title: Kei hea te tangi a te Tūī? An exploration of Kaitiakitanga in urban spaces

authors: Walker, Erana

subjects: Kaitiakitanga

abstract: Indigenous people’s connection to the natural world differs from place to place. In Aotearoa, New Zealand, Māori connection to nature is often articulated through the concept of kaitiakitanga whilst intertwining concepts of whakapapa, wairua, mana, mauri and place. Kaitiakitanga captures the relationships, narratives and practices that Māori utilise to protect kin of the natural environment as well as Māori communities in general. Over recent decades increase use of kaitiakitanga with respect to resource management has been linked to ideas of guardianship and stewardship, departing from important aspects such as place, whakapapa, intergenerational knowledge, spirituality and resource use. Calls to recognise the diverse ways kaitiakitanga has and can be expressed by Māori have echoed through academic literature, encouraging wider perspectives and application of the concept to develop. This has reinvigorated not only the need for natures protection but also the recognition of cultural knowledges and concepts in practicing kaitiakitanga. 
 
As with most indigenous people, Māori have experienced urbanisation that has spanned across generations of whānau and hapū. Urbanisation has the ability to challenge health outcomes, cultural practices and cultural knowledge, and more importantly, relationships to nature. Growing urbanisation and environmental degradation continue to challenge people and our relationships to nature. There is now a need to understand how urban spaces may also challenge the concepts that encourage connections to nature like kaitiakitanga. Moreover, there is a need to understand if such cultural concepts can become challenged when transient Māori reside in another tribal group’s boundaries. This research provides a deeper analysis of kaitiakitanga by understanding its application within the urban space of Kirikiriroa/Hamilton. From data gathered through a survey, focus groups and interviews, this research project illustrates the experiences of Māori in the urban space who know and practice kaitiakitanga in Kirikiriroa/Hamilton. More importantly, this study posits the integral role of place connection and mana in supporting and shaping kaitiakitanga practices in urban spaces.

The data from participants shows a clear narrative of kaitiakitanga from both local and transient Māori exist and indicates that kaitiakitanga is practiced in accordance with their location and whakapapa to their area of residence. The study has found that kaitiakitanga practices have adapted to suit urban spaces allowing for both transient and local knowledges to exist within the urban space. The key findings of this research show many influences that impact kaitiakitanga practices like the recognition of childhood spaces and experiences, ideas of kinship, cultural knowledges, spirituality, mobility, nature as well as modernisation. Through exploring participants use and knowledge of kaitiakitanga, this research provides a new lens in which to view this concept and bring to the fore, the various experiences and ways that participants connect to place, people, culture and most importantly, nature.

text: Kei hea te tangi a te Tūī? An exploration of Kaitiakitanga in urban spaces Indigenous people’s connection to the natural world differs from place to place. In Aotearoa, New Zealand, Māori connection to nature is often articulated through the concept of kaitiakitanga whilst intertwining concepts of whakapapa, wairua, mana, mauri and place. Kaitiakitanga captures the relationships, narratives and practices that Māori utilise to protect kin of the natural environment as well as Māori communities in general. Over recent decades increase use of kaitiakitanga with respect to resource management has been linked to ideas of guardianship and stewardship, departing from important aspects such as place, whakapapa, intergenerational knowledge, spirituality and resource use. Calls to recognise the diverse ways kaitiakitanga has and can be expressed by Māori have echoed through academic literature, encouraging wider perspectives and application of the concept to develop. This has reinvigorated not only the need for natures protection but also the recognition of cultural knowledges and concepts in practicing kaitiakitanga. 
 
As with most indigenous people, Māori have experienced urbanisation that has spanned across generations of whānau and hapū. Urbanisation has the ability to challenge health outcomes, cultural practices and cultural knowledge, and more importantly, relationships to nature. Growing urbanisation and environmental degradation continue to challenge people and our relationships to nature. There is now a need to understand how urban spaces may also challenge the concepts that encourage connections to nature like kaitiakitanga. Moreover, there is a need to understand if such cultural concepts can become challenged when transient Māori reside in another tribal group’s boundaries. This research provides a deeper analysis of kaitiakitanga by understanding its application within the urban space of Kirikiriroa/Hamilton. From data gathered through a survey, focus groups and interviews, this research project illustrates the experiences of Māori in the urban space who know and practice kaitiakitanga in Kirikiriroa/Hamilton. More importantly, this study posits the integral role of place connection and mana in supporting and shaping kaitiakitanga practices in urban spaces.

