title: Keeping Chooks at Home in the Waikato:  Exploring Postcolonial, Feminist and  Kaupapa M ori Perspectives

authors: Burnett, Zavier

subjects: Chooks

abstract: This thesis considers the narratives of eight M ori chook keepers from the Waikato rohe, Aotearoa. The Waikato rohe has been selected due to its significant history of M ori horticultural and agricultural practises, including chook keeping. 

I build on the growing corpus of m tauranga about indigenous studies. Using a postcolonial, feminist and Kaupapa M ori theoretical framework, I undertook five semi-structured interviews and one focus r p  with M ori kaum tua. This thesis does not attempt to represent all M ori. There may be considerable difference between wh nau, hap  and iwi practices. However, the rangahau provides insights into the views of eight individuals and their experiences with chooks. I have also utilised Country Calendar (1970; 1977a; 1977b and 1980) episodes and children's pukapuka such as Nanny Mihi's Garden (Drewery 2002) for the purposes of discourse analysis. 

By listening to these stories, kaupapa including race, class and ethnicity emerge that affect the participants' everyday lives as chook keepers. The participants view chooks in a variety of ways. First, as a means of food production. By integrating chooks into their communities, the participants are able to provide a nutritious and low-cost kai source for themselves and their wh nau. This attempts to at least in part address their poverty problems. Second, as a hybridised P keh  and M ori kararehe. Third, as hysterical, comical, silly and helpless. I explore these issues within the broader context of colonial, neocolonial and anticolonial practices.

text: Keeping Chooks at Home in the Waikato:  Exploring Postcolonial, Feminist and  Kaupapa M ori Perspectives This thesis considers the narratives of eight M ori chook keepers from the Waikato rohe, Aotearoa. The Waikato rohe has been selected due to its significant history of M ori horticultural and agricultural practises, including chook keeping. 

I build on the growing corpus of m tauranga about indigenous studies. Using a postcolonial, feminist and Kaupapa M ori theoretical framework, I undertook five semi-structured interviews and one focus r p  with M ori kaum tua. This thesis does not attempt to represent all M ori. There may be considerable difference between wh nau, hap  and iwi practices. However, the rangahau provides insights into the views of eight individuals and their experiences with chooks. I have also utilised Country Calendar (1970; 1977a; 1977b and 1980) episodes and children's pukapuka such as Nanny Mihi's Garden (Drewery 2002) for the purposes of discourse analysis. 

By listening to these stories, kaupapa including race, class and ethnicity emerge that affect the participants' everyday lives as chook keepers. The participants view chooks in a variety of ways. First, as a means of food production. By integrating chooks into their communities, the participants are able to provide a nutritious and low-cost kai source for themselves and their wh nau. This attempts to at least in part address their poverty problems. Second, as a hybridised P keh  and M ori kararehe. Third, as hysterical, comical, silly and helpless. I explore these issues within the broader context of colonial, neocolonial and anticolonial practices.

year: 2006

title: Self-decolonisation in Aotearoa: Pushing through programmatic Pākehā paralysis

authors: Weijers, Dan M.

abstract: Te reo, tīkanga, mātauranga, te Ao, and kaupapa Māori are finally seeing a resurgence in Aotearoa. This revitalisation is occurring in the tertiary education sector, but staff and skill deficits are holding back many academic disciplines. This chapter documents the challenges facing a traditionally colonial tertiary programme—philosophy— attempting to de-colonise itself. The overlapping nature of the challenges can make decolonising appear to be so difficult that some programmes may feel paralysed. This chapter argues that the importance of decolonisation requires that programmes push through any paralysis they may be experiencing by prioritising decolonisation above other goals.

text: Self-decolonisation in Aotearoa: Pushing through programmatic Pākehā paralysis Te reo, tīkanga, mātauranga, te Ao, and kaupapa Māori are finally seeing a resurgence in Aotearoa. This revitalisation is occurring in the tertiary education sector, but staff and skill deficits are holding back many academic disciplines. This chapter documents the challenges facing a traditionally colonial tertiary programme—philosophy— attempting to de-colonise itself. The overlapping nature of the challenges can make decolonising appear to be so difficult that some programmes may feel paralysed. This chapter argues that the importance of decolonisation requires that programmes push through any paralysis they may be experiencing by prioritising decolonisation above other goals.

