Oxford Research Encyclopedia of Education reached a major milestone this month by publishing our 500th article! For more information visit our News page.

Show Summary Details

Page of

PRINTED FROM the OXFORD RESEARCH ENCYCLOPEDIA, EDUCATION (oxfordre.com/education). (c) Oxford University Press USA, 2020. All Rights Reserved. Personal use only; commercial use is strictly prohibited (for details see Privacy Policy and Legal Notice).

date: 24 September 2020

Summary and Keywords

In the context of Māori and Indigenous ways of knowing, a recurring theme in professional educative discourse is the notion that it would be advantageous for educators and researchers to attain enhanced understandings of Māori worldviews, Maōri histories, Maōri experiences of struggle, Māori lived realities—and of the nascent, yet optimistic, contentions by Māori about their roles in theoretical developments and educational jurisdictions. How might adopting a power-sharing partnership approach within these parameters strengthen research endeavors? How might such an approach be mutually beneficial? How might it be monitored? These and other questions continue to be posed by Māori. What is consistently being recommended by Māori is the need for researchers to broaden and deepen their awareness and respect for knowledge that flows from different, yet potentially complementary, streams—in this case, the Māori and Western knowledge streams. Progress is happening, but it is not embedded within the culture or research that is with, about and for Māori. We argue that it is now timely for social scientists, cultural critics, political analysis, research funders, and academics to move from commentary to commitment.

In this article, the authors propose that by exploring Māori philosophies and developing a deeper and more meaningful understanding of theoretical models that can potentially enhance and deepen cultural awareness, both Māori and non-Māori researchers can be assisted and supported, in their respective fields, to achieve more culturally robust, inclusive, and sustainable research findings. Such models provide frameworks—in essence, an adaptable set of options—for research operations that acknowledge voices, histories, and contributions and thereby support both cultural enhancement and culturally safe research practice.

Keywords: Māori knowledge, mātauranga Māori, revitalization, theoretical models, inclusive, Kaupapa Māori

Access to the complete content on Oxford Research Encyclopedia of Education requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.

Please subscribe or login to access full text content.

If you have purchased a print title that contains an access token, please see the token for information about how to register your code.

For questions on access or troubleshooting, please check our FAQs, and if you can''t find the answer there, please contact us.