title: Exploring the experiences of Māori Wāhine in a STEM project-based secondary classroom: A relational and intersectional perspective

authors: Cheryl, Mitchell

abstract: Using phenomenology, an intersectional lens, and the principles of Kaupapa Māori research, this study investigates how young Māori (Indigenous) wāhine (women) ākonga (students) experience interdisciplinary project-based STEM education. Historical educational policies in Aotearoa New Zealand required Māori to assimilate into a Pākehā (European) school system, contributing to persistent academic underperformance, particularly in science. Māori have been more likely to leave school early, and those who remain often opt out of science subjects, especially Māori wāhine. International literature suggests that transdisciplinary STEM education grounded in social justice and equity can improve engagement and outcomes for underrepresented learners. The study was guided by two questions: (1) how Māori wāhine experienced the STEM programme, and (2) what their challenges were to succeed in STEM.

In 2016, while teaching at a low-decile (socioeconomic disadvantaged), urban, co-educational English-medium high school, I trialled an integrated, interdisciplinary project-based STEM class that incorporated meaningful phenomena and culturally responsive pedagogy. The class’s success led to STEM becoming a core component of a broader school initiative. In 2018, the seven Māori wāhine ākonga enrolled in the Year 11 (age 15–16) STEM class were invited to become “Story Sharers” and reflect on their experiences. As a teacher-researcher (insider), I used reflexive practices and clear role delineation to leverage contextual knowledge while minimising bias. Narrative data were collected over two years (2018–2019) through six semi-structured discussion groups and one individual interview. Quantitative data included tracking attendance records, retention, and academic achievement.

Findings indicate that the Story Sharers valued co-constructed topics and tasks, a supportive whānau (family/community) class format, and authentic project work undertaken over extended learning periods. They consistently identified strengthened relationships, particularly among peers as central to engagement, wellbeing, motivation to learn, and as the most salient indicator of success. Academic performance increased relative to prior Year-10 e-asTTle (Electronic Assessment Tool for Teaching and Learning in mathematics, reading, and writing) benchmarks, alongside improved STEM class attendance, retention in school, and intentions to continue in STEM.

Interpretive thematic analysis using an intersectional lens revealed that racism, stereotyping, and impacts on wellbeing were significant barriers to learning. These discriminatory experiences were pervasive across school, community, and online spaces and were compounded by gendered and intergenerational dynamics. The Story Sharers described complex, fluid, and intersecting identities shaped by lived experiences, including witnessing discrimination against Māori wāhine in their whānau and the legacy of colonial schooling practices such as the suppression of te reo Māori.

In this study, STEM project-based learning was shaped by two interwoven design elements: relational pedagogy and relational thinking. Relational pedagogy prioritised relationships and co-construction within a whānau-formatted classroom. Relational thinking described the interdisciplinary logic of the programme itself, connecting disciplinary knowledge to place, context, and community so that learning is organised around meaningful phenomena rather than siloed subjects. Together, these elements functioned as a counterspace that fostered inclusive engagement, affirmed identities, and supported belonging for Māori wāhine. Grounded in culturally responsive and whānau-based approaches, this model enabled learners to challenge deficit narratives and engage meaningfully in STEM. The outcomes offer assurance that integrated, project-based STEM education, underpinned by these relational frameworks, can improve outcomes for learners whose identities and experiences have been marginalised in traditional schooling. However, policymakers must remain attentive to historical policy barriers and intersectional factors that continue to perpetuate inequities within the education system.

text: Exploring the experiences of Māori Wāhine in a STEM project-based secondary classroom: A relational and intersectional perspective Using phenomenology, an intersectional lens, and the principles of Kaupapa Māori research, this study investigates how young Māori (Indigenous) wāhine (women) ākonga (students) experience interdisciplinary project-based STEM education. Historical educational policies in Aotearoa New Zealand required Māori to assimilate into a Pākehā (European) school system, contributing to persistent academic underperformance, particularly in science. Māori have been more likely to leave school early, and those who remain often opt out of science subjects, especially Māori wāhine. International literature suggests that transdisciplinary STEM education grounded in social justice and equity can improve engagement and outcomes for underrepresented learners. The study was guided by two questions: (1) how Māori wāhine experienced the STEM programme, and (2) what their challenges were to succeed in STEM.