year: 2024

title: Understanding inclusive dance practice: An investigation of the leadership, pedagogy and facilitation in inclusive dance classes in Aotearoa, New Zealand

authors: Richmond, Courtney J.

subjects: Dance

abstract: Inclusive dance practice is based upon the assumption that dancing is a fundamental activity that all people may participate in. It is a practice that brings diverse groups of people together to share in the movement of dance and is built upon core values that differ from traditional dance practice. The core values that underpin and drive inclusive dance practice are: inclusion, community building, and the celebration of diversity. Inclusive dance practice encompasses diversity both in the people engaging in dance and in the ways in which different community members move together. This thesis focuses on the ways in which key experts of inclusive dance work within the roles of leader, teacher, facilitator within their community. Developing a deeper understanding of inclusive dance practice, and of leadership, pedagogy and facilitation within research literature provides the context for an ethnographic investigation into how inclusive dance communities and key experts engage. Interviews with four key experts in inclusive dance in New Zealand, along with participant observation and field notes gathered as an insider researcher within the community of Wellington Inclusive Dance (WI Dance) are analysed and provide rich ethnographic narrative and autoethnographic vignettes. These findings offer insights into the core values from which inclusive dance arises and informs the practices within different communities while still allowing for multiplicity and uniqueness. These values promoted through inclusive dance mean that the learning experiences within inclusive dance classes are presented in non-traditional ways, allowing key experts to work in various ways including as leader, teacher and/or facilitator. In particular, transformational leadership, student-centred and somatic pedagogies, and facilitation as a pedagogical approach, are utilised by the key experts. On the basis of this research, it is concluded that the key experts role in an inclusive dance community is fluid and multifaceted as they adapt to address the needs of the community and uphold the core values of the practice. In order to meet the diverse needs of the community, key experts use leadership, pedagogy and facilitation approaches in unique ways as appropriate for them and their community. This shows that an understanding of the values underpinning inclusive dance practice is essential for understanding the ways in which leadership, pedagogy and facilitation approaches are used by key experts in inclusive dance communities.

text: Understanding inclusive dance practice: An investigation of the leadership, pedagogy and facilitation in inclusive dance classes in Aotearoa, New Zealand Inclusive dance practice is based upon the assumption that dancing is a fundamental activity that all people may participate in. It is a practice that brings diverse groups of people together to share in the movement of dance and is built upon core values that differ from traditional dance practice. The core values that underpin and drive inclusive dance practice are: inclusion, community building, and the celebration of diversity. Inclusive dance practice encompasses diversity both in the people engaging in dance and in the ways in which different community members move together. This thesis focuses on the ways in which key experts of inclusive dance work within the roles of leader, teacher, facilitator within their community. Developing a deeper understanding of inclusive dance practice, and of leadership, pedagogy and facilitation within research literature provides the context for an ethnographic investigation into how inclusive dance communities and key experts engage. Interviews with four key experts in inclusive dance in New Zealand, along with participant observation and field notes gathered as an insider researcher within the community of Wellington Inclusive Dance (WI Dance) are analysed and provide rich ethnographic narrative and autoethnographic vignettes. These findings offer insights into the core values from which inclusive dance arises and informs the practices within different communities while still allowing for multiplicity and uniqueness. These values promoted through inclusive dance mean that the learning experiences within inclusive dance classes are presented in non-traditional ways, allowing key experts to work in various ways including as leader, teacher and/or facilitator. In particular, transformational leadership, student-centred and somatic pedagogies, and facilitation as a pedagogical approach, are utilised by the key experts. On the basis of this research, it is concluded that the key experts role in an inclusive dance community is fluid and multifaceted as they adapt to address the needs of the community and uphold the core values of the practice. In order to meet the diverse needs of the community, key experts use leadership, pedagogy and facilitation approaches in unique ways as appropriate for them and their community. This shows that an understanding of the values underpinning inclusive dance practice is essential for understanding the ways in which leadership, pedagogy and facilitation approaches are used by key experts in inclusive dance communities.

year: 2021