scholarly journals Toku toa, he toa rangatira: Fearlessness and Indigenous Scholarship

2020 ◽  
pp. 24-25
Author(s):  
Jani Wilson
Keyword(s):  
Indigenous Knowledge ◽  
Academic Career ◽  
Status Quo ◽  
Academic Disciplines ◽  
Indigenous Research ◽  
Research Strategies ◽  
Research And Teaching ◽  
Kaupapa Māori ◽  
The Face ◽  
Holistic Research

A well-known whakataukī (aphorism, proverb) tells us toku toa, he toa rangatira, quite literally ‘my courage is inherited’. Wairaka is known as an impressive young wahine from pre-colonial times who, in the face of a life or death situation, stood up to adversity to supersede an important, long held tikanga Māori (protocol) to save the Ngāti Awa iwi. She is my whāea tipuna (ancestress) and because of her bravery, I like to carry her with me in my academic career as a screen studies scholar. Ensuring academic disciplines endure and are relevant throughout the generations requires consistently robust research, dynamic teaching, and leadership; but challenging academia with Indigenous knowledge goes beyond this. As Indigenous academic scholars, we must commit to satiating the academy with our research and teaching to appeal to the discipline’s status quo, at the same time as upholding the values, expectations and ideals of our communities, those to whom we return once projects are complete. Therefore, Indigenous research is never truly over. The marriage between the discipline and our respective cultures however is never straightforward. Indigenous scholarship takes a much greater level of fearlessness because we must combat potential exclusion from the discipline that we are carving the outlines of our culture into. Thus, we must choose to either blend into the grooves of the existing disciplinary carvings, or to accept that we are a new adze. This is often met with obstructions. Primarily relying on critical Kaupapa Māori analysis comparing the existing and prospective fields of knowledge, this paper considers the potential of Indigenous research as a collective of holistic research strategies. It underlines some of the challenges associated with implementing Indigenous knowledge and diverting from disciplinary norms. In the way that our whāea tipuna Wairaka did, we can challenge the long held tikanga - the rules and strictures - that have sustained and satiated our disciplines for generations, to save or evolve our disciplines into the future. Like Wairaka, and many of your brave ancestors before you, we must be prepared to stand alone, and to be courageous as per our inheritance.

scholarly journals Toku toa, he toa rangatira (My courage is inherited)

DAT Journal ◽  
1969 ◽  
Vol 6 (2) ◽  
pp. 345-361
Author(s):  
Jani Katarina Taituha Wilson
Keyword(s):  
Indigenous Knowledge ◽  
Succession Planning ◽  
Indigenous Research ◽  
Research Strategies ◽  
Kaupapa Māori ◽  
Holistic Research

Primarily relying on critical Kaupapa Māori analysis and comparing the existing and prospective fields of knowledge, this article considers the potential of Indigenous research as a collective of holistic research strategies. It underlines some of the challenges associated with implementing Indigenous knowledge and diverting from disciplinary norms. This is in our ideation, approach to succession planning, and the ways we conduct abstract reviewing and the formal examination of people’s work.

scholarly journals A’oa’o le tama e tusa ma ona ala, a o’o ina matua e le toe te’a ese ai: If we fail to construct our own realities, others will do it for us

2021 ◽  
Author(s):  
◽  
Saint Andrew Palauni Matautia
Keyword(s):  
Indigenous Knowledge ◽  
Design Education ◽  
Status Quo ◽  
Indigenous Research ◽  
Cultural Ideologies ◽  
Indigenous Research Methods ◽  
The Status ◽  
Knowledge Practice ◽  
Pasifika Students ◽  
Selection Of

<p>Guided by both my own journey as a Pasifika student and the ideology of Tongan academic Dr. Hūfanga Okustino Māhina, this research seeks to identify ways in which indigenous knowledge can become an integral component within education, specifically design education in New Zealand. This research focuses on the struggles Pasifika students face within an aesthetic education that has within its history, a proud claim for the removal of cultural, religious and historic references from its aesthetic vocabulary. I will argue that the absence of indigenous culture, initiated by the early modernists to embrace the universal, is no longer an appropriate model within design education as it struggles to address cultural diversity in both its content and delivery. The solution, I suggest is not an “either or” scenario but a recognition that knowledge comes from many cultures and contexts. This thesis explores the indigenous beliefs of tā, time and vā, space. It identifies the relevance these and ideologies derived from them, offer design pedagogy. Using visual ethnography, indigenous research methods and photography, I investigate and document traditional indigenous ceremonies and undertake talanoa, oral histories, in order to discover the opportunities and relevance they offer design education.  Having compared and contrasted Eurocentric models and indigenous practices I identify and illustrate current initiatives that attempt to change the status quo. This thesis endeavours to tell the story of Pasifika students through a personal lens and identifies Moana ideologies that can be introduced to design curriculum that establish beneficial pathways forward for not only Maori and Pasifika students in design education but design education and thinking as a larger context. As a nexus to this research, I have designed and curated a selection of five photographs to illustrate the journey of indigenous knowledge, practice and language through design education. These photographs pay homage to my cultural ideologies, represent the narrative behind my motivations and illuminate the reciprocal need to nurture the space between Moana students and design education.</p>

scholarly journals A’oa’o le tama e tusa ma ona ala, a o’o ina matua e le toe te’a ese ai: If we fail to construct our own realities, others will do it for us