In 2016, while teaching at a low-decile (socioeconomic disadvantaged), urban, co-educational English-medium high school, I trialled an integrated, interdisciplinary project-based STEM class that incorporated meaningful phenomena and culturally responsive pedagogy. The class’s success led to STEM becoming a core component of a broader school initiative. In 2018, the seven Māori wāhine ākonga enrolled in the Year 11 (age 15–16) STEM class were invited to become “Story Sharers” and reflect on their experiences. As a teacher-researcher (insider), I used reflexive practices and clear role delineation to leverage contextual knowledge while minimising bias. Narrative data were collected over two years (2018–2019) through six semi-structured discussion groups and one individual interview. Quantitative data included tracking attendance records, retention, and academic achievement.

Findings indicate that the Story Sharers valued co-constructed topics and tasks, a supportive whānau (family/community) class format, and authentic project work undertaken over extended learning periods. They consistently identified strengthened relationships, particularly among peers as central to engagement, wellbeing, motivation to learn, and as the most salient indicator of success. Academic performance increased relative to prior Year-10 e-asTTle (Electronic Assessment Tool for Teaching and Learning in mathematics, reading, and writing) benchmarks, alongside improved STEM class attendance, retention in school, and intentions to continue in STEM.

Interpretive thematic analysis using an intersectional lens revealed that racism, stereotyping, and impacts on wellbeing were significant barriers to learning. These discriminatory experiences were pervasive across school, community, and online spaces and were compounded by gendered and intergenerational dynamics. The Story Sharers described complex, fluid, and intersecting identities shaped by lived experiences, including witnessing discrimination against Māori wāhine in their whānau and the legacy of colonial schooling practices such as the suppression of te reo Māori.

In this study, STEM project-based learning was shaped by two interwoven design elements: relational pedagogy and relational thinking. Relational pedagogy prioritised relationships and co-construction within a whānau-formatted classroom. Relational thinking described the interdisciplinary logic of the programme itself, connecting disciplinary knowledge to place, context, and community so that learning is organised around meaningful phenomena rather than siloed subjects. Together, these elements functioned as a counterspace that fostered inclusive engagement, affirmed identities, and supported belonging for Māori wāhine. Grounded in culturally responsive and whānau-based approaches, this model enabled learners to challenge deficit narratives and engage meaningfully in STEM. The outcomes offer assurance that integrated, project-based STEM education, underpinned by these relational frameworks, can improve outcomes for learners whose identities and experiences have been marginalised in traditional schooling. However, policymakers must remain attentive to historical policy barriers and intersectional factors that continue to perpetuate inequities within the education system.

year: 2025-10-17

title: An AR memory app based on Māori mnemonic aids

authors: Taia, Ivy

subjects: computer science

abstract: Traumatic Brain Injury (TBI) is a world-wide “silent epidemic” causing a variety of memory issues for those affected. Although several software approaches aim to aid memory recollection, they are inadequate for many TBI survivors and none address aspects of cultural awareness in New Zealand. We explored design concepts of traditional Māori cultural tools / techniques and how they helped Māori people recall past information. This paper describes our research and development of Maumahara Papahou, a mobile app that uses Augmented Reality features to create a digital memory treasure box based on the concepts of Māori mnemonic aids.

text: An AR memory app based on Māori mnemonic aids Traumatic Brain Injury (TBI) is a world-wide “silent epidemic” causing a variety of memory issues for those affected. Although several software approaches aim to aid memory recollection, they are inadequate for many TBI survivors and none address aspects of cultural awareness in New Zealand. We explored design concepts of traditional Māori cultural tools / techniques and how they helped Māori people recall past information. This paper describes our research and development of Maumahara Papahou, a mobile app that uses Augmented Reality features to create a digital memory treasure box based on the concepts of Māori mnemonic aids.

