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1. Maori English (EJ808882)
Author(s):
Maclagan, Margaret; King, Jeanette; Gillon, Gail
Source:
Clinical Linguistics & Phonetics, v22 n8 p658-670 Aug 2008
Pub Date:
2008-08-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Indigenous Populations; Language Variation; Monolingualism; Foreign Countries; Malayo Polynesian Languages; Bilingualism; Nonstandard Dialects; Language Maintenance; Language Usage
Abstract: The Maori language is the language of the indigenous people of New Zealand. Today, not all Maori speak the Maori language, and many Maori as well as non-Maori speak Maori English, the fastest growing of the main varieties of New Zealand English. This paper provides a background to the linguistic situation of the Maori populace in New Zealand, including the current revitalization of the Maori language and the increasing use of Maori English. Speech-language therapists working with Maori clients now see children who are monolingual speakers of standard New Zealand English or monolingual speakers of Maori English, young children who are being raised as bilingual speakers of Maori and English, and older people who are relatively fluent in Maori. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Maori Men and the Grief of SIDS (EJ823916)
Edwards, Shane; McCreanor, Tim; Ormsby, Manga; Tuwhangai, Nick; Tipene-Leach, David
Death Studies, v33 n2 p130-152 Feb 2009
2009-02-00
Descriptors: Grief; Infant Mortality; Fathers; Cultural Influences; Intervention; Personal Narratives; Death; Emotional Response; Stress Variables; Socioeconomic Influences; Stress Management; Family Influence; Sex Stereotypes
Abstract: The loss of a baby is always hard to cope with and the grieving process is likely to be difficult. Interventions to work with Sudden Infant Death Syndrome (SIDS) families have improved grieving outcomes for many but the needs of Maori fathers are not well understood or catered to by existing services. This article presents narrative data from Maori fathers who have lost a baby to SIDS and analyzes these narratives in the context of the literature and of traditional Maori constructs about grief. The authors document a rarely discussed Maori concept, "the attainment of mauri tau," as the desired outcome of the grieving process; and begin a discussion around the changing face of the Maori grieving process and its implications for the grieving practices of Maori men. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Educational Achievement in Maori: The Roles of Cultural Identity and Social Disadvantage (EJ813875)
Marie, Dannette; Fergusson, David M.; Boden, Joseph M.
Australian Journal of Education, v52 n2 p183-196 Aug 2008
Journal Articles; Reports - Evaluative
Descriptors: Ethnicity; Socioeconomic Status; Economic Status; Outcomes of Education; Academic Achievement; Identification; Children; Foreign Countries; Malayo Polynesian Languages; Adolescents; Young Adults; Pacific Islanders; Cultural Differences; Longitudinal Studies; Disadvantaged; Statistical Significance; Comparative Analysis
Abstract: The present study investigates the roles of Maori cultural identity and socio-economic status in educational outcomes in a New Zealand birth cohort studied from birth to the age of 25. There were statistically significant (all p values less than 0.01) associations between cultural identity and educational outcomes, with those of Maori ethnic identification having generally lower levels of educational achievement outcomes when compared to non-Maori. In addition, those of Maori ethnic identification were exposed to significantly (p less than 0.05) greater levels of socio-economic disadvantage in childhood. Control for socio-economic factors largely reduced the associations between cultural identity and educational outcomes to statistical non-significance. The findings suggest that educational underachievement amongst Maori can be largely explained by disparities in socio-economic status during childhood. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Maori Science Education in Aotearoa New Zealand. He Putea Whakarawe: Aspirations and Realities (EJ804178)
Wood, Anaru; Lewthwaite, Brian
Cultural Studies of Science Education, v3 n3 p625-662 Sep 2008
2008-09-00
Journal Articles; Reports - Descriptive
No
Descriptors: Action Research; Educational Change; Foreign Countries; Science Education; Ethnic Groups; Pacific Islanders; Culturally Relevant Education; Cultural Relevance; School Community Relationship; Program Effectiveness
Abstract: This article reports on the first two phases of a multiphase science education development project in predominantly Maori kura (school communities) in the central region of the North Island of Aotearoa New Zealand. The development project in its entirety employs an action research methodology and by so doing endeavors to support the improvement of science education delivery in accordance with school community aspirations. The full project (a) establishes the current situation in Year 1-8 science education in the communities; (b) identifies developmental aspirations for stakeholders within the communities and identifies potential contributors and constraints to these aspirations; (c) implements mechanisms for achieving identified aspirations; and finally; (d) evaluates the effectiveness of such mechanisms. In its focus on the first two phases, this article incorporates the analytical lenses of Kaupapa Maori Theory and Bronfenbrenner's bio-ecological model. It concludes by outlining some priorities to consider for science education development based on the outcomes of our preliminary discussions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. White Mothers, Brown Children: Ethnic Identification of Maori-European Children in New Zealand (EJ779323)
Kukutai, Tahu H.
