This issue of MAI Journal, Volume 8, Issue 2 (2019) contains eight articles covering a diverse range of research areas. This issue reflects the multi-disciplinary nature of MAI Journal with articles covering indigenous research methodologies, wellbeing, and language revitalisation across education, health, and economics.
The lead article by Wendy Henwood, Troy Brockbank, Helen Moewaka-Barnes, Elaine Moriarty, Christian Zammit and Tim McCreanor, Enhancing drinking water quality in remote Māori communities reports the findings of a two-year transdisciplinary research project that explored the implications of climate change for the security and safety of drinking water supplied in three communities in Te Hiku o te Ika in Aotearoa, New Zealand.
The second article in this issue by Ivy Taia, Annika Hinze, Nic Vanderschantz and Te Taka Keegan is titled Maumahara Papahou: A mobile augmented reality memory treasure box based on Māori mnemonic aids. The research presented in this article describes the research and development of a mobile app that uses augmented reality features to create a digital memory treasure box based on the concepts of Māori mnemonic aids.
The third article in this issue by Ashlea Gillon, Donna Cormack and Belinda Borell, titled Oh, you don’t look Māori: Socially assigned ethnicity discusses experiences of Māori who self-report that they are socially assigned as Pākeha and explores these experiences in relation to Māori identity and colonisation. Three interrelated themes were identified through a thematic analysis: claims of identity, challenges to identity and reinforcement of identity.
The next paper in this general issue is titled Te rangahau o te tuakiri Māori me ngā waiaro ā-pūtea – The Māori identity and financial attitudes study (MIFAS). This paper was written by Carla Houkamau, Chris Sibley and Manuka Henare and is based on the Māori Identity and Financial Attitudes Study (MIFAS). The MIFAS is the first large scale nationwide study of Māori aged 18 and over that aims to correlate personal cultural beliefs and practices to economic choices. The article describes the theoretical underpinnings of the MIFAS in identity economics and explains the process by which we have used Western methods and methodology to explicate the relationship between Māori identity and economic activity.
The fifth article in this issue is authored by Maia Hetaraka. The title is A kaupapa Māori analysis of Tātaiako – Considering Māori education policy. This article presents a Kaupapa Māori analysis of Tātaiako, which raises questions about the policy’s potential to improve Māori student achievement, its underlying political purpose, and the challenges inherent in the education system that may affect its successful implementation.
The next article is co-authored by Correna Matika, Carla Houkamau and Chris Sibley and is titled Support for teaching te reo Māori in Primary Schools. This article acknowledges the impact of colonisation on the Māori language, and investigates changes in attitudes of New Zealand residents to support the teaching of the Māori language in primary schools using the New Zealand Attitudes and Values Study (NZAVS).
The seventh article in this issue titled The Pacific Research Paradigm: Opportunities and challenges is written by Eseta Tualaulelei and Judy McFall-McCaffery. This article explores the recent proliferation of research approached from Pacific and Pasifika communities which are attracting increased interest from policy-makers and researchers. Presented within the article is a socio-historical account of how the Pacific research paradigm emerged and some key contemporary Pacific research approaches within this paradigm.
Our eight article by Tania Cliffe-Tautari, Transitory Māori identities – Māori students shape-shifting like Māui uses Pūrākau, a Māori narrative qualititative research methodology, to discuss research with five Year 10 mainstream Māori students experiencing complex needs in their lives, and how shape-shifting, as a positive mechanism, allowed the participants to enact their identities in different ways and in different contexts.
The final two articles in this issue were written as sister papers; the first by Sereana Naepi titled Why isn’t my professor Pasifika? A snapshot of the academic workforce in New Zealand universities and the second by T. McAllister, J. Kidman, O. Rowley and R. Theodore titled Why isn’t my professor Māori? A snapshot of the academic workforce in New Zealand Universities. Both articles provide insights into the ethnicity of academics employed by New Zealand’s eight universities. These papers discuss how, despite values espoused by universities in terms of diversity and within their equity policies, there has been no progress in increasing the Māori or Pasifika workforce.