2021 ◽  
Author(s):  
◽  
Saint Andrew Palauni Matautia
Keyword(s):  
Indigenous Knowledge ◽  
Design Education ◽  
Status Quo ◽  
Indigenous Research ◽  
Cultural Ideologies ◽  
Indigenous Research Methods ◽  
The Status ◽  
Knowledge Practice ◽  
Pasifika Students ◽  
Selection Of

<p>Guided by both my own journey as a Pasifika student and the ideology of Tongan academic Dr. Hūfanga Okustino Māhina, this research seeks to identify ways in which indigenous knowledge can become an integral component within education, specifically design education in New Zealand. This research focuses on the struggles Pasifika students face within an aesthetic education that has within its history, a proud claim for the removal of cultural, religious and historic references from its aesthetic vocabulary. I will argue that the absence of indigenous culture, initiated by the early modernists to embrace the universal, is no longer an appropriate model within design education as it struggles to address cultural diversity in both its content and delivery. The solution, I suggest is not an “either or” scenario but a recognition that knowledge comes from many cultures and contexts. This thesis explores the indigenous beliefs of tā, time and vā, space. It identifies the relevance these and ideologies derived from them, offer design pedagogy. Using visual ethnography, indigenous research methods and photography, I investigate and document traditional indigenous ceremonies and undertake talanoa, oral histories, in order to discover the opportunities and relevance they offer design education.  Having compared and contrasted Eurocentric models and indigenous practices I identify and illustrate current initiatives that attempt to change the status quo. This thesis endeavours to tell the story of Pasifika students through a personal lens and identifies Moana ideologies that can be introduced to design curriculum that establish beneficial pathways forward for not only Maori and Pasifika students in design education but design education and thinking as a larger context. As a nexus to this research, I have designed and curated a selection of five photographs to illustrate the journey of indigenous knowledge, practice and language through design education. These photographs pay homage to my cultural ideologies, represent the narrative behind my motivations and illuminate the reciprocal need to nurture the space between Moana students and design education.</p>

scholarly journals “What my Parents Think I Do …” – Doctoral Students’ Assumptions about how Private and Work-related Groups View their Work

10.28945/4381 ◽  
2019 ◽  
Vol 14 ◽  
pp. 465-478
Author(s):  
Alessa Hillbrink ◽  
Regina Jucks
Keyword(s):  
Doctoral Students ◽  
Academic Career ◽  
Future Research ◽  
Work Related ◽  
Research And Teaching ◽  
The Face ◽  
Research Narrative ◽  
Career Options ◽  
The University ◽  
Work Impact

Aim/Purpose: This study aimed at investigating whether doctoral students are already confronted with expectations that reflect a primacy of research and whether they adopt such views for themselves. Background: There is a consensus among academics in the university system that research is typically valued more strongly than teaching in terms of prestige, rewards, and career options. Such prioritization of research may hamper junior academics’ development as teachers, especially at the beginning of an academic career – the doctoral stage. Methodology: We measured the expectations that others put upon doctoral students (N = 55, all with teaching duties) in the discipline of psychology using pictures of research and teaching situations. Participants each chose one picture to illustrate what they anticipated their friends and their parents (private groups) as well as their colleagues and their supervisors (work-related groups) think they are doing. Afterwards, they described their own view of the research-teaching relationship. Contribution: The study expands the knowledge on how others in doctoral students’ networks might shape their development as researchers and teachers through the expectations they communicate. Moreover, it shines a light on doctoral students’ own views of research and teaching. Findings: There was a clear primacy of research in terms of the assumed expectations of others; yet, doctoral students assumed that private groups expect them to teach more strongly than work-related groups expect them to teach. For their own views, doctoral students described mainly positive types of research-teaching rela-tionships, whereby research and teaching were oftentimes seen as equally im-portant. Recommendations for Practitioners: In the face of a primacy of research in academia, teaching should not be left for private conversations, but naturally be a topic among colleagues and with the supervisor as well. Recommendation for Researchers: These findings underline the need to include private relationships into models of junior academics’ development as teachers, since these relationships can represent a counterpart to more research-focused expectations at work. Impact on Society: We should not underestimate the relevance of doctoral students’ own motivation and perspectives for the quality of their research and teaching in a system where the primacy of research narrative circulates. Future Research: Future research could compare doctoral students’ anticipations to the expectations the different groups in their networks really hold.

