title: Manaaki whenua. Manaaki tangata: Care for the land, care for the people: Leading critical school reform with mana whenua and whānau Māori

authors: Ford, Therese

subjects: Critical school reform

abstract: Education disparities between Māori and Pākehā students in Aotearoa, have their origins in colonial education policies and practices which considerably advantaged Pākehā students and compromised the ability of Māori students to engage with learning and succeed.  Despite the promises of equality inherent in the Treaty of Waitangi,  this historical foundation has, for over 150 years, perpetuated intergenerational cycles of education failure for Māori resulting in high levels of endemic social and economic disadvantage in many Māori communities.
This thesis examines the leadership praxis of two Pākehā principals, to understand how, with more respectful connections with Māori communities, they were able to address education disparities and facilitate success for Māori students as Māori. Culturally responsive research methodologies guided two, in-depth case studies which employed mixed methods.
Two collaborative stories, with the voices of mana whenua and whānau Māori, identified the importance of school leaders developing critical levels of consciousness, through authentic, bidirectional relationships with Māori communities.  These relationships enabled the principals to understand the authentic local, pre-colonial iwi histories of the land. This in turn fostered connections between the schools and local Māori communities that enabled them to collaboratively respond to the implications of colonisation.  
The thesis challenges the monocultural, monolingual, unidirectional policies and practices that characterise the current model of colonial education.  It presents instead a decolonising model of critical school reform and a framework for implementation and evaluation.  It contends that honouring the Treaty of Waitangi requires an equity focused response with power sharing relationships, critically led by principals alongside Māori communities.

text: Manaaki whenua. Manaaki tangata: Care for the land, care for the people: Leading critical school reform with mana whenua and whānau Māori Education disparities between Māori and Pākehā students in Aotearoa, have their origins in colonial education policies and practices which considerably advantaged Pākehā students and compromised the ability of Māori students to engage with learning and succeed.  Despite the promises of equality inherent in the Treaty of Waitangi,  this historical foundation has, for over 150 years, perpetuated intergenerational cycles of education failure for Māori resulting in high levels of endemic social and economic disadvantage in many Māori communities.
This thesis examines the leadership praxis of two Pākehā principals, to understand how, with more respectful connections with Māori communities, they were able to address education disparities and facilitate success for Māori students as Māori. Culturally responsive research methodologies guided two, in-depth case studies which employed mixed methods.
Two collaborative stories, with the voices of mana whenua and whānau Māori, identified the importance of school leaders developing critical levels of consciousness, through authentic, bidirectional relationships with Māori communities.  These relationships enabled the principals to understand the authentic local, pre-colonial iwi histories of the land. This in turn fostered connections between the schools and local Māori communities that enabled them to collaboratively respond to the implications of colonisation.  
The thesis challenges the monocultural, monolingual, unidirectional policies and practices that characterise the current model of colonial education.  It presents instead a decolonising model of critical school reform and a framework for implementation and evaluation.  It contends that honouring the Treaty of Waitangi requires an equity focused response with power sharing relationships, critically led by principals alongside Māori communities.

year: 2020

title: Talking About Race and Positionality in Psychology: Asians as Tangata Tiriti

authors: Tan, Kyle K. H.

subjects: tangata whenua

abstract: The article discusses the dominance of Western, educated, industrialized, rich, and democratic (WEIRD) perspectives in the field of psychology in Aotearoa New Zealand. This has resulted in a racial hierarchy of knowledge, with Indigenous and culturally diverse epistemologies marginalized. The lack of diversity in the curriculum and the limited representation of non-Pākehā (non-New Zealand European) psychologists in the country have led to calls for a more inclusive environment.

The first perspective proposed is to understand Asians as a racialized group with diverse experiences. Asians in Aotearoa come from various backgrounds and face different degrees of racism and acculturation. The notion of 'Asian' may be used to marginalize the interests of Māori, perpetuating institutional racism. The concept of 'Asianisations' describes different forms of racial marginalization experienced by Asians in the country.

