title: Tīhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as Māori

authors: Gilgen, Renée

subjects: Professional Learning and Development for teachers

abstract: Colonial attitudes that positioned Māori language, knowledge and pedagogy as inferior and deficient continue to impact on 21st century primary school contexts in Aotearoa/New Zealand. They continue to impact particularly on the personal and professional identities and experiences of Māori teachers in contemporary English-medium schools. Just as, historically, Māori students were expected to leave their language and culture at the 19th century colonial school gates, so too are many contemporary Māori teachers in mainstream schools expected to set aside their language and culture and engage with the curriculum and pedagogy of the school where they work. Ironically, at the same time, these teachers are often expected to guide and assist their school to meet its requirements under Te Tiriti o Waitangi/Treaty of Waitangi to ensure that its Māori students will succeed as Māori.

This thesis sought to understand how a small cohort of experienced Māori teachers, positioned within 21st century English-medium primary schools, perceived and negotiated the challenges to their personal and professional identities as Māori, and as Māori teachers. The thesis employed a qualitative participant narrative methodology, framed with kaupapa Māori theory. The teachers participated in individual interviews and in a series of hui kōrero (focused conversations) that assisted them to reflect critically on sociohistorical and educational factors that influenced the formation and maintenance of their identities as Māori.

The teachers’ narratives that emerged from individual and collaborative hui kōrero revealed that (1) being raised within urban environments and being themselves educated in monocultural schools during the 1960s and 1970s strongly impacted on how their Māori identities were shaped and, (2) their teaching experiences within English-medium primary schools and classrooms were culturally isolating and destructive, and largely unsupportive of the diverse realities that exists for some Māori teachers.

I offer two key strategic responses to these findings. Firstly, I offer a self-identity continuum that seeks to respect and affirm Māori identity by taking into account the different levels and contexts of experience some Māori teachers may have with Māori cultural concepts and practices. Secondly, I assert the need for a culturally located and relational space within English-medium school contexts for Māori teachers to engage with, and draw on the support of other Māori teachers in order to affirm their varying personal and professional identities as Māori. Meeting this need is understood as a Tiriti o Waitangi/Treaty-honouring response, required of all schools.

text: Tīhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as Māori Colonial attitudes that positioned Māori language, knowledge and pedagogy as inferior and deficient continue to impact on 21st century primary school contexts in Aotearoa/New Zealand. They continue to impact particularly on the personal and professional identities and experiences of Māori teachers in contemporary English-medium schools. Just as, historically, Māori students were expected to leave their language and culture at the 19th century colonial school gates, so too are many contemporary Māori teachers in mainstream schools expected to set aside their language and culture and engage with the curriculum and pedagogy of the school where they work. Ironically, at the same time, these teachers are often expected to guide and assist their school to meet its requirements under Te Tiriti o Waitangi/Treaty of Waitangi to ensure that its Māori students will succeed as Māori.

This thesis sought to understand how a small cohort of experienced Māori teachers, positioned within 21st century English-medium primary schools, perceived and negotiated the challenges to their personal and professional identities as Māori, and as Māori teachers. The thesis employed a qualitative participant narrative methodology, framed with kaupapa Māori theory. The teachers participated in individual interviews and in a series of hui kōrero (focused conversations) that assisted them to reflect critically on sociohistorical and educational factors that influenced the formation and maintenance of their identities as Māori.

The teachers’ narratives that emerged from individual and collaborative hui kōrero revealed that (1) being raised within urban environments and being themselves educated in monocultural schools during the 1960s and 1970s strongly impacted on how their Māori identities were shaped and, (2) their teaching experiences within English-medium primary schools and classrooms were culturally isolating and destructive, and largely unsupportive of the diverse realities that exists for some Māori teachers.

I offer two key strategic responses to these findings. Firstly, I offer a self-identity continuum that seeks to respect and affirm Māori identity by taking into account the different levels and contexts of experience some Māori teachers may have with Māori cultural concepts and practices. Secondly, I assert the need for a culturally located and relational space within English-medium school contexts for Māori teachers to engage with, and draw on the support of other Māori teachers in order to affirm their varying personal and professional identities as Māori. Meeting this need is understood as a Tiriti o Waitangi/Treaty-honouring response, required of all schools.

year: 2016

title: Home and the spirit in the Maori world

authors: Nikora, Linda Waimarie

abstract: Today we explore home as a place of spiritual belonging and continuity and how tangi relies on the genealogical connectedness of ancestral and living communities to care for the tūpāpaku, the human remains, and wairua, the spirit of the deceased, as well as the living. While colonisation and westernisation have changed us, the institution of tangi, our rituals of death and mourning, have remained since pre-encounter times. In the face of death, tangi and its repetitive ritualised pattern of encounter and mourning might be viewed as a lifeline to hold on to as the disturbance and turmoil spawned by death is endured.