Contributions to urban Indigenous self-determination: the story of Neeginan and Kaupapa Māori

2020 ◽  
pp. 1-9
Author(s):  
Darwin Horning ◽  
Beth Baumbrough
Keyword(s):  
New Zealand ◽  
Indigenous Knowledge ◽  
Affordable Housing ◽  
Sense Of Community ◽  
School System ◽  
Social Assistance ◽  
Self Determination ◽  
Education Programs ◽  
Government School ◽  
Kaupapa Māori

Abstract This paper considers two different Indigenous-led initiatives, the Neeginan initiative (Winnipeg, Canada) and the Kaupapa Māori movement (New Zealand), within the context of urban Indigenous self-determination, examining the role, or contributions of, each towards the realisation of Indigenous self-determination. Neeginan originates from, and focuses on, building a sense of community, through education programs, social assistance and affordable housing, with local Indigenous knowledge providing the foundational guiding principles. This is compared to the Kaupapa Māori movement's role in the revival of traditional cultural and language practices in education, which has resulted in the development of an overwhelmingly successful parallel non-government school system based on Māori culture, language and philosophy.

How Predatory Informal Rules Outlast State Reform: Evidence from Postauthoritarian Guatemala

2020 ◽  
pp. 1-24
Author(s):  
Rachel A. Schwartz
Keyword(s):  
Armed Conflict ◽  
Status Quo ◽  
Process Tracing ◽  
Military Rule ◽  
State Reform ◽  
Political Landscape ◽  
The Status ◽  
The Face ◽  
Informal Rules ◽  
Customs Administration

ABSTRACT The coexistence of predatory informal rules alongside formal democratic institutions is a defining, if pernicious, feature of Latin America’s political landscape. How do such rules remain so resilient in the face of bureaucratic reforms? This article explicates the mechanisms underlying the persistence of such rules and challenges conventional explanations through process-tracing analysis in one arena: Guatemala’s customs administration. During Guatemala’s period of armed conflict and military rule, military intelligence officers introduced a powerful customs fraud scheme that endured for more than 20 years, despite state reforms. Its survival is best attributed to the ability of the distributional coalition underwriting the predatory rules to capture new political and economic spaces facilitated by political party and market reforms. This illustrates that distributional approaches to institutional change must attend to how those with a stake in the status quo may continue to uphold perverse institutional arrangements on the margins of state power.

scholarly journals Whom is political science for?

2001 ◽  
Vol 1 ◽  
pp. 4-8
Author(s):  
Andrea Theocharis ◽  
Marcus Graetsch
Keyword(s):  
Everyday Life ◽  
Political Science ◽  
State Of The Art ◽  
Status Quo ◽  
The State ◽  
Research And Teaching ◽  
The Everyday ◽  
The Status ◽  
Internet Discussion

We all study political science, but - what do we actually do here anyway? This essay expresses our thoughts about our subject. The everyday life in University doesn’t seem to give enough space for questioning what is this all about. Maybe a debate on that issue does not exist extensively because of fears of the loss of entitlement. The aim of this essay is to support the heightening of student’s awareness about the status quo of research and teaching in political science as we can judge it from our modest experiences. Trying to get to the basis of such a problem is not easy. The things here written are surely not the state of the art, but they could shine a better light on the problem what had been called the 'politics of political science' in an earlier Internet discussion on the IAPSS website. This paper should be understood as a start for a discussion, where we all can express our surely different experiences and ideas.

scholarly journals Improving the Utility of Non-Significant Results for Educational Research

2020 ◽  
Author(s):  
Peter Adriaan Edelsbrunner ◽  
Christian Thurn
Keyword(s):  
Educational Research ◽  
Educational Theory ◽  
Status Quo ◽  
Competence Model ◽  
P Values ◽  
Research And Teaching ◽  
Reliable Evidence ◽  
The Status ◽  
Current Practices

Non-significant results have the potential to further our understanding of what does not work in education, and why. We make three contributions to harness this potential and to improve the usage and interpretation of non-significant results. To evaluate current practices, we conduct a review of misinterpretations of non-significant p-values in recent educational research. The review indicates that over 90% of non-significant results are erroneously interpreted as indicating the absence of an effect, or a difference compared to a significant effect. Researchers sometimes link these misinterpretations with potentially erroneous conclusions for educational theory, practice, or policy. To improve the status quo and make non-significant results more informative, we provide a detailed framework based on which researchers can design, conduct, and analyze studies that yield reliable evidence regarding the actual absence of an effect. In addition, we provide a competence model that researchers can use to guide their own research and teaching.

scholarly journals Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs)

2021 ◽  
Author(s):  
Yue-Yi Hwa ◽  
Lant Pritchett
Keyword(s):  
Student Learning ◽  
Teaching Profession ◽  
Status Quo ◽  
Academic Disciplines ◽  
Education Systems ◽  
School Enrolment ◽  
Middle Income ◽  
Wide Range ◽  
Component Systems ◽  
Multi Level

How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.

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