Indigenous Research Contexts and Social Equipoise: Comparative Observations on Tensions in Ethical Oversight in New Zealand, Australia and Canada

2021 ◽  
pp. 129-149
Keyword(s):  
New Zealand ◽  
Indigenous Research ◽  
Ethical Oversight

scholarly journals Together as brothers: A catalytic examination of Pasifika success as Pasifika to teu le va in boys' secondary education in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Martyn Reynolds
Keyword(s):  
Social Justice ◽  
New Zealand ◽  
Critical Race Theory ◽  
Formal Education ◽  
Theory And Practice ◽  
Indigenous Research ◽  
Single Sex ◽  
Aotearoa New Zealand ◽  
Teachers And Students ◽  
Pasifika Students

<p>Pasifika education, the education of students with connections to the Pacific in Aotearoa New Zealand, is intercultural; Pasifika students are generally taught by Palangi (European-origin) teachers in a system originally designed to meet the perceived needs of European settlers. The field has a history of inequity, consigning many Pasifika students to mediocrity in formal education. A cultural reading of the situation connects a need for emancipatory self-description with the achievement of social justice within the kind of participatory democracy imagined by Dewey. Recent government initiatives such as the Pasifika Education Plan have sought ‘Pasifika success’ through targets and initiatives, the most visible focusing on success as achievement understood by comparison to other ethnic groups. This has been critiqued as not seeking success as, but of Pasifika, in effect another assimilative practice. This thesis interrogates how success in formal education is understood, described, and explained by male Pasifika students as they enter the secondary sector. This is complemented by: paying attention to experiences of success in primary education; extending discussion to families; and the catalytic use of Pasifika community-sourced data to create opportunities for teachers to re-vision their practice. The inquiry is a bounded case study in the atypical context of a high-decile single-sex state school. A framework which combines a critical theory, critical race theory, and a Pacific Indigenous research paradigm provides a nuanced strengths-based approach. A dialogical-relational methodology argues for a mediated dialogue to teu le va (care for the relational spaces) between participants. The thesis demonstrates how catalytic attention to relationality can help teachers positively re-vision their practice. Attention to relationality also supports a complex positionality where a Palangi researcher seeks to edgewalk between Pasifika and Palangi concepts and communities, teachers and students, and Pacific-orientated research and the academy. Findings suggest that male Pasifika students hold a wide basket of forms of success which both contrast with and complement success as achievement: ideas about a ‘good education’, acceptance, participation, comfort, resilience, and the contextual extension of competence. These can be understood through Pacific origin concepts such as va (relationality), malaga (journey) and poto (wisdom), disturbing existing thinking about Pasifika education. As a result, the thesis has potential to assist a re-framing of theory and practice in the field as well as providing a model of relational inquiry for further social justice research into intercultural fields such as Pasifika education.</p>

New Critical Pan-Pacific Qualitative Inquiry

2018 ◽  
Vol 11 (1) ◽  
pp. 28-38 ◽  
Author(s):  
Robert E. Rinehart
Keyword(s):  
Social Justice ◽  
New Zealand ◽  
Indigenous Peoples ◽  
Qualitative Inquiry ◽  
Indigenous Research ◽  
Cooperative Behaviour ◽  
Mutual Respect ◽  
Similarities And Differences

In this piece, I explore two related issues of new critical Indigenous research. First, building on previous work, I recap the similarities and differences—in terms of social justice issues—of several historical cases regarding Indigenous peoples. I then examine the role of respect—especially “reciprocal respect”—in Pan-Pacific Indigenous research and give exemplars from New Zealand, Filipino, Aboriginal, and Samoan contexts as discussion points that ground a larger examination of mutual respect, mutuality, and cooperative behaviour. Finally, I suggest that the historical treatments of various Indigenous peoples to this day impact upon the form and tenor of critical Indigenous research.

