Tapu and noa are often cited as fundamentals by which we enact tikanga, promote well-being and divide labour. However, exactly how tapu informed precolonial gender divisions of labour is difficult to examine, mostly because of the pervasive influence Christianity has had on cosmological narratives, from which tapu derives (Mikaere, 2017; Rewi, 2010; Te Awekotuku, 1994). This article outlines some commentary on the relationship between tapu, gender roles and colonisation, and tries to extend that scholarship.

This paper explores the process of co-designing a mātauranga-Māori-informed mindfulness intervention with rangatahi in a wharekura and examines the effects on wellbeing. Mahitahi co-design methodology underpinned the design, implementation and evaluation of the intervention, and quantitative psychological tests measured improvements in wellbeing and dispositional mindfulness. Findings showed positive indications for a decrease in levels of psychological distress, improvements in Māori quality of life domains and higher levels of dispositional mindfulness.

Aotearoa New Zealand’s environmental management has long been considered short-sighted and focused on economic development over environmental, cultural or social imperatives. Tourism contributes to those pressures on our environments and communities. While Māori have always been involved in tourism, there is a concerted movement by many Māori towards engagement with tourism as a means of reconnecting with cultural traditions, protecting natural resources and providing employment for whānau. However, a definitive framework is lacking for establishing the limits of acceptable environmental change for different taonga from the effects of tourism.

Maaori-medium educators are deeply committed to the revitalisation of tikanga and te reo Maaori in order to enhance the cultural setting in which aakonga learn and kaiako teach. This article originates from a project which set out to explore the teaching, learning and achievement in paangarau of learners in a Maaori- medium puna maatauranga kiritoa/modern learning environment (PMK/MLE) located in a small town in Aotearoa New Zealand. In this two- year study, a total of 106 year 4–6 aakonga were supported to consider the teaching and learning of paangarau in their PMK.

Māori and Pacific academics make up less than 4% and 1% respectively of New Zealand professors. We investigated ethnic inequities in promotions and earnings in New Zealand universities. Using New Zealand’s Performance-Based Research Fund (PBRF) data (2003, 2012, 2018) we found that Māori and Pacific men and also women academics, compared with non-Māori non-Pacific men academics, had significantly lower odds of being an associate professor or professor (professoriate) or of being promoted, and had lower earnings. These inequities were not explained by research performance (measured by PBRF scores), age or field, and remained over time, particularly for women.