Ara Mai He Tetekura: Māori Knowledge Systems That Enable Ecological and Sociolinguistic Survival in Aotearoa

Skerrett, Mere; Ritchie, Jenny

doi:10.1007/978-3-319-67286-1_59

Cited by 6 publications

(5 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…With this intimacy, communities remained attuned to the resource state which in turn guides harvesting decisions. For mutton-bird harvesting, this typically applies to decisions around the size of a harvest or if it would occur at all [ 19 , 44 ]. Restriction in terms of access to resources is a significant component of customary harvest practices.…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

He Karanga Maha. Investigating Relational Resource Management in Aotearoa, New Zealand

Rewi

Hikuroa

2023

IJERPH

View full text Add to dashboard Cite

Reciprocity amongst Māori peoples and the natural world is the foundation of the Māori worldview and natural resource management. Autonomy over resource management and the associated practices is an essential component of Māori wellbeing. This paper investigates the cultural, spiritual, historical, and ecological dimensions of mutton-bird harvesting, to gain a better understanding of the relational approach of Māori natural resource management. Resource management in Aotearoa New Zealand currently lacks the relational approach seen in Māori customary harvests. Therefore, the objective of this study is to identify the key values that underpin this cultural practice. Semi-structured interviews identified three key themes: harvesting practices, kaitiakitanga (resource management based on a Māori worldview), and whanaungatanga (kinship between people). Harvest practices had a bottom-up governance approach creating diverse harvesting techniques that adapt to local environments. Kaitiakitanga identified mana whenua rights to decision-making power in natural resource management as a requirement for success. Whanaungatanga also identified relationships and collaboration as a vital component. To optimize the best outcomes for the environment, we advocate for a genuine cross-cultural and relational approach and the inclusion of these practices and values in the governance of natural resources in Aotearoa New Zealand.

show abstract

Section: Resultsmentioning

confidence: 99%

“…Harvests not only incorporated cultural and spiritual practices but were found to be adaptive and incorporate empirically gathered ecological knowledge. It is not more data that is needed but a change of worldview that acknowledges the reciprocity between humans and the natural world [ 44 ].…”

Section: Discussionmentioning

confidence: 99%

He Karanga Maha. Investigating Relational Resource Management in Aotearoa, New Zealand

Rewi

Hikuroa

2023

IJERPH

View full text Add to dashboard Cite

show abstract

“…We argue this assumption is further masked by terminology such as bias, which implies some kind of individual moral failure rather than systemic inequality and unequal power relations. For further discussion on the tension of 'partnership' see Skerrett (2019), Skerrett and Ritchie (2020) and Skerrett and Ritchie (2021).…”

Section: Orcid Idmentioning

confidence: 99%

Anti-racism commitment in early childhood education: The limits of cultural competency

Azarmandi,

Delaune,

Surtees

et al. 2023

Contemporary Issues in Early Childhood

View full text Add to dashboard Cite

Racism is pervasive in education in Aotearoa New Zealand, including in early childhood education. The preparedness of early childhood teachers to respond to the Ministry of Education's current anti-racism policy direction is a pressing concern. This is particularly the case, given the early childhood curriculum Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa offers little guidance to support early childhood teachers to develop anti-racism pedagogies. This primarily theoretical article seeks to contribute to dialogue with early childhood teachers about both racism and anti-racism pedagogies. The theoretical arguments advanced in the article focus on document analysis of Te Whāriki. Analysis includes consideration of the themes of inclusion, equity and social justice. It also includes consideration of what these themes might imply about expectations for early childhood teachers’ uptake of anti-racism approaches in their practice. Document analysis is supplemented by limited preliminary survey data drawn from the initial findings of the Anti-racism Commitment in Early Childhood Education: Pathways to Inclusion, Equity and Social Justice (ARC-ECE) study. Drawing from race-critical scholarship to further advance the theoretical arguments, the article highlights tensions in early childhood teachers’ understandings about racism. The limits of narrow definitions of racism that explain it as the result of ‘cultural difference’ are explored. In making a case for thinking beyond cultural competence and culturally responsive practice, the article calls for an immediate rethinking of racism in (and beyond) the sector.

show abstract

“…The Middle Eastern cultures share this aspect with Te Ao Māori. Built upon peaceful coexistence with the environment, the Māori worldview does not distinguish between human well-being and environmental well-being (Skerrett & Ritchie, 2020). It…”

Section: Routine Care Activities: Keeping Clothing Clean During Messy...mentioning

confidence: 99%

Middle Eastern Children in New Zealand Early Childhood Centres: Parental Expectations, Teacher Practices, and Children’s Experiences

Irajzad¹

View full text Add to dashboard Cite

<p>This is the first systematic study of the experiences of Middle Eastern children and their parents in the context of New Zealand early childhood centres. Using a two-phase sequential mixed-method approach involving an online questionnaire sent to Middle Eastern parents across New Zealand followed by four qualitative case studies, I investigated: Middle Eastern parents’ expectations for their children’s early education; early childhood teachers’ practices and perspectives with respect to Middle Eastern families; and the challenges faced by Middle Eastern children in New Zealand early childhood centres. Using descriptive statistics and thematic analysis, and drawing on constructs from hybridity theory (Bhabha, 1994), critical multiculturalism (May & Sleeter, 2010), and funds of knowledge (González et al., 2006), I argue that there is a lack of congruence between the early childhood discourses promoted by the New Zealand teachers and Middle Eastern parents’ expectations for their children’s early education. Interviews indicated that Middle Eastern parents’ expectations were often dismissed and silenced while the dominant early childhood discourses were reinforced by teachers, indicating that some of the teachers were not prepared, or knowledgeable about how, to embrace Middle Eastern families’ funds of knowledge. Additionally, teachers had different approaches for accommodating Middle Eastern families’ needs. While some teachers were keen to learn about Middle Eastern families and implement practices that were reflective of their individual needs, there were teachers who expressed essentialised views and perceived Middle Eastern families as a homogenous group with similar needs. My findings also show that Middle Eastern children at times struggled to express themselves in English and teachers adopted specific practices to support children in this regard. While most of these practices helped children develop linguistic and social competence, some social competencies promoted by the teachers – such as ways of responding to peer conflict – were incongruent with the families’ practices. Possible implications for early childhood pedagogy are suggested to meet the needs of increasingly ethnically and culturally diverse early childhood educational contexts.</p>

show abstract

Ara Mai He Tetekura: Māori Knowledge Systems That Enable Ecological and Sociolinguistic Survival in Aotearoa

Cited by 6 publications

References 7 publications

He Karanga Maha. Investigating Relational Resource Management in Aotearoa, New Zealand

He Karanga Maha. Investigating Relational Resource Management in Aotearoa, New Zealand

Anti-racism commitment in early childhood education: The limits of cultural competency

Middle Eastern Children in New Zealand Early Childhood Centres: Parental Expectations, Teacher Practices, and Children’s Experiences

Contact Info

Product

Resources

About