This paper is about the adoption of a novel way of using documentary analysis in order to be culturally responsive in a research setting. It describes an original method, located in an actual empirical study in a wänanga, that meshed the analysis of documents with a group hui through a bricolage approach. To support a Mäori kaupapa, the researcher wished to incorporate values of participation and collaboration, thus overturning the traditional values of simplicity, passivity and individuality that are the purported advantages of documentary analysis. Embracing the method in a new and innovative manner was challenging, but it enabled the creation of a blended method combining the active and collaborative tenets of a focus group, and demonstrated commitment to the collective involvement of participants and relationship building under the umbrella of Mäori ways of being and doing. The new method, documentary analysis hui, brought documents to life through culturally responsive conversations with the participants, and this paper highlights the strengths and weaknesses of daring to be different.
This chapter explores ngā takepū relationships that positively influence kaiako and ākonga engagement within Te Wānanga o Aotearoa. The focus is on the impact of whanaungatanga, wairuatanga, whakapono, kaitiakitanga, and āhurutanga within the ako process. The approach of being accountable and responsible through key performance indicators are compared to ngā takepū as hoa haere or kaitiaki that are markers of a softer approach. Ngā takepū advocacy of responsibility and accountability are explained as well as their gentle touch as constant reminders of what is just, fair, honorable, and right in the pursuit of mauri ora for all.
Over the last decade, there have been two major shifts across the global education landscape, namely the emphasis on quality movement and the rise of indigenous voices. In tertiary education, the quality of teaching and learning is linked to a complex environment of expectations set through policy and stakeholders' demands. The teaching and learning quality in indigenous tertiary education organisations has added complexities; teachers and students are required to navigate two worlds, neoliberal and indigenous, simultaneously. The values and expectations of these two worlds are influenced by distinct worldviews resulting in tensions. At the onset of the year 2020, another layer of complexity became unavoidable: the teaching and learning shift to online delivery resulting from the COVID-19 pandemic. This chapter provides a view of the teaching and learning quality of the online delivery within the Bachelor of Social Work programme in a Wānanga or Māori Tertiary Education organisation in Aotearoa New Zealand.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.