title: Invading the Waikato: A postcolonial re-view

authors: Dench, Simon

subjects: New Zealand

abstract: The article discusses images of the Waikato Region of New Zealand from the 1860s, examining them within the context of British colonization and invasion. It comments on photographs by surveyor Daniel Manders Beere and British Army Royal Artillery Regiment Assistant Surgeon William Temple. The author also comments on a map of New Zealand's North Island made by surveyor Charles Heaphy and a map of Newcastle, New Zealand, depicting its earlier names of Ngāruawāhia and Queenstown. Other topics include spatial history, postcolonialism, and the 1863 to 1864 British invasion of Waikato.

text: Invading the Waikato: A postcolonial re-view The article discusses images of the Waikato Region of New Zealand from the 1860s, examining them within the context of British colonization and invasion. It comments on photographs by surveyor Daniel Manders Beere and British Army Royal Artillery Regiment Assistant Surgeon William Temple. The author also comments on a map of New Zealand's North Island made by surveyor Charles Heaphy and a map of Newcastle, New Zealand, depicting its earlier names of Ngāruawāhia and Queenstown. Other topics include spatial history, postcolonialism, and the 1863 to 1864 British invasion of Waikato.

year: 2011

title: Weaving Mana Wahine and Masi methodology: Centring the embodied experiences of young Māori and Pasifika wāhine in physical activity and everyday life

authors: Nemani, Mihi Joy

subjects: Aotearoa New Zealand

abstract: Young Indigenous Māori and Pasifika wāhine (women) in Aotearoa New Zealand (hereafter Aotearoa) have too often been framed as vulnerable, ‘at risk’ and problematic in the media, policy and research. This thesis moves beyond these deficit framings and uses an Indigenous feminist, strengths-based approach by centring the voices and lived experiences of young Māori and Pasifika wāhine who are agentic in their everyday lives, celebrate their strong brown bodies and are physically active. 

Being an Indigenous feminist early career researcher of Māori-Samoan ancestry, I intentionally weave Mana Wahine (Māori) and Masi (Pasifika) methodologies throughout all aspects of this research. Employing wānanga (focus group discussions), individual interviews and digital methods, I gather knowledge from a total of 31 young Māori and Pasifika wāhine residing in two low socio-economic urban regions (Porirua and South Auckland) in Te Ika-a-Maui, the North Island of Aotearoa. Centring their voices and lived experiences, I examine how the young wāhine embrace and weave their intersectional identities with culture, body image and physical activity. 

This is a PhD with publication. It begins with an introductory chapter and a literature review chapter that locates the project in the context of Aotearoa and the local and international literature. In the methods chapter, which is a published article, I focus on the importance of creating culturally safe and supportive spaces for young wāhine to participate in research that feels meaningful to them. The empirical chapters are presented in three different manuscripts. Chapter Four contains a manuscript (currently under review) that focuses on the intersectional identities of the young wāhine. It is structured using three key themes, including 1) ethnic and cultural identities, 2) navigating, and 3) how they embrace cultural pride, particularly through family values, customs and responsibilities. Chapter Five is a published manuscript that explores body image through an intersectional Indigenous feminist lens. This publication examines cultural perspectives that influence their views on body image and provides insights into how the young wāhine navigate body image stereotypes. Chapter six is the final empirical manuscript (currently under review) that evaluates the motivations the young wāhine have for participation in physical activity. It examines the types of activities they enjoy and provides insights into how and why they use cultural knowledge as a motivator for participation.

This research contributes to international literature conducted with, for and by Indigenous feminist scholars on young women’s identities, body image and physical activity. It responds to the limited academic scholarship that explores the lived experiences of young Māori and Pasifika wāhine in Aotearoa and their nuanced cultural knowledge of their bodies. In so doing, this research offers insights and new ways of understanding the complex lives of young Māori and Pasifika wāhine, and highlights the importance of intersectional approaches and localized Indigenous methods that listen to, and amplify the voices of young wāhine.

text: Weaving Mana Wahine and Masi methodology: Centring the embodied experiences of young Māori and Pasifika wāhine in physical activity and everyday life Young Indigenous Māori and Pasifika wāhine (women) in Aotearoa New Zealand (hereafter Aotearoa) have too often been framed as vulnerable, ‘at risk’ and problematic in the media, policy and research. This thesis moves beyond these deficit framings and uses an Indigenous feminist, strengths-based approach by centring the voices and lived experiences of young Māori and Pasifika wāhine who are agentic in their everyday lives, celebrate their strong brown bodies and are physically active. 

