title: Speaking the unspoken: Maori experiences of racism in New Zealand sport

authors: Hippolite, Holly Raima

subjects: Maori

abstract: This research explores how being Maori influences Maori participants’ sport experiences and offers a critical Maori perspective on New Zealand sport. Ten experienced Maori sport participants were interviewed using Kaupapa Maori Research Methods which involved research performed by Maori, about Maori being Maori. This research grew out of discussions with Maori participants and explores their experiences as athletes, coaches, administrators and spectators, focusing on their interactions with Pakeha in Pakeha-dominated sport. Their experiences demonstrate personal, cultural and institutional racism in New Zealand sport and indicate how the power differentials in society impact on the ability of Maori to practice important cultural values in Pakeha-dominated contexts. I argue that racism is a factor affecting the relationships of Maori with Pakeha in key functionary positions in sport and identify a culture of denial that operates to marginalise discussions about racism generally. These participants’ experiences reflect cultural incapacity and blindness (Cross, Bazron, Dennis & Isaacs, 1989) by the dominant culture which have negative effects on the Maori participants including decisions to opt out of sport, feelings of hurt and frustration, a reduction in their commitment to national identity and a general sense that they are not considered as equals. The conclusion considers what is needed for New Zealand sport to become fully culturally inclusive; a situation desired by the participants and which has the potential to benefit everyone in sport.

text: Speaking the unspoken: Maori experiences of racism in New Zealand sport This research explores how being Maori influences Maori participants’ sport experiences and offers a critical Maori perspective on New Zealand sport. Ten experienced Maori sport participants were interviewed using Kaupapa Maori Research Methods which involved research performed by Maori, about Maori being Maori. This research grew out of discussions with Maori participants and explores their experiences as athletes, coaches, administrators and spectators, focusing on their interactions with Pakeha in Pakeha-dominated sport. Their experiences demonstrate personal, cultural and institutional racism in New Zealand sport and indicate how the power differentials in society impact on the ability of Maori to practice important cultural values in Pakeha-dominated contexts. I argue that racism is a factor affecting the relationships of Maori with Pakeha in key functionary positions in sport and identify a culture of denial that operates to marginalise discussions about racism generally. These participants’ experiences reflect cultural incapacity and blindness (Cross, Bazron, Dennis & Isaacs, 1989) by the dominant culture which have negative effects on the Maori participants including decisions to opt out of sport, feelings of hurt and frustration, a reduction in their commitment to national identity and a general sense that they are not considered as equals. The conclusion considers what is needed for New Zealand sport to become fully culturally inclusive; a situation desired by the participants and which has the potential to benefit everyone in sport.

year: 2010

title: Reflections on relationship-building between tangata whenua and local government: Notes from research and practice

authors: Neill, Beth

subjects: New Zealand

abstract: In this paper, the author takes a reflective look at two areas: the preliminary discussions and fieldwork they undertook to set up a collaborative doctoral research project exploring relationship-building between
tangata whenua and local government (regional and district councils); and their
practice as a community psychologist within local government, advising on social
research and community participation in a number of environmental management
projects.

text: Reflections on relationship-building between tangata whenua and local government: Notes from research and practice In this paper, the author takes a reflective look at two areas: the preliminary discussions and fieldwork they undertook to set up a collaborative doctoral research project exploring relationship-building between
tangata whenua and local government (regional and district councils); and their
practice as a community psychologist within local government, advising on social
research and community participation in a number of environmental management
projects.

year: 2003-06

title: Using narrative inquiry to explore mathematics curriculum

authors: Bailey, Judy

subjects: curriculum

abstract: Curriculum can be interpreted broadly to include not only what is taught but how a subject is taught or enacted. Over recent years reflection has become an accepted practice as educators seek to develop their awareness about both what and how they teach. Narrative inquiry is one way in which educators can engage in such reflection. In this paper I describe narrative inquiry, briefly outline my own experience of how narrative inquiry supported a deeper exploration of my thinking about mathematics curriculum (the what and how), and propose that narrative inquiry is a valuable means to deepen one’s understandings of curricula.

text: Using narrative inquiry to explore mathematics curriculum Curriculum can be interpreted broadly to include not only what is taught but how a subject is taught or enacted. Over recent years reflection has become an accepted practice as educators seek to develop their awareness about both what and how they teach. Narrative inquiry is one way in which educators can engage in such reflection. In this paper I describe narrative inquiry, briefly outline my own experience of how narrative inquiry supported a deeper exploration of my thinking about mathematics curriculum (the what and how), and propose that narrative inquiry is a valuable means to deepen one’s understandings of curricula.

year: 2008