Native Women: Decolonization and Transcendence of Identity

Jaime, Angela M.

doi:10.18251/ijme.v10i2.119

“…This echoed a sentiment expressed by other Indigenous scholars (Jaime, 2008). One explained that, "in entering the academy most of us hope that our skills and research will contribute to bettering circumstances for Indigenous people" (A. C. Wilson, 2004, p. 69) and another explained that "those of us who remain in the Western Academy as faculty [...] seek to render our research, teaching and service relevant to Indian country" (Gone, 2004, p. 125).…”

Section: Connection With Communitymentioning

confidence: 83%

“…This was a view echoed in their research about Indigenous Australian academics, which found that "their strong commitment to culture and community comes directly up against endemic institutional responses to their work --and to their very ways of being" (Page & Asmar, 2008, p. 115). Similarly, Native American scholars have observed the tensions in balancing Native community and academic expectations and obligations (Jaime, 2008;James, 2004, p. 51).…”

Section: Dual Obligationmentioning

confidence: 99%

“…A consequence of holding a minority worldview while working as an academic is feelings of isolation and loneliness (Jaime, 2008;Palepu et al, 1998). As Irwin (1997) mused, "If I didn't look or speak like a 'normal' academic, that was no loss because I didn't feel like one either" (p. 59).…”

Section: Sense Of Isolationmentioning

confidence: 99%

“…Webber (2009) shared her experience that, "the teaching workload associated with being one of few Māori academics in the 'mainstream' university programmes can be exhausting" (p. 3). The idea of an increased teaching workload was reiterated by other scholars Page & Asmar, 2008), including James (2004) who argued that Indigenous academics also suffered "under the burden of having to educate academic colleagues and administrators about the cultural realities of Native people" (p. 63), a view reinforced in research about Native American women academics (Jaime, 2008).…”

Section: Māori and Indigenous Experiences Of University Teachingmentioning

confidence: 99%

See 2 more Smart Citations

Rethinking Māori academic development in New Zealand universities

Hall¹

View full text Add to dashboard Cite

<p>Indigenous scholars have called for a rethinking of the cultural interface of Indigenous people within the academy. For Māori academics, their culture often has a significant impact on their work, career goals and academic development requirements, yet the academic development literature is largely silent on the needs of Māori academics. Thus, the views of Māori academics could be better reflected in the scholarship and practice of academic developers. This thesis explores the realities of Māori academic staff in New Zealand universities. It presents a literature review about the experiences and preferences of Māori and other Indigenous academics. It also shares three case studies involving seven participants from two different New Zealand universities. The interviews for the case studies were conducted in accordance with kaupapa Māori methodology and using interpretative phenomenological analysis. In addition, this thesis proposes an integrated framework for conceptualising and delivering culturally relevant academic development to Māori academics. Entitled Te Kōtuinga Mātauranga: A Māori Academic Development Framework, it highlights four dimensions that emerged from the case studies and literature as key to Māori academic development: tuakiritanga (identity), pūkengatanga (skills and knowledge), whanaungatanga (relationships) and tikanga (values and practices). It also reflects the holistic nature of Māori academic work and the demand for individual and collective academic development opportunities. The visual portrayal of the framework draws on the traditional Māori weaving style of tāniko. The woven motif serves as a metaphor for both the interconnectedness of the Māori academic development framework and the importance of understanding academic development from an Indigenous viewpoint. Ultimately, this thesis calls for a rethinking of how academic development can be theorised and delivered to centre the cultural aspirations, preferences and practices of Māori academics, and encourages academic developers to be more inclusive in their practice.</p>

show abstract

“…• Be cognisant of the dual accountability, dual obligations and dual scholarship expected of Māori academics (A. Durie, 1995;Hook, 2008;Jaime, 2008;James, 2004;Page & Asmar, 2008;Pohatu, 1998;Reilly, 2008;P. Stewart, 2010);…”

Section: Additional Factors For a Māori Academic Development Frameworkmentioning

confidence: 99%

Rethinking Māori academic development in New Zealand universities

Hall¹

0

View full text Add to dashboard Cite

<p>Indigenous scholars have called for a rethinking of the cultural interface of Indigenous people within the academy. For Māori academics, their culture often has a significant impact on their work, career goals and academic development requirements, yet the academic development literature is largely silent on the needs of Māori academics. Thus, the views of Māori academics could be better reflected in the scholarship and practice of academic developers. This thesis explores the realities of Māori academic staff in New Zealand universities. It presents a literature review about the experiences and preferences of Māori and other Indigenous academics. It also shares three case studies involving seven participants from two different New Zealand universities. The interviews for the case studies were conducted in accordance with kaupapa Māori methodology and using interpretative phenomenological analysis. In addition, this thesis proposes an integrated framework for conceptualising and delivering culturally relevant academic development to Māori academics. Entitled Te Kōtuinga Mātauranga: A Māori Academic Development Framework, it highlights four dimensions that emerged from the case studies and literature as key to Māori academic development: tuakiritanga (identity), pūkengatanga (skills and knowledge), whanaungatanga (relationships) and tikanga (values and practices). It also reflects the holistic nature of Māori academic work and the demand for individual and collective academic development opportunities. The visual portrayal of the framework draws on the traditional Māori weaving style of tāniko. The woven motif serves as a metaphor for both the interconnectedness of the Māori academic development framework and the importance of understanding academic development from an Indigenous viewpoint. Ultimately, this thesis calls for a rethinking of how academic development can be theorised and delivered to centre the cultural aspirations, preferences and practices of Māori academics, and encourages academic developers to be more inclusive in their practice.</p>

show abstract