Indigenous Research Methodologies in Water Management: Learning From Australia and New Zealand for Application on Kamilaroi Country

2021 ◽  
Author(s):  
Bradley J Moggridge ◽  
Ross M. Thompson ◽  
Peter Radoll
Keyword(s):  
Water Management ◽  
New Zealand ◽  
Cultural Values ◽  
Indigenous Peoples ◽  
Indigenous Research ◽  
Research Methodologies ◽  
Management Learning ◽  
Local Case ◽  
Indigenous Knowledge Systems ◽  
Indigenous Research Methodologies

Abstract Indigenous Research Methodologies (IRMs) for considering cultural values of water are a missing component of water management in Australia. On this dry, flat and ancient continent Traditional Knowledge has been passed on from generation to generation for millennia. The profound knowledge of surface and groundwater has been critical to ensuring the survival of Indigenous peoples in a dry landscape, through finding, re-finding and protecting water. Indigenous Research Methodologies can provide a basis for the exploration of this knowledge in a way that that is culturally appropriate, and which generates a culturally safe space for Indigenous researchers and communities. The development of IRMs has occurred slowly in Australia over the past decades with the intention of shifting the research paradigm away from studying Indigenous peoples through non-Indigenous research methodologies, to partnering in developing methods appropriate to Indigenous knowledge systems. Indigenous Research Methodologies are rooted in Indigenous epistemologies and ontologies and represent a radical departure from more positivist forms of research (Wilson 2001). This allows the Indigenous researcher to derive the terms, questions and priorities of what is being researched, how the community is engaged, and how the research is delivered. Here, a brief overview is provided of Indigenous engagement in water management in Australia and Aotearoa or New Zealand, with reference to local case studies. These more general models are used as the basis for developing an IRM appropriate to the Kamilaroi people in the Gwydir Wetlands of northern NSW, Australia.

scholarly journals A Collaborative Indigenous–non-Indigenous Partnership Approach to Understanding Participant Experiences of a Community-Based Healthy Lifestyles Program

2021 ◽  
pp. 104973232199864
Author(s):  
Cervantée E. K. Wild ◽  
Ngauru T. Rawiri ◽  
Donna M. Cormack ◽  
Esther J. Willing ◽  
Paul L. Hofman ◽  
...  
Keyword(s):  
New Zealand ◽  
Research Team ◽  
Indigenous Research ◽  
Healthy Lifestyles ◽  
Research Partnership ◽  
Community Based ◽  
Aotearoa New Zealand ◽  
Modern Family ◽  
Kaupapa Māori ◽  
Partnership Approach

We describe the approach of an Indigenous–non-Indigenous research partnership in the context of a qualitative study which aimed to understand barriers and facilitators to engagement in a community-based healthy lifestyles program in Aotearoa/New Zealand. Informed by Kaupapa Māori research principles and by “Community-Up” research values, this collaborative approach between the mixed Māori–non-Māori research team effectively engaged with Māori and non-Māori families for in-depth interviews on participant experience, including with non-service users. “Community-Up” research principles allowed for a respectful process which upheld the mana (status, dignity) of the interview participants and the research team. Challenges included maintaining flexibility in our conceptions of ethnicity to reflect the complexity of modern family life in Aotearoa/New Zealand. We were committed to ongoing communication, awareness, and attention to the relationships that formed the basis of our research partnership, which allowed effective navigation of challenges and was critical to the study’s success.

Conducting Excellent Research with Indigenous Communities: Balancing Commitment to Community and Career

2007 ◽  
Vol 3 (2) ◽  
pp. 24-45
Author(s):  
Heather Gifford ◽  
Amohia Boulton
Keyword(s):  
New Zealand ◽  
Health Research ◽  
Research Council ◽  
Indigenous Communities ◽  
Research Centre ◽  
Indigenous Research ◽  
Community Based ◽  
Community Based Research ◽  
Health Research Council ◽  
Maori Health

