title: Software development: Involving Tangata Whenua and incorporating Tikanga Māori

authors: Taia, Ivy

subjects: software engineering

abstract: Over the past fifty years, software development (SD) has been dominated by Western approaches, which is widely accepted as the standard way of doing things (Diaz Andrade et al., 2021). Consequently, many software applications for specific Indigenous cultures, especially health interventions and educational software (Dobson, Whittaker, Bartley, Connor, Chen, Ross & McCool, 2017; Fleer, 1989), were developed using traditional software engineering (SE) methodologies. Although these methodologies provide the workflows and methods for developing software, they do not provide guidelines for developing Indigenous software. While there have been numerous studies on diversity, such as gender and ethnicity in the field of Information Systems, there is very little research on the practices of involving Indigenous people and incorporating their traditional customs in the software development process. This thesis examines the participation of Indigenous people in software development. The research specifically focuses on Tangata Whenua (Māori people, the Indigenous population of Aotearoa New Zealand) and Tikanga Māori (Māori cultural methods). Our findings are useful to those attempting to enhance Indigenous representation in software development, especially those wanting to involve Māori people and their cultural methods in the development process and design of software.

text: Software development: Involving Tangata Whenua and incorporating Tikanga Māori Over the past fifty years, software development (SD) has been dominated by Western approaches, which is widely accepted as the standard way of doing things (Diaz Andrade et al., 2021). Consequently, many software applications for specific Indigenous cultures, especially health interventions and educational software (Dobson, Whittaker, Bartley, Connor, Chen, Ross & McCool, 2017; Fleer, 1989), were developed using traditional software engineering (SE) methodologies. Although these methodologies provide the workflows and methods for developing software, they do not provide guidelines for developing Indigenous software. While there have been numerous studies on diversity, such as gender and ethnicity in the field of Information Systems, there is very little research on the practices of involving Indigenous people and incorporating their traditional customs in the software development process. This thesis examines the participation of Indigenous people in software development. The research specifically focuses on Tangata Whenua (Māori people, the Indigenous population of Aotearoa New Zealand) and Tikanga Māori (Māori cultural methods). Our findings are useful to those attempting to enhance Indigenous representation in software development, especially those wanting to involve Māori people and their cultural methods in the development process and design of software.

year: 2025

title: A path to lotions and potions: Ngāti te Maunga ahi kā use of rongoā for hapū wellbeing

authors: Diamond, Kiri

subjects: rongoā

abstract: The research aimed to determine the challenges and improvements required during the implementation of the rongoā programme. The rongoā programme was based on a papakāinga near a marae, in a semi-rural location with difficult access. Participatory action research and autoethnography methods were used with the ahi kā (local residence) to develop a programme that would fulfil the hapū ora (extended family wellbeing) goals.  The goals of the programme were: for the ahi kā to use rongoā (modalities of health) confidently for their wellbeing; consistently use a Facebook page to learn and share information and to develop a database of the local rongoā rākau (medicinal plant). The ahi kā identified a further question to ask Facebook members to understand what motivated their participation and a survey was conducted. The ahi kā also wanted to understand the local doctor’s view on rongoā and its context on health provision in their area. An interview was conducted and the survey and interview added to the understanding of what the ahi kā could do to improve theirs and the hapū whānau (group extended family) wellbeing.
The findings of the research highlighted the complexities that arise from conducting research in a bicultural space where a common understanding of cultural knowledge is assumed to be homogenous. A shared history with colonisation and religious beliefs brought to the forefront the multiplicity Māori work through to determine a shared hapū identity. Based on an understanding of Māori principle values and tikanga (ways of enacting values), as understood by ahi kā, transformed a programme of learning how to make lotions and potions for the ahi kā, into influencing hapū members to change their attitudes and behaviours to their environment and their wellbeing.
This research highlighted the role that ahi kā hold as keepers of cultural knowledge that is rooted in the papakāinga through ancestral links that informs the identity of a hapū. Learning how to use rongoā provided ahi kā a platform to learn a new skill while helping the hapū heal through connecting with the identity and land of the hapū they belong to.

text: A path to lotions and potions: Ngāti te Maunga ahi kā use of rongoā for hapū wellbeing The research aimed to determine the challenges and improvements required during the implementation of the rongoā programme. The rongoā programme was based on a papakāinga near a marae, in a semi-rural location with difficult access. Participatory action research and autoethnography methods were used with the ahi kā (local residence) to develop a programme that would fulfil the hapū ora (extended family wellbeing) goals.  The goals of the programme were: for the ahi kā to use rongoā (modalities of health) confidently for their wellbeing; consistently use a Facebook page to learn and share information and to develop a database of the local rongoā rākau (medicinal plant). The ahi kā identified a further question to ask Facebook members to understand what motivated their participation and a survey was conducted. The ahi kā also wanted to understand the local doctor’s view on rongoā and its context on health provision in their area. An interview was conducted and the survey and interview added to the understanding of what the ahi kā could do to improve theirs and the hapū whānau (group extended family) wellbeing.
The findings of the research highlighted the complexities that arise from conducting research in a bicultural space where a common understanding of cultural knowledge is assumed to be homogenous. A shared history with colonisation and religious beliefs brought to the forefront the multiplicity Māori work through to determine a shared hapū identity. Based on an understanding of Māori principle values and tikanga (ways of enacting values), as understood by ahi kā, transformed a programme of learning how to make lotions and potions for the ahi kā, into influencing hapū members to change their attitudes and behaviours to their environment and their wellbeing.
This research highlighted the role that ahi kā hold as keepers of cultural knowledge that is rooted in the papakāinga through ancestral links that informs the identity of a hapū. Learning how to use rongoā provided ahi kā a platform to learn a new skill while helping the hapū heal through connecting with the identity and land of the hapū they belong to.

year: 2019

title: Exposing students to the potential and risks of stakeholder engagement when teaching sustainability: A classroom exercise

authors: Collins, Eva Marie

subjects: stakeholder engagement

abstract: In-class, stakeholder negotiation exercises are proposed as a means of students experiencing and reflecting critically on the potential and the risks of an increasingly popular mechanism for advancing sustainability—stakeholder engagement. This article reviews the theoretical framework for stakeholder engagement and for an issue-based rather than firm-centric approach to classroom stakeholder negotiation exercises. An example of a classroom exercise is given as the basis of a possible template for replicating the exercise. This assists students to recognize the potential and risks associated with stakeholder engagement at individual, organizational, and societal levels.

text: Exposing students to the potential and risks of stakeholder engagement when teaching sustainability: A classroom exercise In-class, stakeholder negotiation exercises are proposed as a means of students experiencing and reflecting critically on the potential and the risks of an increasingly popular mechanism for advancing sustainability—stakeholder engagement. This article reviews the theoretical framework for stakeholder engagement and for an issue-based rather than firm-centric approach to classroom stakeholder negotiation exercises. An example of a classroom exercise is given as the basis of a possible template for replicating the exercise. This assists students to recognize the potential and risks associated with stakeholder engagement at individual, organizational, and societal levels.

year: 2007