title: Maori sustainable development in the 21st Century: The importance of Maori values, strategic planning and information systems

authors: Harmsworth, Garth

subjects: Development studies

abstract: The term ‘sustainable development’ has been widely used since the latter part of the 20th century. The concept implies economic and social development, economic growth, and environmental responsibility in order to sustain improved standards of living based on economic growth, to achieve some form of social equity, and to manage the environment in a sustainable way. Sustainable development should generally be at a rate that allows future generations to meet their needs without causing degradation of the natural environment, and should avoid economic or social decay. The concept has been debated and criticised by many as being ambiguous, untenable, and difficult to achieve, and frequently labelled part of global capitalism. But the concept provides a challenge to all of us, on how to balance economic, social, and cultural goals, while at the same time safeguarding and responsibly managing the environment for future generations. Attempts by indigenous peoples internationally to achieve sustainable development have been based on holistic approaches and frameworks that seek to balance economic, social, cultural and environmental objectives, and these provide effective models for viable sustainable development approaches. Māori Sustainable Development in Aotearoa-New Zealand is a term often used to describe a pathway to Māori autonomy, self-determination, the building of human and social capacity, as part of a strategic direction to capitalise on opportunities in the 21st century. This paper outlines research undertaken between 1998 and 2002 and funded by the Foundation for Research, Science, and Technology (FRST) in the programme “Māori Sustainable Development in Te Puku o Te Ika”, contract UOWX0005, simply referred to as the MSD programme. It focuses on the importance of determining Māori values, a vision, strategic planning and development of information systems as a holistic framework and process method to achieve Māori sustainable development.

text: Maori sustainable development in the 21st Century: The importance of Maori values, strategic planning and information systems The term ‘sustainable development’ has been widely used since the latter part of the 20th century. The concept implies economic and social development, economic growth, and environmental responsibility in order to sustain improved standards of living based on economic growth, to achieve some form of social equity, and to manage the environment in a sustainable way. Sustainable development should generally be at a rate that allows future generations to meet their needs without causing degradation of the natural environment, and should avoid economic or social decay. The concept has been debated and criticised by many as being ambiguous, untenable, and difficult to achieve, and frequently labelled part of global capitalism. But the concept provides a challenge to all of us, on how to balance economic, social, and cultural goals, while at the same time safeguarding and responsibly managing the environment for future generations. Attempts by indigenous peoples internationally to achieve sustainable development have been based on holistic approaches and frameworks that seek to balance economic, social, cultural and environmental objectives, and these provide effective models for viable sustainable development approaches. Māori Sustainable Development in Aotearoa-New Zealand is a term often used to describe a pathway to Māori autonomy, self-determination, the building of human and social capacity, as part of a strategic direction to capitalise on opportunities in the 21st century. This paper outlines research undertaken between 1998 and 2002 and funded by the Foundation for Research, Science, and Technology (FRST) in the programme “Māori Sustainable Development in Te Puku o Te Ika”, contract UOWX0005, simply referred to as the MSD programme. It focuses on the importance of determining Māori values, a vision, strategic planning and development of information systems as a holistic framework and process method to achieve Māori sustainable development.

year: 2002

title: What are the perceptions of Māori bilingual-educated families towards growing up and learning the Māori language?

authors: Hill, Richard Kenneth

abstract: The Māori language occupies an important place as New Zealand’s indigenous language. This is despite over a century  of attempts  to wipe it out. The revitalisation movement from the 1980s has made a significant contribution to raise its profile and ensure younger generations of primarily Māori students can grow up learning the Māori language through school. However, significant issues still exist, as low numbers of families take advantage of bilingual education options, and remain there to develop high levels of proficiency.


