title: Sweet as – the [ADJ + as] intensifier construction in Māori English/ Aotearoa English.

authors: Calude, Andreea S.

abstract: We introduce the Waikato Māori English Conversation (MEC) corpus, which consists of 43 dyadic conversations between 49 young adults who self-recorded informal conversations with close friends, in their own homes, with no topic of conversation specified (83 hours of dialogue; nearly 800,000 words). The resulting materials are colloquial and unstructured, capturing a wider range of pragmatic and stylistic modes than is possible in a standard sociolinguistic interview. Here, we report on one such feature, the [ADJ + as] construction, for example: ‘sorry some of the questions are like awkward as’ and ‘that caused a big as drama eh’. This intensifier construction has been identified as a distinctive New Zealand English (NZE) innovation, yet little has been written about this it. However, the Waikato MEC corpus presents the opportunity to analyse the construction in a more systematic manner and to fill existing gaps in analyses of Māori English grammar.

text: Sweet as – the [ADJ + as] intensifier construction in Māori English/ Aotearoa English. We introduce the Waikato Māori English Conversation (MEC) corpus, which consists of 43 dyadic conversations between 49 young adults who self-recorded informal conversations with close friends, in their own homes, with no topic of conversation specified (83 hours of dialogue; nearly 800,000 words). The resulting materials are colloquial and unstructured, capturing a wider range of pragmatic and stylistic modes than is possible in a standard sociolinguistic interview. Here, we report on one such feature, the [ADJ + as] construction, for example: ‘sorry some of the questions are like awkward as’ and ‘that caused a big as drama eh’. This intensifier construction has been identified as a distinctive New Zealand English (NZE) innovation, yet little has been written about this it. However, the Waikato MEC corpus presents the opportunity to analyse the construction in a more systematic manner and to fill existing gaps in analyses of Māori English grammar.

year: 2025

title: The Hospital Transfers Project: Supporting whanau engagement during hospitalisations

authors: Masters-Awatere, Bridgette

abstract: For Māori, as the Indigenous peoples of Aotearoa New Zealand, the care of those who are unwell has always been the concern of whānau (family) and community. Māori have established knowledge systems relating to health and wellbeing, and long-standing practices for both promoting good health and responding to illness (Taskforce on Whānau Centred Initiatives [hereafter referred to as the Taskforce], 2009; Waitangi Tribunal, 2001). These systems recognise the importance of relationships between peoples and broader environments to health and wellbeing (Mark & Lyons, 2010; Taskforce, 2009), something which has been more recently acknowledged in Māori health strategy and policy by government (Ministry of Health, 2014b).

text: The Hospital Transfers Project: Supporting whanau engagement during hospitalisations For Māori, as the Indigenous peoples of Aotearoa New Zealand, the care of those who are unwell has always been the concern of whānau (family) and community. Māori have established knowledge systems relating to health and wellbeing, and long-standing practices for both promoting good health and responding to illness (Taskforce on Whānau Centred Initiatives [hereafter referred to as the Taskforce], 2009; Waitangi Tribunal, 2001). These systems recognise the importance of relationships between peoples and broader environments to health and wellbeing (Mark & Lyons, 2010; Taskforce, 2009), something which has been more recently acknowledged in Māori health strategy and policy by government (Ministry of Health, 2014b).

year: 2019

title: Decoupling equality, diversity, and inclusion from liberal projects: Hailing indigenous contributions to institutional change

authors: Verbos, Amy Klemm

subjects: ethnic minorities

abstract: Purpose - The purpose of this paper is to bring wider-reaching feminism to confluence with relational indigenous values for transformative responses to systemic exclusion. Design/methodology/approach - The authors critique the prevailing (corporate) institutional logic in higher education through their stories and experiences, weaving in diverse feminist perspectives. Liberal feminist perspectives, the most visible gender critique, may merely increase numerical equality, diversifying the biographical characteristics of privilege. Exclusion for many is systemically retained. The authors argue that relational logics underpinning indigenous worldviews hold generative potential for institutional change toward deeper inclusiveness and justice. Findings - Liberal feminists' two-fold transformative aspirations for gender equality and deeper respect for currently marginalized "feminine" values leave room for deeper and wider reflection on how indigenous perspectives might contribute to institutional change. Practical implications - This exploration may be applied to university recruiting, selection, evaluation, and promotion policies; articulating and assessing career competencies and trajectories; curriculum evaluation; organizational and management research; and pedagogical development and research. Social implications - An indigenous critique of liberal feminism and indigenous perspectives on justice, relationality, and inclusivity may enhance social, university, corporate, community, and family life. Originality/value - Interweaving feminist and indigenous insights into a critique of the prevailing corporate institutional logic informing organizational practice - in higher education and all sectors of society, it highlights the generative potential of indigenous contributions and encourages inclusion of diverse indigenous perspectives in organization theory and practice.

text: Decoupling equality, diversity, and inclusion from liberal projects: Hailing indigenous contributions to institutional change Purpose - The purpose of this paper is to bring wider-reaching feminism to confluence with relational indigenous values for transformative responses to systemic exclusion. Design/methodology/approach - The authors critique the prevailing (corporate) institutional logic in higher education through their stories and experiences, weaving in diverse feminist perspectives. Liberal feminist perspectives, the most visible gender critique, may merely increase numerical equality, diversifying the biographical characteristics of privilege. Exclusion for many is systemically retained. The authors argue that relational logics underpinning indigenous worldviews hold generative potential for institutional change toward deeper inclusiveness and justice. Findings - Liberal feminists' two-fold transformative aspirations for gender equality and deeper respect for currently marginalized "feminine" values leave room for deeper and wider reflection on how indigenous perspectives might contribute to institutional change. Practical implications - This exploration may be applied to university recruiting, selection, evaluation, and promotion policies; articulating and assessing career competencies and trajectories; curriculum evaluation; organizational and management research; and pedagogical development and research. Social implications - An indigenous critique of liberal feminism and indigenous perspectives on justice, relationality, and inclusivity may enhance social, university, corporate, community, and family life. Originality/value - Interweaving feminist and indigenous insights into a critique of the prevailing corporate institutional logic informing organizational practice - in higher education and all sectors of society, it highlights the generative potential of indigenous contributions and encourages inclusion of diverse indigenous perspectives in organization theory and practice.

year: 2012