title: "Ko au te whenua, ko te whenua ko au:" A Māori housing development process

authors: Fletcher, Marcus Anzac Kewene

subjects: Māori

abstract: Tangata whenua (People of the land/Indigenous people of Aotearoa) are being recognised as emerging property and land developers in Aotearoa New Zealand (hereafter, Aotearoa). Literature and practice demonstrates how Māori are developing housing in different ways than traditional developers, supporting the wellbeing of whānau (families), hapū (sub-tribes) and iwi (tribes), while contributing to addressing the national housing crisis. The distinctiveness of these approaches are important to understand if we want to deepen our knowledge of urban development and the modelling of housing markets in Aotearoa. This thesis aims to reveal, codify and examine Māori decision-making processes relating to how and why we develop housing in Aotearoa and the values and principles that inform these approaches. Utilising Kaupapa Māori Theory and taking an insider/whānaunga (relatives) approach to the research, four whakawhiti kōrero sessions with Waikato whānau and kaimahi (workers) were undertaken to better understand how and why Māori develop housing and the processes and rationalities at play. The thesis has three contributions for academia, environmental planning and the housing sector in Aotearoa: insights into the values and rationalities that influence Māori urban development; the introduction of a Māori housing development framework; and insights into how the framework may be utilised to contribute towards more accurate and sophisticated agent-based modelling (ABM) or urban growth modelling.  

The findings and discussion identified six prominent values that Māori utilise to develop housing: kaitiakitanga, manaakitanga, orangatanga, whānaungatanga, ūkaipōtanga and rangatiratanga. Being rooted in Māori knowledge and epistemology essentially demands differing rationalities for when Māori undertake housing development, which are placed within an overarching framework. The framework represents a new tool to disrupt the current understanding of ‘developers’ as a single entity with a defined pathway that influences all development behaviour. Moreover, it demonstrates how whānau, hapū and iwi draw on the established learning and guidance of our tūpuna (ancestors) and the strides taken to reclaim tino rangatiratanga (self-determination). The thesis argues that academics, environmental practitioners and the housing sector should re-examine their understanding of developers in Aotearoa to become more pluralistic, which may present new challenges and opportunities for ABM and urban growth modelling. This framework argues some aspects may have potential to be incorporated into these technical analyses, while other aspects should be considered in the context of Māori and Indigenous Data Sovereignty to protect the contributions and mana of the participants within this thesis, or resist the ability to be captured altogether.

text: "Ko au te whenua, ko te whenua ko au:" A Māori housing development process Tangata whenua (People of the land/Indigenous people of Aotearoa) are being recognised as emerging property and land developers in Aotearoa New Zealand (hereafter, Aotearoa). Literature and practice demonstrates how Māori are developing housing in different ways than traditional developers, supporting the wellbeing of whānau (families), hapū (sub-tribes) and iwi (tribes), while contributing to addressing the national housing crisis. The distinctiveness of these approaches are important to understand if we want to deepen our knowledge of urban development and the modelling of housing markets in Aotearoa. This thesis aims to reveal, codify and examine Māori decision-making processes relating to how and why we develop housing in Aotearoa and the values and principles that inform these approaches. Utilising Kaupapa Māori Theory and taking an insider/whānaunga (relatives) approach to the research, four whakawhiti kōrero sessions with Waikato whānau and kaimahi (workers) were undertaken to better understand how and why Māori develop housing and the processes and rationalities at play. The thesis has three contributions for academia, environmental planning and the housing sector in Aotearoa: insights into the values and rationalities that influence Māori urban development; the introduction of a Māori housing development framework; and insights into how the framework may be utilised to contribute towards more accurate and sophisticated agent-based modelling (ABM) or urban growth modelling.  

The findings and discussion identified six prominent values that Māori utilise to develop housing: kaitiakitanga, manaakitanga, orangatanga, whānaungatanga, ūkaipōtanga and rangatiratanga. Being rooted in Māori knowledge and epistemology essentially demands differing rationalities for when Māori undertake housing development, which are placed within an overarching framework. The framework represents a new tool to disrupt the current understanding of ‘developers’ as a single entity with a defined pathway that influences all development behaviour. Moreover, it demonstrates how whānau, hapū and iwi draw on the established learning and guidance of our tūpuna (ancestors) and the strides taken to reclaim tino rangatiratanga (self-determination). The thesis argues that academics, environmental practitioners and the housing sector should re-examine their understanding of developers in Aotearoa to become more pluralistic, which may present new challenges and opportunities for ABM and urban growth modelling. This framework argues some aspects may have potential to be incorporated into these technical analyses, while other aspects should be considered in the context of Māori and Indigenous Data Sovereignty to protect the contributions and mana of the participants within this thesis, or resist the ability to be captured altogether.

