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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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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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Topic
- whanaungatanga
- covid-19 (1)
- crown policy (1)
- economic development (1)
- education (1)
- mātauranga māori (2)
- political development (1)
- rangatahi (1)
- rangatiritanga (1)
- social development (1)
- te ao Māori (1)
- tino rangatiratanga (1)
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- Book Section (1)
- Journal Article (2)