Being an Indigenous feminist early career researcher of Māori-Samoan ancestry, I intentionally weave Mana Wahine (Māori) and Masi (Pasifika) methodologies throughout all aspects of this research. Employing wānanga (focus group discussions), individual interviews and digital methods, I gather knowledge from a total of 31 young Māori and Pasifika wāhine residing in two low socio-economic urban regions (Porirua and South Auckland) in Te Ika-a-Maui, the North Island of Aotearoa. Centring their voices and lived experiences, I examine how the young wāhine embrace and weave their intersectional identities with culture, body image and physical activity. 

This is a PhD with publication. It begins with an introductory chapter and a literature review chapter that locates the project in the context of Aotearoa and the local and international literature. In the methods chapter, which is a published article, I focus on the importance of creating culturally safe and supportive spaces for young wāhine to participate in research that feels meaningful to them. The empirical chapters are presented in three different manuscripts. Chapter Four contains a manuscript (currently under review) that focuses on the intersectional identities of the young wāhine. It is structured using three key themes, including 1) ethnic and cultural identities, 2) navigating, and 3) how they embrace cultural pride, particularly through family values, customs and responsibilities. Chapter Five is a published manuscript that explores body image through an intersectional Indigenous feminist lens. This publication examines cultural perspectives that influence their views on body image and provides insights into how the young wāhine navigate body image stereotypes. Chapter six is the final empirical manuscript (currently under review) that evaluates the motivations the young wāhine have for participation in physical activity. It examines the types of activities they enjoy and provides insights into how and why they use cultural knowledge as a motivator for participation.

This research contributes to international literature conducted with, for and by Indigenous feminist scholars on young women’s identities, body image and physical activity. It responds to the limited academic scholarship that explores the lived experiences of young Māori and Pasifika wāhine in Aotearoa and their nuanced cultural knowledge of their bodies. In so doing, this research offers insights and new ways of understanding the complex lives of young Māori and Pasifika wāhine, and highlights the importance of intersectional approaches and localized Indigenous methods that listen to, and amplify the voices of young wāhine.

year: 2024-10-20

title: Education outside the classroom in Aotearoa New Zealand - A comprehensive national study: Final Report

authors: Hill, Allen

abstract: Education outside the Classroom (EOTC) has a long and rich history in Aotearoa New Zealand schools (Lynch, 2006), contributing positively to the lives of many young New Zealanders. The purpose of this study was to gain a contemporary and comprehensive understanding of what EOTC is currently occurring in schools across, the value that schools see in/ascribe to EOTC, and the various challenges and factors that influence the provision of EOTC.  
Data for the EOTC Comprehensive National Study was gathered from late 2017 throughout 2018 utilising a multiphase mixed methods research design. Data collection involved a national EOTC questionnaire (NEOTCQ) completed by school leaders and EOTC coordinators’ (n=523), specific EOTC inventories from a small sample of schools (n=23), and individual and focus group interviews with school leaders and teachers (n=28), students (n=140) and LEOTC providers (n=9).
This executive summary provides a succinct overview of the key findings from the comprehensive final report. The summary comprises four key sections addressing: what schools are doing with EOTC, teacher and student perspectives on the value of EOTC, how school leaders and teachers view challenges associated with EOTC provision, and enablers of flourishing EOTC in schools.

text: Education outside the classroom in Aotearoa New Zealand - A comprehensive national study: Final Report Education outside the Classroom (EOTC) has a long and rich history in Aotearoa New Zealand schools (Lynch, 2006), contributing positively to the lives of many young New Zealanders. The purpose of this study was to gain a contemporary and comprehensive understanding of what EOTC is currently occurring in schools across, the value that schools see in/ascribe to EOTC, and the various challenges and factors that influence the provision of EOTC.  
Data for the EOTC Comprehensive National Study was gathered from late 2017 throughout 2018 utilising a multiphase mixed methods research design. Data collection involved a national EOTC questionnaire (NEOTCQ) completed by school leaders and EOTC coordinators’ (n=523), specific EOTC inventories from a small sample of schools (n=23), and individual and focus group interviews with school leaders and teachers (n=28), students (n=140) and LEOTC providers (n=9).
This executive summary provides a succinct overview of the key findings from the comprehensive final report. The summary comprises four key sections addressing: what schools are doing with EOTC, teacher and student perspectives on the value of EOTC, how school leaders and teachers view challenges associated with EOTC provision, and enablers of flourishing EOTC in schools.

year: 2020