title: Have you heard of Hinehau? A research journey of reclamation

authors: Wakefield, Sandy

subjects: Te Tai Tokerau

abstract: As the Māori political and cultural movement continues to grow, issues of representation, power, and control are critiqued by Māori minds.
After discovering a tribal myth about the mana of a woman known as Hinehau, a chain reaction of enquiry develops into the reclamation of tribal knowledge.
By investigating the historical context surrounding the narrative of Hinehau, her story transcends the fairy-tale myth she was confined to, and exposes the rendering down of her story.
Under the umbrella of Western science, European and Pākehā historical archives created an enduring legacy of “Māori myth” that is synonymous with falsehood. Through the assertation of tribal oral tradition and connecting our experiences to our missing histories, Hinehau is relocated. The Hinehau story renews through reconnecting to mātauranga Māori, Ngāpuhi kōrero tuku iho and the creativity of the researcher. In this process, her story renews.
With the guidance of hapū members, mentors, and a diversity of literature, the narrative of Hinehau becomes a part of a much larger inter-tribal narrative held within an ancestral landscape which is sometimes hard to recognise in whenua we no longer have tribal autonomy over. Our Indigenous identity is still under threat as we are still “othered” in our tribal lands. This work contributes to pushing the envelope of what it means to think, exist, and challenge as tangata whenua in Aotearoa, where traditional tribal roles have been minimalised in society, or disappeared through generations of the colonial project (Tuhiwai Smith, 2012).

text: Have you heard of Hinehau? A research journey of reclamation As the Māori political and cultural movement continues to grow, issues of representation, power, and control are critiqued by Māori minds.
After discovering a tribal myth about the mana of a woman known as Hinehau, a chain reaction of enquiry develops into the reclamation of tribal knowledge.
By investigating the historical context surrounding the narrative of Hinehau, her story transcends the fairy-tale myth she was confined to, and exposes the rendering down of her story.
Under the umbrella of Western science, European and Pākehā historical archives created an enduring legacy of “Māori myth” that is synonymous with falsehood. Through the assertation of tribal oral tradition and connecting our experiences to our missing histories, Hinehau is relocated. The Hinehau story renews through reconnecting to mātauranga Māori, Ngāpuhi kōrero tuku iho and the creativity of the researcher. In this process, her story renews.
With the guidance of hapū members, mentors, and a diversity of literature, the narrative of Hinehau becomes a part of a much larger inter-tribal narrative held within an ancestral landscape which is sometimes hard to recognise in whenua we no longer have tribal autonomy over. Our Indigenous identity is still under threat as we are still “othered” in our tribal lands. This work contributes to pushing the envelope of what it means to think, exist, and challenge as tangata whenua in Aotearoa, where traditional tribal roles have been minimalised in society, or disappeared through generations of the colonial project (Tuhiwai Smith, 2012).

year: 2021

title: Teachers’ perspectives on incorporating aspects of Mātauranga Māori in year 9-10 secondary school science classrooms.

authors: Hermanns, Christina Leilani

subjects: science

abstract: Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised.  The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners.  This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. 

I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools.  Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori.  Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. 

The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy.  Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. 

The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.

text: Teachers’ perspectives on incorporating aspects of Mātauranga Māori in year 9-10 secondary school science classrooms. Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised.  The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners.  This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. 

I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools.  Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori.  Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. 

The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy.  Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. 

The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.

year: 2025-05-29

title: Assessing lodging service down under: a case of Hamilton, New Zealand

authors: Mohsin, Asad

subjects: customer satisfaction

abstract: Purpose – The aim of the study is to assess customer perceptions of service quality delivered by front office, room service and an in house restaurant/café in the lodgings of Hamilton, New Zealand. 
Design/methodology/approach – The study uses a survey and interview technique. A survey questionnaire with the help of local managers in the lodging industry was structured for this study. The study was undertaken at different lodgings in Hamilton involving face-to-face administration of the survey instrument. A useable sample of 645 participants resulted. 
Findings – The importance–performance analysis showed that responses related to front office, room service and in-house café/restaurant, the importance is statistically significant, higher than the performance. Gender also reflected statistical significance. Overall, the results indicate that most responses show gaps in importance and evaluations and this suggests managerial implications. 
Research limitations/implications – From a practitioners perspective the study provides an opportunity to recognize in ranking order general features that are considered important by the guest staying in lodgings in Hamilton in New Zealand. Additionally, the study also points out the evaluation of those guests, thereby identifying the areas of gaps in service and product quality. 
Originality/value – The study has been the first attempt to gauge the importance and experience from the stay of lodging guests in Hamilton, New Zealand. The research also provides an opportunity for a comparative study of service quality offered by lodgings in New Zealand with other parts of the world.

text: Assessing lodging service down under: a case of Hamilton, New Zealand Purpose – The aim of the study is to assess customer perceptions of service quality delivered by front office, room service and an in house restaurant/café in the lodgings of Hamilton, New Zealand. 
Design/methodology/approach – The study uses a survey and interview technique. A survey questionnaire with the help of local managers in the lodging industry was structured for this study. The study was undertaken at different lodgings in Hamilton involving face-to-face administration of the survey instrument. A useable sample of 645 participants resulted. 
Findings – The importance–performance analysis showed that responses related to front office, room service and in-house café/restaurant, the importance is statistically significant, higher than the performance. Gender also reflected statistical significance. Overall, the results indicate that most responses show gaps in importance and evaluations and this suggests managerial implications. 
Research limitations/implications – From a practitioners perspective the study provides an opportunity to recognize in ranking order general features that are considered important by the guest staying in lodgings in Hamilton in New Zealand. Additionally, the study also points out the evaluation of those guests, thereby identifying the areas of gaps in service and product quality. 
Originality/value – The study has been the first attempt to gauge the importance and experience from the stay of lodging guests in Hamilton, New Zealand. The research also provides an opportunity for a comparative study of service quality offered by lodgings in New Zealand with other parts of the world.

year: 2007