title: Kua takoto te maanuka: Te tiimatanga o teetahi Kura Kaupapa Maaori

authors: Douglas, Vianney Gaye

subjects: Kura Kaupapa Maori

abstract: There is a paucity of literature on the establishment of new schools, and more particularly, the establishment of Kura Kaupapa Maaori. In addition, there is even less literature concerning the experiences and perspectives of whaanau and hapuu within Kaupapa Maaori initiatives. 

This thesis, therefore, illustrates the experience of a whaanau in the establishment of their Kura Kaupapa Maaori. The assertion within this thesis is that there are unique issues and challenges that Maaori communities encounter when pursuing the establishment of a Kura Kaupapa Maaori. Furthermore, a key factor in the success of establishing and sustaining the school is in the leadership.

Thus, the cognisance of Kaupapa Maaori and the development of Kura Kaupapa Maaori are explored. In addition, the key characteristics, roles and responsibilities of Maaori leadership both within the wider community and within schools are explored.

This case study included an interview with the Principal, and several focus group interviews with parents, staff and students of the new Kura Kaupapa who were involved with the school’s establishment during its first three years. In 2013, in its eleventh year, the school was identified as one of the top five successful Kura Kaupapa Maaori. 

The findings of this research will assist whaanau and leaders within schools to develop an understanding and appreciation of five key issues and challenges that a new school may face, and avenues that may take to address these.

text: Kua takoto te maanuka: Te tiimatanga o teetahi Kura Kaupapa Maaori There is a paucity of literature on the establishment of new schools, and more particularly, the establishment of Kura Kaupapa Maaori. In addition, there is even less literature concerning the experiences and perspectives of whaanau and hapuu within Kaupapa Maaori initiatives. 

This thesis, therefore, illustrates the experience of a whaanau in the establishment of their Kura Kaupapa Maaori. The assertion within this thesis is that there are unique issues and challenges that Maaori communities encounter when pursuing the establishment of a Kura Kaupapa Maaori. Furthermore, a key factor in the success of establishing and sustaining the school is in the leadership.

Thus, the cognisance of Kaupapa Maaori and the development of Kura Kaupapa Maaori are explored. In addition, the key characteristics, roles and responsibilities of Maaori leadership both within the wider community and within schools are explored.

This case study included an interview with the Principal, and several focus group interviews with parents, staff and students of the new Kura Kaupapa who were involved with the school’s establishment during its first three years. In 2013, in its eleventh year, the school was identified as one of the top five successful Kura Kaupapa Maaori. 

The findings of this research will assist whaanau and leaders within schools to develop an understanding and appreciation of five key issues and challenges that a new school may face, and avenues that may take to address these.

year: 2014

title: Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations

authors: Moeke-Pickering, Taima Materangatira

subjects: Indigenous Education

abstract: This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.

text: Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.

year: 2010

title: Determinants of Fintech diffusion in emerging markets: a service ecosystem perspective

authors: Griffiths, Paul David Richard

abstract: Purpose – This study aims to investigate the diffusion of financial technology (Fintech) in Vietnam by applying a service ecosystem perspective. It reconsiders traditional innovation diffusion approaches by focusing on the interplay of services, institutions and ecosystem dynamics across distinct Fintech service domains. Design/methodology/approach – This study employed a qualitative approach using the Knowledge Café method for data collection. Transcripts were coded and analysed thematically across different diffusion phases. Findings were validated through a half-day workshop with banking professionals. Findings – Government regulation in Vietnam has enhanced trust within the Fintech ecosystem, driving digital transactions and financial inclusion. However, as the regulations are heavily focused on the payment services, an uneven diffusion of innovation across the seven Fintech service domains is evident. Practical implications – Regulation can accelerate Fintech diffusion in early stages, as seen in Vietnam’s payments sector, but may hinder innovation as technologies mature. Policymakers must adapt regulatory frameworks to balance stability with ongoing innovation. Originality/value – This study advances theory by analysing Fintech diffusion by service domain rather than as a unified sector and by extending the innovation diffusion theory to an emerging market context. Applying a service ecosystem lens reveals the multi-level dynamics shaping Fintech adoption, offering a more nuanced understanding across domains.

text: Determinants of Fintech diffusion in emerging markets: a service ecosystem perspective Purpose – This study aims to investigate the diffusion of financial technology (Fintech) in Vietnam by applying a service ecosystem perspective. It reconsiders traditional innovation diffusion approaches by focusing on the interplay of services, institutions and ecosystem dynamics across distinct Fintech service domains. Design/methodology/approach – This study employed a qualitative approach using the Knowledge Café method for data collection. Transcripts were coded and analysed thematically across different diffusion phases. Findings were validated through a half-day workshop with banking professionals. Findings – Government regulation in Vietnam has enhanced trust within the Fintech ecosystem, driving digital transactions and financial inclusion. However, as the regulations are heavily focused on the payment services, an uneven diffusion of innovation across the seven Fintech service domains is evident. Practical implications – Regulation can accelerate Fintech diffusion in early stages, as seen in Vietnam’s payments sector, but may hinder innovation as technologies mature. Policymakers must adapt regulatory frameworks to balance stability with ongoing innovation. Originality/value – This study advances theory by analysing Fintech diffusion by service domain rather than as a unified sector and by extending the innovation diffusion theory to an emerging market context. Applying a service ecosystem lens reveals the multi-level dynamics shaping Fintech adoption, offering a more nuanced understanding across domains.

year: 2025