Attitudes of both Māori and non-Māori (Pākehā) populations towards the Māori language have been steadily improving in recent decades. There are increasing calls to make it a compulsory subject in all New Zealand schools. Whilst these are positive signs, the long term health of the Māori language is still precarious. Using the findings of recent studies into Māori bilingual school transitions, including Hill, Rameka and Skerrett (2017) and Hill (2014, 2016, 2017), this presentation seeks to unpack the perceptions of Māori students and their families from a range of programmes towards their languages (Māori and English) and their lives. The findings will illustrate that families within the Māori bilingual education context are enthusiastic about  Māori language learning and being educated bilingually. They are also resolute that bilingual education will help to prepare their children  for their world. However,  families often differ in the extent to which they commit to high immersion programmes, thus affecting the potential success of the Māori language revitalisation aim.

text: What are the perceptions of Māori bilingual-educated families towards growing up and learning the Māori language? The Māori language occupies an important place as New Zealand’s indigenous language. This is despite over a century  of attempts  to wipe it out. The revitalisation movement from the 1980s has made a significant contribution to raise its profile and ensure younger generations of primarily Māori students can grow up learning the Māori language through school. However, significant issues still exist, as low numbers of families take advantage of bilingual education options, and remain there to develop high levels of proficiency.


Attitudes of both Māori and non-Māori (Pākehā) populations towards the Māori language have been steadily improving in recent decades. There are increasing calls to make it a compulsory subject in all New Zealand schools. Whilst these are positive signs, the long term health of the Māori language is still precarious. Using the findings of recent studies into Māori bilingual school transitions, including Hill, Rameka and Skerrett (2017) and Hill (2014, 2016, 2017), this presentation seeks to unpack the perceptions of Māori students and their families from a range of programmes towards their languages (Māori and English) and their lives. The findings will illustrate that families within the Māori bilingual education context are enthusiastic about  Māori language learning and being educated bilingually. They are also resolute that bilingual education will help to prepare their children  for their world. However,  families often differ in the extent to which they commit to high immersion programmes, thus affecting the potential success of the Māori language revitalisation aim.

year: 2018

title: Using vignettes as self-reflexivity in narrative research of problematised history pedagogy

authors: Hunter, Philippa Anne

subjects: New Zealand

abstract: This article focuses on the use of vignettes as an emergent dimension of narrative research writing. The author draws on doctoral research that problematised history curriculum and pedagogy with pre-service teachers in the context of secondary teacher education in New Zealand. Pedagogic crossings of history education sites, and negotiation of disciplinary boundaries were storied in the narrative research. A lived experience of curriculum continuity and change had shaped a critical pedagogy orientation in the author's theorising and practice. This featured a self-reflexivity of pedagogic identities including those of student, practitioner, and researcher. The narrative writing was conceptualised as a layered bricolage of academic socialisation, engagement with theory, and practitioner work. Accordingly, it proved unworkable to distance the author's lived experience and pedagogic identities from the narrative, for these lay at the heart of the research. Therefore, the styling of vignettes became a creative way to story self-reflexivity within academic writing. Vignettes were conceived as inside stories that recalled pedagogic voices and evoked themes of curriculum disturbance as transgression, and desire as re-imagined history curriculum.

text: Using vignettes as self-reflexivity in narrative research of problematised history pedagogy This article focuses on the use of vignettes as an emergent dimension of narrative research writing. The author draws on doctoral research that problematised history curriculum and pedagogy with pre-service teachers in the context of secondary teacher education in New Zealand. Pedagogic crossings of history education sites, and negotiation of disciplinary boundaries were storied in the narrative research. A lived experience of curriculum continuity and change had shaped a critical pedagogy orientation in the author's theorising and practice. This featured a self-reflexivity of pedagogic identities including those of student, practitioner, and researcher. The narrative writing was conceptualised as a layered bricolage of academic socialisation, engagement with theory, and practitioner work. Accordingly, it proved unworkable to distance the author's lived experience and pedagogic identities from the narrative, for these lay at the heart of the research. Therefore, the styling of vignettes became a creative way to story self-reflexivity within academic writing. Vignettes were conceived as inside stories that recalled pedagogic voices and evoked themes of curriculum disturbance as transgression, and desire as re-imagined history curriculum.

year: 2012