title: Imagining Pākehātanga: how to be where you are

authors: Boyens, Aaron

subjects: Pākehātanga

abstract: Imagining Pākehātanga: how to be where you are is a creative practice thesis in which I explore the question: in what ways can I imagine Pākehātanga through personal experiences and shared family practices? In framing the contemporary context of Aotearoa / New Zealand I draw on literature relating to Decolonising Theory and Pākehātanga, leading to the development of a research design based on autoethnographic performance. The research was carried out in three phases using the following methods: individual interviews with family members; a session involving a thematic research conversation with a group of my family members; and creative practice throughout the project. The last phase culminated in an evening of autoethnographic performance incorporating creative writing, poetry and song. The performance script and an audiovisual recording of the performance are integrated with the written thesis text. Throughout the thesis, my creative writing weaves with my academic writing, revealing three clear responses to the research question: naming, listening, and longing. These responses function interdependently, together showing the potential for an infinite motion of imagination in action and possibilities for Pākehā practising a relational way of being. This is my quest of how to be, how to be where I am.

text: Imagining Pākehātanga: how to be where you are Imagining Pākehātanga: how to be where you are is a creative practice thesis in which I explore the question: in what ways can I imagine Pākehātanga through personal experiences and shared family practices? In framing the contemporary context of Aotearoa / New Zealand I draw on literature relating to Decolonising Theory and Pākehātanga, leading to the development of a research design based on autoethnographic performance. The research was carried out in three phases using the following methods: individual interviews with family members; a session involving a thematic research conversation with a group of my family members; and creative practice throughout the project. The last phase culminated in an evening of autoethnographic performance incorporating creative writing, poetry and song. The performance script and an audiovisual recording of the performance are integrated with the written thesis text. Throughout the thesis, my creative writing weaves with my academic writing, revealing three clear responses to the research question: naming, listening, and longing. These responses function interdependently, together showing the potential for an infinite motion of imagination in action and possibilities for Pākehā practising a relational way of being. This is my quest of how to be, how to be where I am.

year: 2024

title: Pulling the monstrosity of (hetro)normativity out of the closet: Teacher education as a problem and an answer

authors: lisahunter

abstract: For the purposes of this chapter we suggest that (hetero )normativity¹ is a 'malaise' and a 'monstrous spectre, a menacing form of 'symbolic violence' in classrooms within universities, schools and early childhood centres. It is time to bring it out of the closet, not because it is hidden from view but because it is ubiquitous as a naturalised or taken-for-granted practice in the closets of our perceptions. As authors and activist teacher educators/academics/researchers working in a range of education settings, we are committed to changing the status quo by challenging this malaise and monstrosity. The question we face is: How might (hetero)normativity be exposed, challenged and addressed within initial teacher education (ITE) programmes?
In this chapter we introduce and contextualise the issue of (hetero) normativity within our own ITE programmes, and identify some useful concepts. We provide a narrative that illustrates (hetero )normativity in education within Aotearoa/New Zealand. Writing in a manner so you, the reader, can 'perch on the periphery' and 'listen in' to the issues and dilemmas we are contending with in our work, we apply Bourdieu's theoretical framework to aid reflection. Our chapter concludes by offering some questions to consider how we, and you, might negotiate our situated practices to accost the spectre - that is, how we might expose and challenge heterosexuality and educate for positive change in relation to sexual diversity in schooling and teacher education.

text: Pulling the monstrosity of (hetro)normativity out of the closet: Teacher education as a problem and an answer For the purposes of this chapter we suggest that (hetero )normativity¹ is a 'malaise' and a 'monstrous spectre, a menacing form of 'symbolic violence' in classrooms within universities, schools and early childhood centres. It is time to bring it out of the closet, not because it is hidden from view but because it is ubiquitous as a naturalised or taken-for-granted practice in the closets of our perceptions. As authors and activist teacher educators/academics/researchers working in a range of education settings, we are committed to changing the status quo by challenging this malaise and monstrosity. The question we face is: How might (hetero)normativity be exposed, challenged and addressed within initial teacher education (ITE) programmes?
In this chapter we introduce and contextualise the issue of (hetero) normativity within our own ITE programmes, and identify some useful concepts. We provide a narrative that illustrates (hetero )normativity in education within Aotearoa/New Zealand. Writing in a manner so you, the reader, can 'perch on the periphery' and 'listen in' to the issues and dilemmas we are contending with in our work, we apply Bourdieu's theoretical framework to aid reflection. Our chapter concludes by offering some questions to consider how we, and you, might negotiate our situated practices to accost the spectre - that is, how we might expose and challenge heterosexuality and educate for positive change in relation to sexual diversity in schooling and teacher education.

year: 2015

title: Kaitiakitanga - Active guardianship, responsibilities and relationships with the world: Towards a bio-cultural future In early childhood education

authors: Paul-Burke, Kura

abstract: The world is a vast family, and humans are children of the earth and sky, and cousins to all living things. Such unity means that nature is the ultimate teacher about life (Royal 2010, p. 9).
For Māori (indigenous peoples of Aotearoa New Zealand) the term kaitiakitanga (pronounced, kye-tee-ah-key-tar-ngah) is often used to refer to the active guardianship and management of natural organisms and their environments. Mātauranga Māori or Māori knowledge positions humans within nature and focuses on ways in which cultural understandings and intergenerational connections between people and their biophysical contexts assist in the retention and protection of biodiversity and ecologically sustainable ecosystems. This entry critically reflects notions of kaitiakitanga and bio-cultural connectivity as important and meaningful contributors for young children and their relationships with and for the world.

text: Kaitiakitanga - Active guardianship, responsibilities and relationships with the world: Towards a bio-cultural future In early childhood education The world is a vast family, and humans are children of the earth and sky, and cousins to all living things. Such unity means that nature is the ultimate teacher about life (Royal 2010, p. 9).
For Māori (indigenous peoples of Aotearoa New Zealand) the term kaitiakitanga (pronounced, kye-tee-ah-key-tar-ngah) is often used to refer to the active guardianship and management of natural organisms and their environments. Mātauranga Māori or Māori knowledge positions humans within nature and focuses on ways in which cultural understandings and intergenerational connections between people and their biophysical contexts assist in the retention and protection of biodiversity and ecologically sustainable ecosystems. This entry critically reflects notions of kaitiakitanga and bio-cultural connectivity as important and meaningful contributors for young children and their relationships with and for the world.

year: 2015