights their perspectives, celebrates their agency and resilience, and showcases how they assert themselves, overcome challenges, and advocate for gender equality in their professions. Common themes such as identity development, others’ beliefs and attitudes, cultural identity, determination, and support and encouragement frame the discussion, assisting in demystifying societal realities and gaining insight into their social realities. This research aims to empower and make these women visible. The findings highlight the need for timely career guidance in schools, dismantling gender stereotypes early, and integrating Māori culture into workplaces to foster equity and inclusion.

CONCLUSIONS/RECOMMENDATIONS/SUMMARY
Collaborative efforts from educators, researchers, and policymakers are needed to address systemic barriers and create inclusive pathways for indigenous women and other underrepresented groups into engineering. Flexible support services tailored to the diverse needs are essential for facilitating success in these fields. The researchers suggest further research should focus on longitudinal studies tracking the career trajectories of minority groups, exploring how cultural and gender identities influence educational experiences, evaluating the effectiveness of existing support programmes, and examining the role of mentorship and support networks in empowering minority students to succeed in engineering and trades careers.

year: 2024

title: Creating formal models from informal design artefacts

authors: Bowen, Judy

abstract: The use of robust software engineering processes is essential in the design and development of interactive systems. This ensures that software is both functionally correct and also usable in the required context. There are a variety of software engineering techniques that can be used to consider different aspects of a system under construction, and at different stages in the development process. There is, however, a natural tension between formal approaches (typically used in the domain of safety-critical systems to consider functional correctness) and informal design approaches, which focus on users and user requirements in a manner which is accessible by stakeholders. In this paper we present two new approaches which enable a tighter coupling of informal design requirements with formal models. We present examples of these two approaches and discuss the benefits that transformations between the informal and formal provide. We also discuss the current limitations of such work along with recommendations about how these might be addressed.

text: Creating formal models from informal design artefacts The use of robust software engineering processes is essential in the design and development of interactive systems. This ensures that software is both functionally correct and also usable in the required context. There are a variety of software engineering techniques that can be used to consider different aspects of a system under construction, and at different stages in the development process. There is, however, a natural tension between formal approaches (typically used in the domain of safety-critical systems to consider functional correctness) and informal design approaches, which focus on users and user requirements in a manner which is accessible by stakeholders. In this paper we present two new approaches which enable a tighter coupling of informal design requirements with formal models. We present examples of these two approaches and discuss the benefits that transformations between the informal and formal provide. We also discuss the current limitations of such work along with recommendations about how these might be addressed.

year: 2022