This article identifies the entrepreneurial mindset as a resolve to engage in exploration and action in order to address an issue or accomplish a goal. Entrepreneurial mindset, in the context of navigation, espouses an expectation of resilience, analysis, adjustment, application and development in all areas of intention. For thousands of years, Polynesian navigators negotiated the unpredictable and unknown Pacific islands, waters, winds and rains to voyage the breadth of the Pacific Ocean.

Role models serve multiple functions as they influence Māori students’ goals and school aspirations. While Māori students are faced with various educational barriers, scholars contend that having a positive role model can influence their educational persistence and overall engagement at school. Therefore, it is important to consider who Māori students choose as role models and how they influence their goals and aspirations.

Giving voice to kaumātua perspectives and experiences, and those of older people in general, during the COVID-19 pandemic has been rare because older people are more often spoken about than provided with opportunities to speak for themselves. When they have been spoken about, the focus has been on their vulnerability. While such vulnerabilities are a critical concern, this focus ignored their active participation in and contributions to their communities.

He tuhinga tēnei hei whakamārama i te whakatewhatewhatanga i ngā raru o ngā kaipupuri whenua kei ngā whenua tarahiti. Arā noa atu ngā hua kei ngā whenua e takoto ana, heoi anō, arā noa atu ngā aupēhinga ka piri ki ngā whānau kia huihui rātau mō ō rātau whenua. Ko tēnei rangahau ka whai whakaaro mō ngā raru kei roto i ngā Taitara Whenua Māori. Me pēhea e taea ai te whakapakari i ngā hiahia o te whānau kia kore ai e warea te one tapu? 1.4666 miriona heketea o ngā whenua kei ngā ringa o Māori e pupuri ana. E hāngai ana tēnei ki te 5.5% o te katoa o Aotearoa.

There have been many attempts at measuring Māori identity and cultural engagement, yet there have been no scales created to specifically explore whanaungatanga. Whanaungatanga can be operationalised as active participation in and a sense of belonging to social groups and collective, reciprocal caring relationships. In this article, we document the development of a whanaungatanga scale alongside a measure of Māori identity.

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.