The second perspective emphasizes the positionality of Asians as tangata Tiriti (people of the Treaty). Te Tiriti o Waitangi, the Treaty between the British Crown and Māori chiefs, is seen as granting tangata Tiriti equal rights and privileges alongside Pākehā and Māori. As tangata Tiriti, Asians have a responsibility to uphold Tiriti principles, which include partnership, active protection, equity, and options to address Māori inequities. Asian psychologists can engage in culturally safe care for Māori clients and collaborate with and empower Māori leadership in research.

The article highlights the need for Asian psychologists to reflect on their positionality, power structures, and biases within the discipline and society. It encourages them to challenge the dominance of WEIRD psychology and work towards decolonizing the field. By doing so, they can contribute to the flourishing of Kaupapa Māori psychology and develop culturally informed practices that draw on the richness of Asian cultures.

text: Talking About Race and Positionality in Psychology: Asians as Tangata Tiriti The article discusses the dominance of Western, educated, industrialized, rich, and democratic (WEIRD) perspectives in the field of psychology in Aotearoa New Zealand. This has resulted in a racial hierarchy of knowledge, with Indigenous and culturally diverse epistemologies marginalized. The lack of diversity in the curriculum and the limited representation of non-Pākehā (non-New Zealand European) psychologists in the country have led to calls for a more inclusive environment.

The first perspective proposed is to understand Asians as a racialized group with diverse experiences. Asians in Aotearoa come from various backgrounds and face different degrees of racism and acculturation. The notion of 'Asian' may be used to marginalize the interests of Māori, perpetuating institutional racism. The concept of 'Asianisations' describes different forms of racial marginalization experienced by Asians in the country.

The second perspective emphasizes the positionality of Asians as tangata Tiriti (people of the Treaty). Te Tiriti o Waitangi, the Treaty between the British Crown and Māori chiefs, is seen as granting tangata Tiriti equal rights and privileges alongside Pākehā and Māori. As tangata Tiriti, Asians have a responsibility to uphold Tiriti principles, which include partnership, active protection, equity, and options to address Māori inequities. Asian psychologists can engage in culturally safe care for Māori clients and collaborate with and empower Māori leadership in research.

The article highlights the need for Asian psychologists to reflect on their positionality, power structures, and biases within the discipline and society. It encourages them to challenge the dominance of WEIRD psychology and work towards decolonizing the field. By doing so, they can contribute to the flourishing of Kaupapa Māori psychology and develop culturally informed practices that draw on the richness of Asian cultures.

year: 2023-07-24

title: Gender and sexuality II: Activism

authors: Johnston, Lynda

subjects: activism

abstract: This report considers genders and sexualities within and across spaces of activism. Geographers concerned with social belonging, equity, human rights, civic duties, and gendered and sexed identities often engage in activism through participatory research and/or direct action. This report brings together geographical scholarship on feminist and queer (lesbian, gay, bisexual, transgender, intersex, queer) – LGBTIQ – activism to examine the construction of transformative geographical knowledges. Feminist and queer activist geographers can be powerful forces for positive social change and challenge heteronormativity. They may also, however, reinforce normalizations and hierarchies within and beyond activist spaces. I bring together references that position geographers at the centre of activism, genders, sexualities and place.

text: Gender and sexuality II: Activism This report considers genders and sexualities within and across spaces of activism. Geographers concerned with social belonging, equity, human rights, civic duties, and gendered and sexed identities often engage in activism through participatory research and/or direct action. This report brings together geographical scholarship on feminist and queer (lesbian, gay, bisexual, transgender, intersex, queer) – LGBTIQ – activism to examine the construction of transformative geographical knowledges. Feminist and queer activist geographers can be powerful forces for positive social change and challenge heteronormativity. They may also, however, reinforce normalizations and hierarchies within and beyond activist spaces. I bring together references that position geographers at the centre of activism, genders, sexualities and place.

year: 2016