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Persistent health inequities between rangatahi Māori (Indigenous young people) and other young people within Aotearoa New Zealand are incurred by a colonial machinery of institutions, service systems and sociocultural contexts that facilitates the marginalisation of Māori. Despite a skilled and dedicated Māori workforce, current service contexts severely limit the innovation of Māori practitioners working from a basis of mātauranga Māori (Māori ways of knowing and being), and curtail their ability to support rangatahi Māori and their whānau (community of related families). We report on an interview study with 13 Māori practitioners in youth development, exploring their struggles, strengths and strategies, as part of a larger project exploring rangatahi wellbeing and whanaungatanga (connectedness and relationality). Utilising reflexive thematic analysis, we describe three conceptual domains that participant accounts spoke into: mitigating system failures to embrace rangatahi and their whānau, sustainability and longevity of services for rangatahi Māori, and fostering rangatahi tino rangatiratanga. Participant accounts illustrate the need for bold reform within youth services, towards sustainable models premised upon tino rangatiratanga – services led by Māori, designed by Māori, and intended to cater for the unique needs and aspirations of rangatahi Māori.
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In March 2020, the COVID-19 pandemic disrupted academic educational programmes in universities across the world, including Aotearoa New Zealand. For Māori academics who implement mātauranga Māori as a pedagogy, it became theoretically and practically challenging teaching virtually and online. The Te Taha Tinana, of Te Whare Tapa Wha model, created by aDurie in 1984 (Health Navigator, 2022) regarding the four dimensions of well-being, focuses on the physical presence, physical embodiment, and physical behaviour. This could not be easily taught virtuality through a computer screen during COVID-19 lockdown. For Māori academics transitioning from teaching Mātauranga Māori in person to an online environment brought forth these challenges. The challenges re-emerged in August 2021 when New Zealand went into Level 4 lockdown overnight because of the new COVID-19 Delta Virus variant. In 2022, the Omicron variant caused many universities in Aotearoa New Zealand to continue their first semester teaching online.
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Communities of colour are racialised and oppressed differentially by settler colonial states (Saranillio, 2013), yet the discourse of diversity and inclusion that dominates state interactions with communities of colour tends to conflate marginalised groups as equivalent and interchangeable to the detriment of intergroup relations. An approach to community building that recognises racial difference in general and the irreducibility of indigeneity in particular is needed if racialised communities are to create solidarities for transformative change. We engage Indigenous and settler colonial theories to address these imperatives, while noting the distinct character of these frameworks. In particular, we seek to highlight the specificity of indigeneity in settler colonial contexts, such as Aotearoa New Zealand, and to generate a model for relationship building that is not founded on settler colonial ideologies, by drawing on Indigenous concepts. Through thematic analysis of interviews with Māori community leaders, we explore Māori-–tauiwi (settler) of colour (ToC) relations. The results of our qualitative analysis provide evidence for Māori–ToC relations that are consistent with whanaungatanga (good relationships characterised as family-like, based on similar experiences, and bound in conditional solidarity; see Benton, Frame, and Meredith, 2013). Furthermore, we identify the following four aspects of whakawhanaungatanga (relationship building): positioning, power sharing, dialogue and cultural practice. Thus, we suggest whakawhanaungatanga as a Māori approach to relationship building with the potential to generate Indigenous–settler of colour solidarities towards transformative change.
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This chapter explores how Maori developmental aspirations require a multidimensional view of economy linked to Maori identity, landscape and worldview. It aims to reframe the Maori, and, by extension, wider concepts of Indigenous economy to one that has meaning to Maori communities, and thus more holistically appreciates the true notion of ‘value’. The chapter presents Maori business case studies that illustrate distinctive elements of connection between Maori worldview, forms of organization and economy. It offers insight into how we might realize meaningful development for Indigenous communities more broadly. Non-economic variables such as relationships, reciprocity and connection are privileged, and matauranga Maori, identity, tikanga Maori, whanaungatanga, whakapapa, and manaakitanga guide Maori business structure, governance and practice. Whai take represents a broader conceptualization of Maori economy that more meaningfully engages the multifaceted nature of Maori socio-economic activity.
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Belonging and being are inextricably linked. From a M?ori perspective, belonging and being can be viewed through a number of interconnected historical and contemporary frames. One frame is derived from M?ori perceptions of the creation of the universe and genealogical relationships to the universe and everything in it. Another frame of belonging and being stresses increasingly diverse and complex positionings that require negotiation of radically different terrains of assumptions, behaviours, values and beliefs. This article explores two interrelated aspects of being and belonging from a M?ori perspective: whakapapa (?genealogical connections?) and whanaungatanga (?family relationships?). It discusses how each aspect has changed over time as a result of colonisation, urbanisation and western education, and identifies how the reflection of each has been transformed.
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Topic
- whanaungatanga
- belonging (1)
- colonisation (2)
- covid-19 (1)
- crown policy (1)
- data sovereignty (1)
- diversity (1)
- economic development (1)
- education (2)
- kaitiakitanga (1)
- kotahitanga (1)
- manaakitanga (1)
- mātauranga māori (2)
- political development (1)
- rangatahi (1)
- rangatiratanga (1)
- rangatiritanga (1)
- relationship building (1)
- social development (1)
- te ao Māori (1)
- tikanga | indigenous law (1)
- tino rangatiratanga (1)
- urbanisation (1)
- whakapapa (2)
Resource type
- Book Section (1)
- Journal Article (4)
- Report (1)
Publication year
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Between 2000 and 2026
(6)
- Between 2010 and 2019 (3)
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Between 2020 and 2026
(3)
- 2022 (3)