Research indicates that claiming a contemporary identity as Pākehā is being redefined by those individuals who engage closely with Te Ao Māori. This reopens the discussion of the implications for Pākehā researchers who engage across Māori research spaces. This article reports a reflective study I conducted using the transtheoretical model and its six stages of change (J. O. Prochaska & DiClemente, 1982) to understand my Pākehā cultural identity.
In most areas, whaikōrero in pōwhiri has survived the test of time sheltered by the confines of marae, but the performance aspect of this art form has changed significantly. The impacts of Christianity, the influence of European culture and the movement of pōwhiri from outdoors to indoors have created a more subdued speaker, free of weaponry and limited body movement. In recent years there has been a renaissance among particular groups to revive past ways of performance.
Māori directly or indirectly experience disability at a higher rate than any other population group in Aotearoa New Zealand. Despite one in three Māori having some form of disability, Māori have less access to support and health and disability services. Currently, gaps exist in knowledge related to Māori and disability, and this is not helped by disabled Māori being excluded from health and disability policy and service planning forums.
A number of studies demonstrate Māori receive a poorer standard of healthcare than Pākehā and other non-Māori in New Zealand. Implicit bias on the part of healthcare providers has been cited as a key contributor to health inequities internationally; however, the concept has not yet been explored in relation to Māori health. This paper addresses that research gap and describes a theoretical basis for further research on the role of bias for Māori health outcomes.
This article presents the critical life event narratives of twelve Māori adolescents aged between 12 and 20 years. The study highlights common themes including peer relationships, reflecting on the past for self-understanding, overcoming adversity through achievement and connecting with a wider whānau network.
This article presents the findings from a 2014 nationwide online survey conducted with Māori and Pacific teachers working in Māori and Pacific early childhood services and language nests. The paper emphasizes that key to educational success for Māori and Pasifika children is the acknowledgement that they are culturally located and the recognition that effective education must embrace culture.