title: Kaum tuatanga the changing roles of kaum tua in Ng ti Rehua: Future directions

authors: Davies, Sydney Henare

subjects: Indigenous psychology

abstract: This study looks at the roles of kaum tua and investigates how these roles have changed over time. With the ageing Māori population and the reported importance of kaum tua roles in the wellbeing of Māori communities, the findings of this study provide an insight into the possible future direction of these roles. The study was conducted with the assistance of members of one hapu (N=47) that were 65 years of age and over. The study was by interview, utilising a semi-structured questionnaire with both open ended and closed questions. Narratives from participants was analysed and compared to the roles of kaum tua that were found in the literature, namely; Leadership, cultural knowledge, dispute resolution, protection and nurturing of young, provide spiritual and other guidance, social control, provide rituals, preserve te reo Māori and live active and healthy lives. Findings of this research supported the roles found in the literature. The roles of kaum tua still exist but may have diminished over time. The change in roles is in the adaptation to meet the needs of the time period while maintaining the core values of each role and providing a continuation of practices.

text: Kaum tuatanga the changing roles of kaum tua in Ng ti Rehua: Future directions This study looks at the roles of kaum tua and investigates how these roles have changed over time. With the ageing Māori population and the reported importance of kaum tua roles in the wellbeing of Māori communities, the findings of this study provide an insight into the possible future direction of these roles. The study was conducted with the assistance of members of one hapu (N=47) that were 65 years of age and over. The study was by interview, utilising a semi-structured questionnaire with both open ended and closed questions. Narratives from participants was analysed and compared to the roles of kaum tua that were found in the literature, namely; Leadership, cultural knowledge, dispute resolution, protection and nurturing of young, provide spiritual and other guidance, social control, provide rituals, preserve te reo Māori and live active and healthy lives. Findings of this research supported the roles found in the literature. The roles of kaum tua still exist but may have diminished over time. The change in roles is in the adaptation to meet the needs of the time period while maintaining the core values of each role and providing a continuation of practices.

year: 2008

title: Collective Indigenous approaches to centring Pacific voices of leadership for our futures

authors: Uasike Allen, JM

abstract: Education systems in western nations are often built on a long history of centralising the western canon of knowledge and colonial norms. These norms are perpetuated and reinforced via western research which amplifies the voices of the dominant, while working to silence the values, practices, and knowledges of minority groups. As a colonial nation, Aotearoa New Zealand continues to be impacted by its colonial histories, where colonial (read white) ways of being, knowing, and understanding dominate initial teacher education, schools, tertiary institutions, research, and our everyday lives. However, within education and research more generally, Indigenous and Pacific researchers and practitioners have been working hard to carve out space in institutions to challenge colonial hierarchies of knowledge and make space for Indigenous ways of being, knowing, seeing, doing, and feeling. This article contributes to the work being done by Indigenous and Pacific scholars in Aotearoa New Zealand by detailing our collective, relational approach to convening the special issue of Shifting the System for the Ethnographic Edge journal. Convening a special issue is not unique and groups of academics do it regularly across a range of academic journals and fields. However, our experiences of convening this special issue were quite different. Here we share the journey and reflect on how our focus on privileging the often-marginalised voices of Pacific school leaders was underpinned by an Indigenous, collective approach embedded in the pedagogical practice of Indigenous Storywork. Employing collaborative critical autoethnography, we articulate the ways in which our engagement with each other and the authors within this special issue disrupted western power relations often present in interactions between ‘researchers’ within the university and ‘practitioners’ at the coalface. Furthermore, we demonstrate how engaging in relational practices builds a space that encourages the principles of respect, responsibility, reverence, reciprocity, holism, interrelatedness, and synergy.

text: Collective Indigenous approaches to centring Pacific voices of leadership for our futures Education systems in western nations are often built on a long history of centralising the western canon of knowledge and colonial norms. These norms are perpetuated and reinforced via western research which amplifies the voices of the dominant, while working to silence the values, practices, and knowledges of minority groups. As a colonial nation, Aotearoa New Zealand continues to be impacted by its colonial histories, where colonial (read white) ways of being, knowing, and understanding dominate initial teacher education, schools, tertiary institutions, research, and our everyday lives. However, within education and research more generally, Indigenous and Pacific researchers and practitioners have been working hard to carve out space in institutions to challenge colonial hierarchies of knowledge and make space for Indigenous ways of being, knowing, seeing, doing, and feeling. This article contributes to the work being done by Indigenous and Pacific scholars in Aotearoa New Zealand by detailing our collective, relational approach to convening the special issue of Shifting the System for the Ethnographic Edge journal. Convening a special issue is not unique and groups of academics do it regularly across a range of academic journals and fields. However, our experiences of convening this special issue were quite different. Here we share the journey and reflect on how our focus on privileging the often-marginalised voices of Pacific school leaders was underpinned by an Indigenous, collective approach embedded in the pedagogical practice of Indigenous Storywork. Employing collaborative critical autoethnography, we articulate the ways in which our engagement with each other and the authors within this special issue disrupted western power relations often present in interactions between ‘researchers’ within the university and ‘practitioners’ at the coalface. Furthermore, we demonstrate how engaging in relational practices builds a space that encourages the principles of respect, responsibility, reverence, reciprocity, holism, interrelatedness, and synergy.

year: 2022

title: Prevalence of pregnancy involvement among Canadian transgender youth and its relation to mental health, sexual health, and gender identity

authors: Veale, Jaimie

subjects: Social Sciences

abstract: While little research has been conducted into the reproductive experiences of transgender people, available evidence suggests that like cisgender people, most transgender people endorse a desire for these experiences. This study explores the pregnancy experiences and related health factors among transgender and gender diverse 14 to 25 year olds using a national Canadian sample (N = 923). Results indicated that 26 (5%) transgender youth reported a pregnancy experience in the past and the prevalence among 14- to 18-year-olds was comparable to population-based estimates using the same question in the British Columbia Adolescent Health Survey. Transgender youth with a history of pregnancy involvement reported a diverse range of gender identities, and this group did not differ from the remainder of the sample on general mental health, social supports, and living in felt gender. This group did report over six times greater likelihood of having been diagnosed with a sexually transmitted infection by a doctor (19%), but they did not differ in reported contraception use during last sexual intercourse. These findings suggest that pregnancy involvement is an issue that should not be overlooked by health professionals working with transgender youth and that this group has particular sexual health needs.

text: Prevalence of pregnancy involvement among Canadian transgender youth and its relation to mental health, sexual health, and gender identity While little research has been conducted into the reproductive experiences of transgender people, available evidence suggests that like cisgender people, most transgender people endorse a desire for these experiences. This study explores the pregnancy experiences and related health factors among transgender and gender diverse 14 to 25 year olds using a national Canadian sample (N = 923). Results indicated that 26 (5%) transgender youth reported a pregnancy experience in the past and the prevalence among 14- to 18-year-olds was comparable to population-based estimates using the same question in the British Columbia Adolescent Health Survey. Transgender youth with a history of pregnancy involvement reported a diverse range of gender identities, and this group did not differ from the remainder of the sample on general mental health, social supports, and living in felt gender. This group did report over six times greater likelihood of having been diagnosed with a sexually transmitted infection by a doctor (19%), but they did not differ in reported contraception use during last sexual intercourse. These findings suggest that pregnancy involvement is an issue that should not be overlooked by health professionals working with transgender youth and that this group has particular sexual health needs.

year: 2016