Journal of Marriage and Family, v69 n5 p1150-1161 Dec 2007
2007-12-00
Descriptors: Racial Identification; Foreign Countries; Minority Groups; Ethnic Groups; Pacific Islanders; Mothers; Parent Attitudes; Parent Role; Parent Influence
Abstract: Studies of multiethnic families often assume the ethnic identification of children with the minority group results from the minority parent. This study examines an alternate view that mainstream parents also play an important role in transmitting minority ethnicity. It explores this argument using data from New Zealand on the ethnic labels mothers assign to their Maori-European children. It finds that European mothers are just as disposed as Maori mothers to designate their child as Maori, either exclusively or in combination. Two explanations, grounded in ethnic awareness and gendered inheritance, are proposed. Although neither satisfactorily predicts maternal designation decisions, the readiness of European mothers to identify their child as Maori underscores their role in diffusing Maori ethnicity. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Perceptions of "Maori" Deaf Identity in New Zealand (EJ747677)
Smiler, Kirsten; McKee, Rachel Locker
Journal of Deaf Studies and Deaf Education, v12 n1 p93-111 2007
2007-00-00
Descriptors: Foreign Countries; Ethnicity; Pacific Islanders; Minority Groups; Deafness; Self Determination; Empowerment; Interviews; Case Studies; Racial Identification; Acculturation; Social Integration; Community Surveys
Abstract: Following the reframing of "Deaf" as a cultural and linguistic identity, ethnic minority members of Deaf communities are increasingly exploring their plural identities in relation to Deaf and hearing communities of affiliation. This article examines "Maori" Deaf people's perceptions of identity, during a coinciding period of "Tino Rangatiratanga" ("Maori" cultural and political self-determination and empowerment) and the emergence of Deaf empowerment. Interviews with 10 "Maori" Deaf participants reveal experiences of enculturation into "Maori" and Deaf communities and how they negotiate identity in these contexts. Consistent with the model of contextual identity in Deaf minority individuals of Foster and Kinuthia (2003), participants expressed fluid identities, in which "Maori" and Deaf aspects are both central but foregrounded differently in their interactions with hearing "Maori," Deaf "Maori," and the wider Deaf community. This New Zealand case study illustrates how changing sociopolitical conditions affect Deaf minority individuals' opportunity to achieve and express identification with both Deaf-world and family heritage cultures. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Narratives from Aotearoa New Zealand: Building Communities in Early Childhood through the Visual Arts (EJ823245)
Fuemana-Foa'i, Lisa; Pohio, Lesley; Terreni, Lisa
Teaching Artist Journal, v7 n1 p23-33 Jan 2009
2009-01-00
Descriptors: Sociocultural Patterns; Visual Arts; Early Childhood Education; Young Children; Foreign Countries; Teaching Methods; Ethnic Groups; Pacific Islanders; Teacher Education; Empowerment; Art Education; Professional Development
Abstract: This article reflects the voices of the authors who are three early childhood tertiary educators and who have presented at the Aotearoa New Zealand Association of Arts Educators Conference held in Wellington in July 2007. The authors revealed many common threads that interwove throughout their individual presentations and made visible an emerging collective voice in early childhood education. This article highlights the significance of the child in the context of family and community and the acknowledgment that the child brings rich prior experiences to the early childhood context, presenting a sociocultural perspective of teaching and learning. This approach to teaching and learning is based on four principles that have been developed around principles of Maori pedagogy: empowerment ("whakamana"), holistic development ("kotahitanga"), family and community ("whanau tangata"), and relationships ("Nga Hononga"). These four principles form the basis of the national early childhood curriculum "Te Whariki" (Ministry of Education) in which there is a strong expectation for teachers to acknowledge and, as Gould and Pohio urge, "to hear the real lives of children". A glossary for some Maori terms is presented.(Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Lifelong Learning: Beyond the Rhetoric of Retention (EJ778294)
Maori, Te Tari Matauranga
Higher Education Research and Development, v26 n4 p363-376 Dec 2007
Descriptors: Postsecondary Education; Pacific Islanders; Lifelong Learning; Educational Experience; Foreign Countries; Student Attrition; Academic Persistence; Minority Groups; Dropouts; Dropout Prevention; Ethnic Groups; College Students; Urban Schools; Dropout Research; Graduation Rate