There has been a growing trend in New Zealand/Aotearoa for health research involving Māori (the indigenous people) to be conducted in partnership with Māori communities, iwi (tribes), hapū (sub-tribes) and whānau (extended families). Achieving excellence in indigenous health research which meets the standards both of the indigenous communities who partner in the research and the standards set by the academy, is often a complex and demanding objective. In this paper two Health Research Council Māori Postdoctoral Fellows explore the various challenges and tensions they have faced as researchers committed to undertaking excellent indigenous research in community-based settings, while at the same time growing their professional careers as academic researchers. The paper begins by briefly introducing the researchers and summarising the critical success factors they have shared in their respective academic journeys and the values they hold that have led to their involvement in community-based research. Two case studies of engagement in community-based research are then presented to illustrate the types of challenges faced by indigenous researchers who work both with communities and within university settings. The first case study is an iwi-based health and social services research centre while the second involves growing a research culture within an urban Māori community setting. The concept of indigenous research excellence is explored with particular reference to excellence as described by the communities themselves and to the criteria for excellence used by the Health Research Council of New Zealand to assess Māori health research proposals. The authors argue that while tensions do exist in trying to meet differing standards of excellence, managing the interface between these differing standards is a crucial activity undertaken by indigenous academic health researchers. The paper concludes by outlining the lessons and implications for the academy and the community of attempting to meet a set of dual aims, noting that while both aims can be realised, this requires researchers to skilfully balance their obligations to career and to community.

scholarly journals The Transformative Potential of Kaupapa Māori Research and Indigenous Methodologies: Positioning Māori Patient Experiences of Mental Health Services

2020 ◽  
Vol 19 ◽  
pp. 160940692095375
Author(s):  
Tracy Haitana ◽  
Suzanne Pitama ◽  
Donna Cormack ◽  
Mauterangimarie Clarke ◽  
Cameron Lacey
Keyword(s):  
Mental Health ◽  
New Zealand ◽  
Mental Health Services ◽  
Health Services ◽  
Indigenous Peoples ◽  
Indigenous Research ◽  
Equal Weight ◽  
Transformative Potential ◽  
Kaupapa Māori ◽  
The Impact

This article presents a description of a specific Indigenous research methodology, Kaupapa Māori Research (KMR), followed by a discussion of the potential contribution that KMR and other Indigenous frameworks make toward understanding and addressing widespread mental health inequities affecting the world’s Indigenous peoples. The contribution of existing qualitative KMR to the fields of health and mental health in New Zealand is discussed, and innovative approaches employed within these studies will be outlined. This paper describes the utility of KMR methodology which informed the development of qualitative interviews and the adaptation of an analytic framework used to explore the impact of systems on the experiences of Māori (the Indigenous peoples of New Zealand) with bipolar disorder (BD). This paper adds to others published in this journal that describe the value, inherent innovation, and transformative potential of KMR methodologies to inform future qualitative research with Indigenous peoples and to enact systemic change. Transformation is achieved by privileging the voices of Māori describing their experiences of mental health systems; presenting their expert critique to those responsible for the design and delivery of mental health services; and ensuring equal weight is given to exploring the clinical, structural and organizational changes required to achieve health equity. It is proposed that this approach to research praxis is required to ensure that studies do not perpetuate institutional racism, which requires close adherence to Indigenous research priorities and partnership with Indigenous peoples in all steps of the research process.

Māori and Pasifika Indigenous Connections: Tensions and Possibilities

2007 ◽  
Vol 3 (2) ◽  
pp. 128-145
Author(s):  
Tracie Mafile'o ◽  
Wheturangi Walsh-Tapiata
Keyword(s):  
New Zealand ◽  
Indigenous Peoples ◽  
The Self ◽  
Self Determination ◽  
Indigenous Research ◽  
Pacific Region ◽  
Aotearoa New Zealand ◽  
Research Excellence ◽  
Cultural Connections

