title: A critical race analysis of Māori representation in university strategic documents in Aotearoa New Zealand

authors: Waitoki, Waikaremoana

subjects: critical race theory

abstract: Following the recent claims lodged at two universities in Aotearoa New Zealand alleging the existence of racism, there has been scepticism towards the professed commitments by universities to create an inclusive and safe environment for Indigenous Māori. As a Kaupapa Māori-informed study, we (a group of Māori and Tauiwi scholars) employed tenets of Critical Race Theory to examine how the representation of Māori is racialised and subordinated in university strategic documents. We located five predominant discourses portraying different mechanisms that reify whiteness in university practices such as the selective interpretation of Te Tiriti articles, targeted recruitment of Māori, framing of Māori as dependent on the Crown to succeed, commodification of mātauranga Māori, and avoidance of conversations about structural racism, colonisation, and racial equity. Our findings suggest that university strategic goal statements need to incorporate a critical race analysis, or else risk perpetuating practices that fall short of challenging the status quo.

text: A critical race analysis of Māori representation in university strategic documents in Aotearoa New Zealand Following the recent claims lodged at two universities in Aotearoa New Zealand alleging the existence of racism, there has been scepticism towards the professed commitments by universities to create an inclusive and safe environment for Indigenous Māori. As a Kaupapa Māori-informed study, we (a group of Māori and Tauiwi scholars) employed tenets of Critical Race Theory to examine how the representation of Māori is racialised and subordinated in university strategic documents. We located five predominant discourses portraying different mechanisms that reify whiteness in university practices such as the selective interpretation of Te Tiriti articles, targeted recruitment of Māori, framing of Māori as dependent on the Crown to succeed, commodification of mātauranga Māori, and avoidance of conversations about structural racism, colonisation, and racial equity. Our findings suggest that university strategic goal statements need to incorporate a critical race analysis, or else risk perpetuating practices that fall short of challenging the status quo.

year: 2024

title: Anhedonia: He kohinga whiti mai i te tirohanga o ngā wahanga e rima o te pōuri / A collection of poetry themed around loss presented through the lens of the five stages of grief

authors: Nicholls, Rawiri Rangihouhiri Terrence

subjects: Grief

abstract: Anhedonia is a collection of personal experiences centred around loss examined through the lens of the five stages of grief (denial, anger, bargaining, depression, and acceptance) and framed within a personal confessional postmodernism style. It was also influenced by the collected works of Federico Garcia Lorca, Sylvia Plath, Cassandra Barnett (Ngāti Huri, Raukawa), Kirsty Dunn (Te Aupōuri, Te Rarawa), and Ngahuia Te Awekotuku (Te Arawa, Tūhoe).

While loss and grief are intrinsically linked to death, within this collection, I further explore other forms of loss and grief. I touch on my loss of cultural identity, mind, and self. As a student, I have been diving deeper into my cultural identity of being Māori and what that means to me. I have lost many things throughout my life at the hands of abuse, depression, grief, and mental health. The poetry within this collection will continue to serve as a blunt reminder of the experiences (both positive and negative) that I have endured or witnessed over the last couple of decades.

I have seen a multitude of losses (in its many variations) as I continue the dance to discover what the mortality of not only myself but those around me means to me. While everyone will experience feelings of grief and loss, I have framed my own experiences in my interpretation of our collective mortality.

text: Anhedonia: He kohinga whiti mai i te tirohanga o ngā wahanga e rima o te pōuri / A collection of poetry themed around loss presented through the lens of the five stages of grief Anhedonia is a collection of personal experiences centred around loss examined through the lens of the five stages of grief (denial, anger, bargaining, depression, and acceptance) and framed within a personal confessional postmodernism style. It was also influenced by the collected works of Federico Garcia Lorca, Sylvia Plath, Cassandra Barnett (Ngāti Huri, Raukawa), Kirsty Dunn (Te Aupōuri, Te Rarawa), and Ngahuia Te Awekotuku (Te Arawa, Tūhoe).

While loss and grief are intrinsically linked to death, within this collection, I further explore other forms of loss and grief. I touch on my loss of cultural identity, mind, and self. As a student, I have been diving deeper into my cultural identity of being Māori and what that means to me. I have lost many things throughout my life at the hands of abuse, depression, grief, and mental health. The poetry within this collection will continue to serve as a blunt reminder of the experiences (both positive and negative) that I have endured or witnessed over the last couple of decades.

I have seen a multitude of losses (in its many variations) as I continue the dance to discover what the mortality of not only myself but those around me means to me. While everyone will experience feelings of grief and loss, I have framed my own experiences in my interpretation of our collective mortality.

year: 2024

title: Two daddy tigers and a baby tiger: Promoting understandings about same gender parented families using picture books.

authors: Kelly, Janette

subjects: diversity

abstract: There is a small body of work examining how picture books can be used with young children and their families to develop understandings of contemporary issues including diversity and practices towards inclusion. This article describes a study in one New Zealand kindergarten that explored teachers' interpretations of children's responses to a selection of picture books featuring same gender parented families. The research sought to go beyond traditional understandings of families and the dominant discourse of heteronormativity. Findings show that despite children reportedly being open to the possibilities of non-traditional families in their setting, and their play, teachers appeared hesitant to ask probing questions or fully engage with children's thinking, or their own, to explore understandings in this area. Nevertheless, this research demonstrates that taking tentative steps towards making an alternative discourse available through the proactive use of curriculum resources does not have to be 'difficult' or 'dangerous'. In inclusive educational settings, lesbian and gay headed families can be affirmed, and children can be supported to construct understandings about 'family' outside of normative boundaries.

text: Two daddy tigers and a baby tiger: Promoting understandings about same gender parented families using picture books. There is a small body of work examining how picture books can be used with young children and their families to develop understandings of contemporary issues including diversity and practices towards inclusion. This article describes a study in one New Zealand kindergarten that explored teachers' interpretations of children's responses to a selection of picture books featuring same gender parented families. The research sought to go beyond traditional understandings of families and the dominant discourse of heteronormativity. Findings show that despite children reportedly being open to the possibilities of non-traditional families in their setting, and their play, teachers appeared hesitant to ask probing questions or fully engage with children's thinking, or their own, to explore understandings in this area. Nevertheless, this research demonstrates that taking tentative steps towards making an alternative discourse available through the proactive use of curriculum resources does not have to be 'difficult' or 'dangerous'. In inclusive educational settings, lesbian and gay headed families can be affirmed, and children can be supported to construct understandings about 'family' outside of normative boundaries.

year: 2012