The Haunted House of Childhood (II)

Turcotte, Gerry

doi:10.4000/books.pulm.19815

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“…This thesis unravels the bigger impacts of society, the social, the political, the seen and the unseen, the haunted and the haunting⎯ all of which enter into the everyday lifeworlds of Māori scholars who are pursuing a PhD. Turcotte (2009) reminds us that ghosts used to exist in the limits of our imaginations, but now live through us in "both troubling and constituting the stories that we tell, the films that we make, the theses that we write" (p. 88).…”

Section: Discussionmentioning

confidence: 95%

“…Exploring how Māori doctoral students reclaim ways of exercising tino rangatiratanga and mana motuhake in their institutions across Aotearoa is important as it highlights and makes starkly visible the ongoing mistrust between Māori and the Crown todayespecially in light of the 'needs' versus 'rights' framing. Colonisation has not ended and does not remain in the past, but rather, it lives on through the constant reminders of place names and symbols, institutional structures, systems, values, and norms (Bryers-Brown, 2015;Turcotte, 2009). Such context makes it difficult for Māori PhD students to feel at ease, build connections, and create a sense of belonging in their institutions.…”

Section: Structural and Systemic Spaces Of Settler-colonial Universitiesmentioning

confidence: 99%

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

Funaki¹

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ABSTRACTKo te manu e kai ana i te miro, nōna te ngahere; Ko te manu e kai ana i te mātauranga, nōna te aoKo te manu e whakatinana ana i ērā mātauranga, nōna te whenua taurikura (Ratana, 2022). The bird that feeds on the miro berry can rule the forest The bird who feeds on knowledge can rule the worldThe bird who embodies that knowledge can be responsible for thriving homelandsPrevious studies show that Māori PhD students in Aotearoa face significant structural and systemic barriers during their doctoral studies, but little is known about how they meet and surmount those daily challenges. Through a Kaupapa Māori lens, which places Indigenous storytelling at the centre of inquiry, this study frames an explanation to the complex, relational spaces that Māori doctoral students grapple with in academia. Further, it provides insight into their everyday worlds as Indigenous scholars who are pioneering new forms of intellectual engagement inside the settler-colonial complex of the Aotearoa university system. This is a cross-sectional, ethnographic ‘day-in-the-life’ approach which captures not only the intellectual and cultural life-worlds, but the often silenced stories of a nationwide cohort of Māori doctoral students. Their micro-level experiences of entry into academic environments that marginalise Indigenous knowledges and realities are set against larger institutional, structural, and political factors. These influences have exerted a powerful impact on the degree of cultural and intellectual belonging that these Māori scholars have been able to establish within their academic departments. Kanohi-ki-te-kanohi (face-to-face/in-person), online, walk-along, and drive-along interviews were conducted with 30 Māori doctoral students and recent PhD graduates across Aotearoa. Observations were also carried out in their work and study locations, which included their homes, workplaces, university offices, and tribal communities. The participants’ accounts focused heavily on the lack of Māori representation at all levels of academia and the subsequent impact on their scholarly lives. For many students, limited access to Māori expertise, mentoring, supervision, and cultural validation heightened a profound sense of cultural dislocation and intellectual isolation. During these times, Ngā Manu (the collective name for participants in this study) also sharpened their determination to establish safe academic environments for the next generation of Māori scholars. Despite significant challenges, the participants also spoke of the everyday triumphs, the moments of recognition and shared purpose in the company of Māori PhD colleagues. In these cultural safe spaces, they shared moments of creativity, pleasure, and joy, as they established their own unique academic selfhoods, which they saw both as a legacy for Māori who would follow after them into the academic world, and a means of ‘speaking back’ to the racialised silences of the ivory tower. Keywords: Māori, Indigenous, doctoral/PhD students, storytelling, whakapapa, university, higher education, Kaupapa Māori, identity, belonging

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Section: Discussionmentioning

confidence: 95%

Section: Structural and Systemic Spaces Of Settler-colonial Universitiesmentioning

confidence: 99%

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

Funaki¹

View full text Add to dashboard Cite

show abstract

The Haunted House of Childhood (II)

Cited by 1 publication

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

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

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