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date: 02 December 2021

Navigating Kaupapa Māori Fields of Knowledgelocked

Navigating Kaupapa Māori Fields of Knowledgelocked

  • Angus Macfarlane, Angus MacfarlaneUniversity of Canterbury
  • Sonja MacfarlaneSonja MacfarlaneUniversity of Canterbury
  •  and Toby CurtisToby CurtisTe Arawa Lakes Trust

Summary

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.

Subjects

  • Education, Cultures, and Ethnicities
  • Educational Theories and Philosophies

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