The data from participants shows a clear narrative of kaitiakitanga from both local and transient Māori exist and indicates that kaitiakitanga is practiced in accordance with their location and whakapapa to their area of residence. The study has found that kaitiakitanga practices have adapted to suit urban spaces allowing for both transient and local knowledges to exist within the urban space. The key findings of this research show many influences that impact kaitiakitanga practices like the recognition of childhood spaces and experiences, ideas of kinship, cultural knowledges, spirituality, mobility, nature as well as modernisation. Through exploring participants use and knowledge of kaitiakitanga, this research provides a new lens in which to view this concept and bring to the fore, the various experiences and ways that participants connect to place, people, culture and most importantly, nature.

year: 2021

title: Reconnection with DNA: Policy and issues with direct-to-consumer DNA testing for indigenous Māori identity reclamation

authors: Turanga, Karen

abstract: The disconnection of tangata whenua (indigenous people born of the land) impacts all social determinants. A clear sense of identity and connection to the land and culture is an important solution to this problem. The purpose of this research is to share a personal and whānau (family group) story of using direct-to-consumer (DTC) autosomal DNA genetic testing (GT) to determine ancestry and show others a potential path forward to identity reclamation. To fulfil this purpose and explain the policy context, the research examines historical assimilation policies of closed cross-cultural adoption, and the possibilities DNA technology offers for whakapapa (genealogy, lineage descent, family history) reconnection. This includes addressing two key research questions: How does DTC-GT facilitate reconnection to Māori identity and whakapapa for cross-cultural adoptees? What are the short, medium and long-term risks and advantages of DTC autosomal DTC-GT testing for iwi Māori? A bricolage methodology frames this research and draws on kaupapa Māori (Māori approach, principles, and ideology), autoethnography, and interpretive phenomenology, which are used to analyse academic commentary and key policy decisions. An autoethnographic layered practice approach presents insights and key findings by combining personal narratives with various media types, academic research, policy documents and popular culture. The research highlights how the implicit processes of policy-led assimilation and colonisation still need to be challenged today. Existing literature has identified the importance of giving Māori pathways to reconnect with their identity. The personal story shared explains how DNA technology offers a way to do that, but the research completed for this thesis demonstrates this approach has serious risks and limitations that require consideration before utilising this technology.

text: Reconnection with DNA: Policy and issues with direct-to-consumer DNA testing for indigenous Māori identity reclamation The disconnection of tangata whenua (indigenous people born of the land) impacts all social determinants. A clear sense of identity and connection to the land and culture is an important solution to this problem. The purpose of this research is to share a personal and whānau (family group) story of using direct-to-consumer (DTC) autosomal DNA genetic testing (GT) to determine ancestry and show others a potential path forward to identity reclamation. To fulfil this purpose and explain the policy context, the research examines historical assimilation policies of closed cross-cultural adoption, and the possibilities DNA technology offers for whakapapa (genealogy, lineage descent, family history) reconnection. This includes addressing two key research questions: How does DTC-GT facilitate reconnection to Māori identity and whakapapa for cross-cultural adoptees? What are the short, medium and long-term risks and advantages of DTC autosomal DTC-GT testing for iwi Māori? A bricolage methodology frames this research and draws on kaupapa Māori (Māori approach, principles, and ideology), autoethnography, and interpretive phenomenology, which are used to analyse academic commentary and key policy decisions. An autoethnographic layered practice approach presents insights and key findings by combining personal narratives with various media types, academic research, policy documents and popular culture. The research highlights how the implicit processes of policy-led assimilation and colonisation still need to be challenged today. Existing literature has identified the importance of giving Māori pathways to reconnect with their identity. The personal story shared explains how DNA technology offers a way to do that, but the research completed for this thesis demonstrates this approach has serious risks and limitations that require consideration before utilising this technology.

year: 2025-08-08

title: Teacher Educators' and Pre-service Teachers' Attitudes, Knowledge and Understanding on Special Education and Inclusive Education in the Solomon Islands.

