Huakina mai te tatau o tōu whare: Opening University Doors to Indigenous Students

Hall, Meegan; Keane-Tuala, Kelly; Ross, Mike; Huia, Awanui Te

doi:10.1007/978-3-319-72505-5_6

Cited by 3 publications

(3 citation statements)

References 15 publications

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“…Our approach is informed by Indigenous scholarship on tertiary education in Aotearoa. This literature critiques the structural and systemic factors that privilege settler-colonial norms and result in inequities and discrimination against Māori and Pasifika staff and students, and offers effective, evidence-based pedagogies for Māori and Pasifika educational success (e.g., Adds, et al, 2011;Chu, et al, 2013;Hall, 2011;Hall, et al, 2013;Hall, et al, 2018;Mayeda, et al, 2014;Naepi, et al, 2021;Teaiwa, 2005Teaiwa, , 2017. From this literature and conversations with colleagues, Labour-Based Grading as a Pedagogical Practice of Care we identified four strategies that we could bring into our LBG practice.…”

Section: Labour-based Grading As a Pedagogical Practice Of Carementioning

confidence: 99%

“The most seen I have ever felt”: Labour-Based Grading as a pedagogical practice of care:

Gibson¹,

Otsuki²,

Anderson³

2022

CriSTaL

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This paper discusses experiments with Labour-Based Grading (LBG) in undergraduate anthropology courses at Te Herenga Waka—Victoria University of Wellington. Since before the COVID-19 pandemic, we have been aware that our teaching was not serving students, especially those from different class backgrounds and historically marginalized communities, and those with learning disabilities or mental health issues. The challenges these students face are compounded by a secondary school education that does not adequately prepare them for university, leaving many feeling uncared for in the classroom. In response, we developed pedagogical practices of care using LBG. We discuss LBG as an assessment method that determines students’ grades based on the time and effort they spend on an assignment, instead of more conventional subjective criteria. We reflect on staff and student experiences with LBG to offer it as a model for a future of learning that actualizes care in the classroom.

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Section: Labour-based Grading As a Pedagogical Practice Of Carementioning

confidence: 99%

“The most seen I have ever felt”: Labour-Based Grading as a pedagogical practice of care:

Gibson¹,

Otsuki²,

Anderson³

2022

CriSTaL

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“…Increasing numbers of Mäori are gaining university qualifications (Hall, Keane-Tuala, Ross, & Te Huia, 2018;Pihama et al, 2019;Theodore et al, 2016). According to the Ministry of Education, Mäori student numbers at universities have risen from 10,765 in 1994 to 24,480 in 2017 (Education Counts, 2018).…”

Section: Equity and Diversity Policies In New Zealand Universitiesmentioning

confidence: 99%

Why isn’t my professor Māori? A snapshot of the academic workfWhy isn’t my professor Māori? A snapshot of the academic workforce in New Zealand universitiesorce in New Zealand universities

2019

MAI Journal

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This article provides insights into the ethnicity of academics employed by Aotearoa New Zealand's eight universities, with a particular focus on Mäori academics. We show that, despite values espoused by universities in terms of diversity and within their equity policies regarding Mäori staff, there has been no progress in increasing the Mäori academic workforce. Mäori academics were severely under-represented at universities between 2012 and 2017, comprising approximately 5% of the total academic workforce. This raises questions about the will of universities to build a sustainable Mäori academic workforce, their level of commitment to Te Tiriti o Waitangi and the notion of partnership, and the efficacy of academic equity and diversity policies. We highlight

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“…In the next section I give a light review of literature focused on Māori university students. There are several studies about Māori student achievement, most of which examine the factors that contribute to or hinder retention at undergraduate level (Hall et al, 2018;McMurchy-Pilkington, 2013;Scott, 2005;van der Meer et al, 2010;Wikaire et al, 2017). While the undergraduate experience is not the focus of this thesis, these studies are important.…”

Section: The Links Between Place Identity and Belongingmentioning

confidence: 99%

Ngā Manu ā Tāne – the stories of Māori doctoral students in Aotearoa: An ethnographic study

Funaki¹

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ABSTRACTKo te manu e kai ana i te miro, nōna te ngahere; Ko te manu e kai ana i te mātauranga, nōna te aoKo te manu e whakatinana ana i ērā mātauranga, nōna te whenua taurikura (Ratana, 2022). The bird that feeds on the miro berry can rule the forest The bird who feeds on knowledge can rule the worldThe bird who embodies that knowledge can be responsible for thriving homelandsPrevious studies show that Māori PhD students in Aotearoa face significant structural and systemic barriers during their doctoral studies, but little is known about how they meet and surmount those daily challenges. Through a Kaupapa Māori lens, which places Indigenous storytelling at the centre of inquiry, this study frames an explanation to the complex, relational spaces that Māori doctoral students grapple with in academia. Further, it provides insight into their everyday worlds as Indigenous scholars who are pioneering new forms of intellectual engagement inside the settler-colonial complex of the Aotearoa university system. This is a cross-sectional, ethnographic ‘day-in-the-life’ approach which captures not only the intellectual and cultural life-worlds, but the often silenced stories of a nationwide cohort of Māori doctoral students. Their micro-level experiences of entry into academic environments that marginalise Indigenous knowledges and realities are set against larger institutional, structural, and political factors. These influences have exerted a powerful impact on the degree of cultural and intellectual belonging that these Māori scholars have been able to establish within their academic departments. Kanohi-ki-te-kanohi (face-to-face/in-person), online, walk-along, and drive-along interviews were conducted with 30 Māori doctoral students and recent PhD graduates across Aotearoa. Observations were also carried out in their work and study locations, which included their homes, workplaces, university offices, and tribal communities. The participants’ accounts focused heavily on the lack of Māori representation at all levels of academia and the subsequent impact on their scholarly lives. For many students, limited access to Māori expertise, mentoring, supervision, and cultural validation heightened a profound sense of cultural dislocation and intellectual isolation. During these times, Ngā Manu (the collective name for participants in this study) also sharpened their determination to establish safe academic environments for the next generation of Māori scholars. Despite significant challenges, the participants also spoke of the everyday triumphs, the moments of recognition and shared purpose in the company of Māori PhD colleagues. In these cultural safe spaces, they shared moments of creativity, pleasure, and joy, as they established their own unique academic selfhoods, which they saw both as a legacy for Māori who would follow after them into the academic world, and a means of ‘speaking back’ to the racialised silences of the ivory tower. Keywords: Māori, Indigenous, doctoral/PhD students, storytelling, whakapapa, university, higher education, Kaupapa Māori, identity, belonging

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Huakina mai te tatau o tōu whare: Opening University Doors to Indigenous Students

Cited by 3 publications

References 15 publications

“The most seen I have ever felt”: Labour-Based Grading as a pedagogical practice of care:

“The most seen I have ever felt”: Labour-Based Grading as a pedagogical practice of care:

Why isn’t my professor Māori? A snapshot of the academic workfWhy isn’t my professor Māori? A snapshot of the academic workforce in New Zealand universitiesorce in New Zealand universities

Ngā Manu ā Tāne – the stories of Māori doctoral students in Aotearoa: An ethnographic study

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