Drawing from our experiences of being Māori and Tongan community academics within an Aotearoa New Zealand context, we identify tensions and possibilities arising from Māori and Pasifika inter-indigenous collaborations. In contrast to indigenous discourse centred on the self-determination of indigenous peoples in relation to a colonial other, this paper focuses on the interrelationship of indigenous Māori and Pasifika peoples, systems and knowledge. Historical, genealogical and cultural connections are explored, recognising that these connections have, in part, been redefined within colonialism. It is proposed that examination of the Māori and Pasifika interrelationship is a prerequisite for indigenous research excellence in the Aotearoa New Zealand-Pacific region context. While it is important to maintain our distinctiveness and diversities, it is equally important to harness and build alliances based on our connectedness.

scholarly journals Together as brothers: A catalytic examination of Pasifika success as Pasifika to teu le va in boys' secondary education in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Martyn Reynolds
Keyword(s):  
Social Justice ◽  
New Zealand ◽  
Critical Race Theory ◽  
Formal Education ◽  
Theory And Practice ◽  
Indigenous Research ◽  
Single Sex ◽  
Aotearoa New Zealand ◽  
Teachers And Students ◽  
Pasifika Students

<p>Pasifika education, the education of students with connections to the Pacific in Aotearoa New Zealand, is intercultural; Pasifika students are generally taught by Palangi (European-origin) teachers in a system originally designed to meet the perceived needs of European settlers. The field has a history of inequity, consigning many Pasifika students to mediocrity in formal education. A cultural reading of the situation connects a need for emancipatory self-description with the achievement of social justice within the kind of participatory democracy imagined by Dewey. Recent government initiatives such as the Pasifika Education Plan have sought ‘Pasifika success’ through targets and initiatives, the most visible focusing on success as achievement understood by comparison to other ethnic groups. This has been critiqued as not seeking success as, but of Pasifika, in effect another assimilative practice. This thesis interrogates how success in formal education is understood, described, and explained by male Pasifika students as they enter the secondary sector. This is complemented by: paying attention to experiences of success in primary education; extending discussion to families; and the catalytic use of Pasifika community-sourced data to create opportunities for teachers to re-vision their practice. The inquiry is a bounded case study in the atypical context of a high-decile single-sex state school. A framework which combines a critical theory, critical race theory, and a Pacific Indigenous research paradigm provides a nuanced strengths-based approach. A dialogical-relational methodology argues for a mediated dialogue to teu le va (care for the relational spaces) between participants. The thesis demonstrates how catalytic attention to relationality can help teachers positively re-vision their practice. Attention to relationality also supports a complex positionality where a Palangi researcher seeks to edgewalk between Pasifika and Palangi concepts and communities, teachers and students, and Pacific-orientated research and the academy. Findings suggest that male Pasifika students hold a wide basket of forms of success which both contrast with and complement success as achievement: ideas about a ‘good education’, acceptance, participation, comfort, resilience, and the contextual extension of competence. These can be understood through Pacific origin concepts such as va (relationality), malaga (journey) and poto (wisdom), disturbing existing thinking about Pasifika education. As a result, the thesis has potential to assist a re-framing of theory and practice in the field as well as providing a model of relational inquiry for further social justice research into intercultural fields such as Pasifika education.</p>

scholarly journals Methodologies for conducting research in an indigenous context

2018 ◽  
Vol 42 (126) ◽  
pp. 72-94 ◽  
Author(s):  
Spencer Lilley
Keyword(s):  
New Zealand ◽  
Research Methods ◽  
Indigenous Peoples ◽  
Indigenous Research ◽  
Indigenous Research Methods ◽  
Kaupapa Māori ◽  
Guiding Principles ◽  
Conducting Research ◽  
Information Sciences

This article introduces researchers in the library and information sciences to indigenous research methods by describing the context of indigenous peoples and how their indigeneity is defined. It also outlines why these methodologies are important and by describing a series of guiding principles, how the methods can be applied in indigenous research settings. An important aspect of the article is the consideration of whether non-indigenous researchers can be effectively users of the methodologies outlined. The use of indigenous research methods in New Zealand through kaupapa Māori methods are provided as a case study.

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