title: Kuta (Eleocharis sphacelata, Cyperaceae), a locally important and highly valued weaving plant

authors: Wehi, Priscilla M.

subjects: Northland (N.Z.)

abstract: This article introduces and discusses kuta (Eleocharis sphacelata, Cyperaceae), a tall spikerush found on the margins of shallow lakes in New Zealand, which, although often overlooked, is considered in Northland to be a valuable weaving resource.

text: Kuta (Eleocharis sphacelata, Cyperaceae), a locally important and highly valued weaving plant This article introduces and discusses kuta (Eleocharis sphacelata, Cyperaceae), a tall spikerush found on the margins of shallow lakes in New Zealand, which, although often overlooked, is considered in Northland to be a valuable weaving resource.

year: 2006

title: He oranga tō te wai: Māori Pedagogies - A Culturally Responsive View of Aquatic Education and Drowning Prevention in Aotearoa

authors: Haimona, Mark Waihape

abstract: Drowning is a leading cause of accidental death and hospitalisation among Māori in Aotearoa. Drowning reports (Water Safety New Zealand, 2010, 2016, 2019) indicate Māori are over-represented in drowning compared to non-Māori, and on average account for up to a quarter of all drowning fatalities each year. Māori male aged 15-44 years and Māori children under five are most at risk of drowning (WSNZ, 2018, 2). A recent Aotearoa study on children’s water survival skills suggest changes are needed to improve how children develop fundamental aquatic skills and how teachers can best teach those skills (Button et al., 2017). In particular, the teaching of water safety skills for broader use in the open water environments of Aotearoa. 
Māori pedagogies within physical education, health, and education in the outdoors (Hemara, 2000; Jackson et al, 2016; Phillips, 2018) have demonstrated the benefits of Māori teaching methods that foster positive learning outcomes for Māori. (Bishop & Berryman, 2006, 2009). As such, this research investigated core components of Māori pedagogies that can improve aquatic education for Māori. It sought to validate traditional and contemporary aquatic teachings and water safety practices that Māori exercise as an expression of ira tangata (human development) and their relationship with te ao tūroa (the long-standing world). By means of kaupapa Māori research and the development of a new framework - Tāne Whānau Mārama, this thesis offers valuable insights into the importance of culturally responsive pedagogies in aquatic education that will enhance the health, educational achievements, and well-being of Māori whānau and communities.

text: He oranga tō te wai: Māori Pedagogies - A Culturally Responsive View of Aquatic Education and Drowning Prevention in Aotearoa Drowning is a leading cause of accidental death and hospitalisation among Māori in Aotearoa. Drowning reports (Water Safety New Zealand, 2010, 2016, 2019) indicate Māori are over-represented in drowning compared to non-Māori, and on average account for up to a quarter of all drowning fatalities each year. Māori male aged 15-44 years and Māori children under five are most at risk of drowning (WSNZ, 2018, 2). A recent Aotearoa study on children’s water survival skills suggest changes are needed to improve how children develop fundamental aquatic skills and how teachers can best teach those skills (Button et al., 2017). In particular, the teaching of water safety skills for broader use in the open water environments of Aotearoa. 
Māori pedagogies within physical education, health, and education in the outdoors (Hemara, 2000; Jackson et al, 2016; Phillips, 2018) have demonstrated the benefits of Māori teaching methods that foster positive learning outcomes for Māori. (Bishop & Berryman, 2006, 2009). As such, this research investigated core components of Māori pedagogies that can improve aquatic education for Māori. It sought to validate traditional and contemporary aquatic teachings and water safety practices that Māori exercise as an expression of ira tangata (human development) and their relationship with te ao tūroa (the long-standing world). By means of kaupapa Māori research and the development of a new framework - Tāne Whānau Mārama, this thesis offers valuable insights into the importance of culturally responsive pedagogies in aquatic education that will enhance the health, educational achievements, and well-being of Māori whānau and communities.

year: 2023

title: A culturally responsive research move to enable Pacific voices to be heard: a research note

authors: Edwards, Frances

subjects: Pacific research methods

abstract: Researchers in the field of education have increasingly come to value the views and experiences of students, and hearing from the students themselves. This research note explores the challenges a researcher sought to gather student voice from Cook Islands tertiary students. The combination of research design and cultural mores meant Cook Islands participants faced barriers and could not comfortably talk about improvements they would like to see in tertiary assessment practice. On exploration, an adjustment to the research design was made that was culturally accepted and enabled participants to speak their minds openly. The findings are discussed, and recommendations are proposed that may assist future researchers working within cultural worlds in ways that allow the participants to speak openly, enabling their voices to be heard.

text: A culturally responsive research move to enable Pacific voices to be heard: a research note Researchers in the field of education have increasingly come to value the views and experiences of students, and hearing from the students themselves. This research note explores the challenges a researcher sought to gather student voice from Cook Islands tertiary students. The combination of research design and cultural mores meant Cook Islands participants faced barriers and could not comfortably talk about improvements they would like to see in tertiary assessment practice. On exploration, an adjustment to the research design was made that was culturally accepted and enabled participants to speak their minds openly. The findings are discussed, and recommendations are proposed that may assist future researchers working within cultural worlds in ways that allow the participants to speak openly, enabling their voices to be heard.

year: 2024