year: 2018

title: Understanding re-victimisation through an intersectional lens

authors: Tompson, Lisa

abstract: Policy efforts based on evidence about risk for re-victimisation both protect some of the most vulnerable people in society and have a good chance of reducing crime levels overall (Farrell and Pease, 1993; Grove et al., 2012; Pease et al., 2018). While research has established that the phenomenon of re-victimisation is ubiquitous, less is known about what makes some people more vulnerable to re-victimisation than others (Hamilton and Browne, 1998; Nazaretian and Fitch, 2021). Enhanced understanding of who these people are is thus crucial for developing contemporary victim-centred crime prevention policy.
Victimology theories suggest that people at high risk of victimisation are typified by multiple overlapping and intersecting personal characteristics (e.g., gender, age, race/ethnicity, class, disability status, sexual identity), rather than forming homogeneous higher-order groups (e.g., delineated by a single personal characteristic; Shoham et al, 2010; Walklate, 2012). Accordingly, in this study we examined socio-demographic characteristics (e.g., gender, age, ethnicity, disability status, sexual identity) of people who were re-victimised, with an emphasis on intersectionality. That is, we focused on identifying where the co-occurrence of socio-demographic characteristics intensified risk of re-victimisation.
We use re-victimisation as an umbrella term to cover:
• Poly-victimisation (i.e., >1 victimisation for different types of crime), and
• Repeat-victimisation (i.e., >1 victimisation for different types of crime) for 11 different crime types.
We therefore analysed 12 different types of re-victimisation over five waves of the New Zealand Crime and Victims Survey (NZCVS) in the privacy- and security-protected environment of Statistics New Zealand’s Integrated Data Infrastructure (IDI) with Conjunctive Analysis of Case Configurations. This method enabled us to position groups (i.e., combinations of characteristics) as the unit of analysis and identify where intersecting characteristics were associated with high rates of re-victimisation and isolate when particular individual characteristics were especially noteworthy.
This research makes four important contributions to the evidence base on victimisation. First, while re-victimisation experiences have been studied for a range of crime types internationally (see Farrell et al., 2005), this is the first research to do so for Aotearoa New Zealand. Second, it adds to the scant evidence base on poly-victimisation. Third, it corroborates the empirical findings from other countries that risk of re-victimisation increases cumulatively (Johnson et al., 1997), hence the need for policies and practices that get upstream of the problem and prevent re-victimisation at the earliest opportunity. Fourth, this research advances knowledge on how socio-demographic characteristics intersect to elevate risk of re-victimisation. The findings are relevant for policymakers developing victimisation prevention programmes across various organisations in Aotearoa New Zealand.

text: Understanding re-victimisation through an intersectional lens Policy efforts based on evidence about risk for re-victimisation both protect some of the most vulnerable people in society and have a good chance of reducing crime levels overall (Farrell and Pease, 1993; Grove et al., 2012; Pease et al., 2018). While research has established that the phenomenon of re-victimisation is ubiquitous, less is known about what makes some people more vulnerable to re-victimisation than others (Hamilton and Browne, 1998; Nazaretian and Fitch, 2021). Enhanced understanding of who these people are is thus crucial for developing contemporary victim-centred crime prevention policy.
Victimology theories suggest that people at high risk of victimisation are typified by multiple overlapping and intersecting personal characteristics (e.g., gender, age, race/ethnicity, class, disability status, sexual identity), rather than forming homogeneous higher-order groups (e.g., delineated by a single personal characteristic; Shoham et al, 2010; Walklate, 2012). Accordingly, in this study we examined socio-demographic characteristics (e.g., gender, age, ethnicity, disability status, sexual identity) of people who were re-victimised, with an emphasis on intersectionality. That is, we focused on identifying where the co-occurrence of socio-demographic characteristics intensified risk of re-victimisation.
We use re-victimisation as an umbrella term to cover:
• Poly-victimisation (i.e., >1 victimisation for different types of crime), and
• Repeat-victimisation (i.e., >1 victimisation for different types of crime) for 11 different crime types.
We therefore analysed 12 different types of re-victimisation over five waves of the New Zealand Crime and Victims Survey (NZCVS) in the privacy- and security-protected environment of Statistics New Zealand’s Integrated Data Infrastructure (IDI) with Conjunctive Analysis of Case Configurations. This method enabled us to position groups (i.e., combinations of characteristics) as the unit of analysis and identify where intersecting characteristics were associated with high rates of re-victimisation and isolate when particular individual characteristics were especially noteworthy.
This research makes four important contributions to the evidence base on victimisation. First, while re-victimisation experiences have been studied for a range of crime types internationally (see Farrell et al., 2005), this is the first research to do so for Aotearoa New Zealand. Second, it adds to the scant evidence base on poly-victimisation. Third, it corroborates the empirical findings from other countries that risk of re-victimisation increases cumulatively (Johnson et al., 1997), hence the need for policies and practices that get upstream of the problem and prevent re-victimisation at the earliest opportunity. Fourth, this research advances knowledge on how socio-demographic characteristics intersect to elevate risk of re-victimisation. The findings are relevant for policymakers developing victimisation prevention programmes across various organisations in Aotearoa New Zealand.

year: 2024