authors: Simi, Janine

subjects: Special education

abstract: Since the merging of special education and regular mainstream education into a unified system now known as inclusive education, this concept has kept many educators divided. However, it appears that inclusive education has now become the preferred option where children with special needs are given equal opportunity to learn with their peers in inclusive classrooms and an environment where they can freely interact with one another.
While the seed of inclusive education had been sown and effectively implemented in most developed countries, it has yet to sprout in the Solomon Islands.  It has been suggested that the success of inclusive education depends very much on teachers and their attitudes.  Because of that, teachers need adequate training in inclusive education so that they can effectively implement inclusion in their classroom, thus highlighting pre-service training of teachers as an essential factor which may enhance inclusive education in the Solomon Islands.
 	This study was based on an interpretive research paradigm. A qualitative research approach methodology was used.  Teacher educators and pre-service teachers from a teacher training college were identified to be the focus of this study.  It aimed to investigate their attitudes, knowledge and understanding on special and inclusive education and to find out if the current training is making adequate provision for these two approaches to occur.  The primary source of data collection was the use of semi-structured interviews, done through face to face interview followed by a focus group interview.  Interview questions were developed for both teacher educators and pre-service teachers.  The focus group interview involved all participants.
According to the literature, school organisation, leadership, pre-service training and staff development together with policy and funding are just some factors that can contribute to the success of inclusive education.  The results suggested that teacher educators and pre-service teachers appeared to have limited knowledge and understanding on what constitutes special education and inclusive practices.  There was also a lack of sound policy at the government level that would pave the way for inclusive education in the Solomon Islands.  This situation had created a gap between inclusive education policy and practices in the country.   Because of lack of policy at the nation level, it had also affected the way other institutions like the School of Education perceived inclusive education.  This was evident in that, the notion of educating children with special needs in an inclusive classroom and environment was never introduced to pre-service teachers in the course of their pre-service training at the School of Education (SOE).  That was the hallmark of this study.
This study suggests that firstly, it is very important for teachers to understand the importance of teaching children with special needs in an inclusive environment. Secondly, this notion of teaching children with special needs in inclusive classroom should be introduced into the curriculum of pre-service training for beginning teachers. Thirdly, all stake holders need to have a change of mindset to create a positive attitude to special education and inclusive practices.

text: Teacher Educators' and Pre-service Teachers' Attitudes, Knowledge and Understanding on Special Education and Inclusive Education in the Solomon Islands. Since the merging of special education and regular mainstream education into a unified system now known as inclusive education, this concept has kept many educators divided. However, it appears that inclusive education has now become the preferred option where children with special needs are given equal opportunity to learn with their peers in inclusive classrooms and an environment where they can freely interact with one another.
While the seed of inclusive education had been sown and effectively implemented in most developed countries, it has yet to sprout in the Solomon Islands.  It has been suggested that the success of inclusive education depends very much on teachers and their attitudes.  Because of that, teachers need adequate training in inclusive education so that they can effectively implement inclusion in their classroom, thus highlighting pre-service training of teachers as an essential factor which may enhance inclusive education in the Solomon Islands.
 	This study was based on an interpretive research paradigm. A qualitative research approach methodology was used.  Teacher educators and pre-service teachers from a teacher training college were identified to be the focus of this study.  It aimed to investigate their attitudes, knowledge and understanding on special and inclusive education and to find out if the current training is making adequate provision for these two approaches to occur.  The primary source of data collection was the use of semi-structured interviews, done through face to face interview followed by a focus group interview.  Interview questions were developed for both teacher educators and pre-service teachers.  The focus group interview involved all participants.
According to the literature, school organisation, leadership, pre-service training and staff development together with policy and funding are just some factors that can contribute to the success of inclusive education.  The results suggested that teacher educators and pre-service teachers appeared to have limited knowledge and understanding on what constitutes special education and inclusive practices.  There was also a lack of sound policy at the government level that would pave the way for inclusive education in the Solomon Islands.  This situation had created a gap between inclusive education policy and practices in the country.   Because of lack of policy at the nation level, it had also affected the way other institutions like the School of Education perceived inclusive education.  This was evident in that, the notion of educating children with special needs in an inclusive classroom and environment was never introduced to pre-service teachers in the course of their pre-service training at the School of Education (SOE).  That was the hallmark of this study.
This study suggests that firstly, it is very important for teachers to understand the importance of teaching children with special needs in an inclusive environment. Secondly, this notion of teaching children with special needs in inclusive classroom should be introduced into the curriculum of pre-service training for beginning teachers. Thirdly, all stake holders need to have a change of mindset to create a positive attitude to special education and inclusive practices.

year: 2008