Rethinking Māori academic development in New Zealand universities

Abstract

<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>

He moana pukepuke: navigating gender and ethnic inequality in early career academics’ conference attendance

“…For Māori ECAs in NZ, it can be difficult to navigate the steep learning curve of both the potential and the pitfalls of conferences. Without Indigenous role models to guide them through the process, conferences can be intimidating (Hall 2014). This may account in part for our finding that Māori ECAs attended more national conferences (at which there might be more role models) but fewer international conferences per year than non-Māori.…”

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

“…In these higher education environments, a normative whiteness decentres and marginalises Māori students, staff, and knowledges (Kidman et al, 2018;Lukachko, et al, 2014). In Hall's (2014) research, Māori academics spoke of feeling ignored or invisible, and they, along with their Indigenous knowledge systems were pushed to the institutional margins. This meant Māori academics had to choose to either be Māori, or be an academic, but to walk in both worlds as a Māori academic and thrive in those identities often proved too difficult within existing academic structures and practices (Hall, 2014).…”

“…Among these struggles lies imposter syndrome, often associated with a disconnection to Te Ao Māori. In this context, imposter syndrome is described as feelings of inauthenticity as Māori, as academics, and as Māori academics (Hall, 2014). Hall (2014) found that competence in te reo Māori contributed to a growing sense of authenticity.…”

“…In this context, imposter syndrome is described as feelings of inauthenticity as Māori, as academics, and as Māori academics (Hall, 2014). Hall (2014) found that competence in te reo Māori contributed to a growing sense of authenticity. In this way, Māori academics engaging in te reo Māori found a way to tackle feelings of imposter syndrome.…”