We begin this paper by returning to the beginning, the place of potentiality to contemplate our spiritual origins and life endowments. We consider the nature of Māori beliefs about a spiritual afterlife and how through the institution of tangi we guide and support the departing spirit on its way. We argue that these rituals of departure and support are most optimally performed within the context of our marae and spiritual landscapes. Reinforcing this, the interment of the deceased amongst kin enhances our togetherness, in life and death, and protects us from entities with malevolent intent. For these reasons, we reaffirm the rightness of our beliefs and practices. Contestation of tūpāpaku, an act of spiritual responsibility in which tūpāpaku are returned to their tribal homelands for mourning and interment amongst kin is presented as an exemplar of right spiritual practice. We conclude with a discussion of some challenges Māori must confront to live life more consciously in spiritually responsible ways and in continuity with our origins and futures.

text: Home and the spirit in the Maori world Today we explore home as a place of spiritual belonging and continuity and how tangi relies on the genealogical connectedness of ancestral and living communities to care for the tūpāpaku, the human remains, and wairua, the spirit of the deceased, as well as the living. While colonisation and westernisation have changed us, the institution of tangi, our rituals of death and mourning, have remained since pre-encounter times. In the face of death, tangi and its repetitive ritualised pattern of encounter and mourning might be viewed as a lifeline to hold on to as the disturbance and turmoil spawned by death is endured.

We begin this paper by returning to the beginning, the place of potentiality to contemplate our spiritual origins and life endowments. We consider the nature of Māori beliefs about a spiritual afterlife and how through the institution of tangi we guide and support the departing spirit on its way. We argue that these rituals of departure and support are most optimally performed within the context of our marae and spiritual landscapes. Reinforcing this, the interment of the deceased amongst kin enhances our togetherness, in life and death, and protects us from entities with malevolent intent. For these reasons, we reaffirm the rightness of our beliefs and practices. Contestation of tūpāpaku, an act of spiritual responsibility in which tūpāpaku are returned to their tribal homelands for mourning and interment amongst kin is presented as an exemplar of right spiritual practice. We conclude with a discussion of some challenges Māori must confront to live life more consciously in spiritually responsible ways and in continuity with our origins and futures.

year: 2013

title: Early prediction of Li-ion cell failure from EIS derived from current-voltage time series

authors: Wilson, Marcus T.

abstract: The ability to reliably detect the forthcoming failure of a rechargeable cell without removing it from its normal operating environment remains a significant goal in battery research. In this work we have cycled in the laboratory a previously-aged 3.2 A h, 3.6 V 18650 INR LiNixMnyCo 1 − x − y O2 cell for 300 d until failure was apparent, using a current waveform representative of use in an electric vehicle application. Electrochemical impedance spectroscopy (EIS) down to 5 µHz was also performed on the cell as a ‘gold-standard’ measure, at the beginning, end and part way through the cycling. Analysis of voltage and current time series data using both parametric (equivalent circuit model) and non-parametric (wavelet-based analysis) approaches allowed us to successfully reconstruct the EIS data. As the battery aged, impedance gradually increased at frequencies between 10−4 Hz—10−1 Hz. The increase accelerated around 50 d before the battery ultimately failed. The acceleration in rate of change of impedance was detectable while the cycle efficiency remained high, indicating that a user of the cell would be unlikely to detect any change in the cell based on its performance or by common measures of state-of-health. The results imply upcoming failure may be detectable from time series analysis weeks before any noticeable drop in cell performance.

text: Early prediction of Li-ion cell failure from EIS derived from current-voltage time series The ability to reliably detect the forthcoming failure of a rechargeable cell without removing it from its normal operating environment remains a significant goal in battery research. In this work we have cycled in the laboratory a previously-aged 3.2 A h, 3.6 V 18650 INR LiNixMnyCo 1 − x − y O2 cell for 300 d until failure was apparent, using a current waveform representative of use in an electric vehicle application. Electrochemical impedance spectroscopy (EIS) down to 5 µHz was also performed on the cell as a ‘gold-standard’ measure, at the beginning, end and part way through the cycling. Analysis of voltage and current time series data using both parametric (equivalent circuit model) and non-parametric (wavelet-based analysis) approaches allowed us to successfully reconstruct the EIS data. As the battery aged, impedance gradually increased at frequencies between 10−4 Hz—10−1 Hz. The increase accelerated around 50 d before the battery ultimately failed. The acceleration in rate of change of impedance was detectable while the cycle efficiency remained high, indicating that a user of the cell would be unlikely to detect any change in the cell based on its performance or by common measures of state-of-health. The results imply upcoming failure may be detectable from time series analysis weeks before any noticeable drop in cell performance.

year: 2025