year: 2025

title: Genealogical Violence: Mormon (Mis)Appropriation of Māori Cultural Memory through Falsification of Whakapapa

authors: Simon, Hemopereki

subjects: whakapapa

abstract: The study examines how members of the historically white possessive and supremacist Church of Jesus Christ of Latter-day Saints in the United States (mis)appropriated Māori genealogy, known as whakapapa. The Mormon use of whakapapa to promote Mormon cultural memory and narratives perpetuates settler/invader colonialism and white supremacy, as this paper shows. The research discusses Church racism against Native Americans and Pacific Peoples. This paper uses Anthropologist Thomas Murphy’s scholarship to demonstrate how problematic the Book of Mormon’s religio-colonial identity of Lamanites is for these groups. Application of Aileen Moreton-Robinson’s white possessive doctrine and Hemopereki Simon’s adaptation to cover Church-Indigenous relations and the salvation contract is discussed. We explore collective and cultural memory and discuss key Māori concepts like Mana, Taonga, Tapu, and Whakapapa. A brief review of LDS scholar Louis C. Midgley’s views on Church culture, including Herewini Jones’s whakapapa wānanga, is followed by a discussion of Māori cultural considerations and issues. The paper concludes that the alteration perpetuates settler/invader colonialism and Pacific peoples’ racialization and white supremacy. Genetics science and human migration studies contradict Mormon identity narratives and suggest the BOM is spiritual rather than historical. Finally, the paper suggests promoting intercultural engagement on Mormon (mis)appropriation of taonga Māori.

text: Genealogical Violence: Mormon (Mis)Appropriation of Māori Cultural Memory through Falsification of Whakapapa The study examines how members of the historically white possessive and supremacist Church of Jesus Christ of Latter-day Saints in the United States (mis)appropriated Māori genealogy, known as whakapapa. The Mormon use of whakapapa to promote Mormon cultural memory and narratives perpetuates settler/invader colonialism and white supremacy, as this paper shows. The research discusses Church racism against Native Americans and Pacific Peoples. This paper uses Anthropologist Thomas Murphy’s scholarship to demonstrate how problematic the Book of Mormon’s religio-colonial identity of Lamanites is for these groups. Application of Aileen Moreton-Robinson’s white possessive doctrine and Hemopereki Simon’s adaptation to cover Church-Indigenous relations and the salvation contract is discussed. We explore collective and cultural memory and discuss key Māori concepts like Mana, Taonga, Tapu, and Whakapapa. A brief review of LDS scholar Louis C. Midgley’s views on Church culture, including Herewini Jones’s whakapapa wānanga, is followed by a discussion of Māori cultural considerations and issues. The paper concludes that the alteration perpetuates settler/invader colonialism and Pacific peoples’ racialization and white supremacy. Genetics science and human migration studies contradict Mormon identity narratives and suggest the BOM is spiritual rather than historical. Finally, the paper suggests promoting intercultural engagement on Mormon (mis)appropriation of taonga Māori.

year: 2024

title: Digital technologies in the New Zealand Curriculum

authors: Kellow, Jan-Marie

abstract: The revised Technology Curriculum for years 1 - 13 now includes two Digital Technologies areas: ‘computational thinking for Digital Technologies’ and ‘designing and developing digital outcomes’. By 2020, all schools are expected to address these curriculum additions. This article outlines some of the background stated purposes for introducing this curriculum addition. I also examine some of the challenges including teacher readiness and resourcing, professional development and some resources to accompany the changes. The article also discusses how curriculum integration, including the use of authentic contexts, and the use of ‘unplugged’ resources  might alleviate some potential challenges.

text: Digital technologies in the New Zealand Curriculum The revised Technology Curriculum for years 1 - 13 now includes two Digital Technologies areas: ‘computational thinking for Digital Technologies’ and ‘designing and developing digital outcomes’. By 2020, all schools are expected to address these curriculum additions. This article outlines some of the background stated purposes for introducing this curriculum addition. I also examine some of the challenges including teacher readiness and resourcing, professional development and some resources to accompany the changes. The article also discusses how curriculum integration, including the use of authentic contexts, and the use of ‘unplugged’ resources  might alleviate some potential challenges.

year: 2018