Abstract: Initially, this study of the attrition of adult Maori students in a Tertiary Institute was undertaken to determine whether the factors in the literature explaining attrition/retention in tertiary institutions were relevant to Maori students and whether the literature covered all the factors. The main finding was that they mostly did apply. Research published subsequently raised other issues that led to the conclusion that we need to reframe the concept of attrition/retention and accept that a certain level is inevitable. This suggests that it is time to turn our attention to strategies that ease the exit and return of Maori students to tertiary education institutions if they have to withdraw for any reason. At the same time, those of us in the tertiary education sector must continue to find ways to improve the quality of educational experiences for Maori students. A Glossary is appended. (Contains 1 table.) [This study was funded by the Manukau Institute of Technology Research and Ethics Committee.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Outspoken Indigenes and Nostalgic Migrants: Maori and Samoan Educating Performances in an Aotoearoa New Zealand Cultural Festival (EJ820480)
Gershon, Ilana; Collins, Solonaima
Teachers College Record, v109 n7 p1797-1820 2007
Descriptors: High Schools; Democracy; Ethnography; Foreign Countries; Tutors; Migrants; High School Students; Case Studies; Cultural Awareness; Student Attitudes; Indigenous Populations; Comparative Analysis; Cultural Activities; Interviews; Teacher Attitudes
Abstract: Background/Context: Theorists of civil society often view civil society as a site for democratic education. Civil society is supposed to assist democratic practice by offering people contexts in which they practice promoting the common good. This article, following Nina Eliasoph's intervention, takes this to be a claim requiring ethnographic exploration. The article provides an ethnographic answer to the question, What do people actually tell each other about the common good or national well-being in civil society moments? To explore this question, the authors turn to how a Samoan cultural group and a Maori cultural group rehearse and perform in a citywide high school cultural festival in Auckland. Purpose: This article compares how migrant high school students and indigenous high school students use performances of traditional songs and dances to explore their relationships to the New Zealand nation. The article examines how the rehearsals take place, particularly who disciplines whom and how different levels of expertise are displayed. The authors compare how tutors circulate knowledge and discipline in the rehearsals with how the students perform their relationships to the New Zealand nation on stage. Setting: We conducted ethnographic research at two different high schools in West Auckland, New Zealand. Population: We observed two cultural groups with approximately 20 high school students in each. We also interviewed approximately 10 teachers and tutors who had been involved in preparing Samoan and Maori cultural groups for this festival. Research Design: This was a qualitative case study. We observed rehearsals for 8 weeks and conducted semistructured interviews with students and teachers. Conclusions/Recommendations: The authors argue that through the rehearsals and the performance, the Samoan migrant students and the indigenous Maori students adopt different relationships to the nation. The Samoan migrant students see themselves as more aligned to Samoa as the homeland that few of them have visited. They are out of place in the New Zealand nation and use nostalgic performances to perform this sense of dislocation. The Maori students, on the other hand, use the performances to express a political disenchantment with the New Zealand nation. They are constantly critiquing government policies in the context of these performances. In short, both Samoan and Maori students are expressing the ways in which they do not belong to the nation through their engagements. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. From Object to Subject: Hybrid Identities of Indigenous Women in Science (EJ817126)
McKinley, Elizabeth
Cultural Studies of Science Education, v3 n4 p959-975 Dec 2008
2008-12-00
Journal Articles; Opinion Papers; Reports - Descriptive
Descriptors: Indigenous Populations; Women Scientists; Foreign Countries; Science Education; Global Approach; Power Structure; Cultural Context; Sociocultural Patterns; Science Instruction; Scientific Enterprise; Critical Theory; Politics of Education; Role of Education; Social Theories; Educational Philosophy; Educational Environment; Scientific Principles
Abstract: The use of hybridity today suggests a less coherent, unified and directed process than that found in the Enlightenment science's cultural imperialism, but regardless of this neither concept exists outside power and inequality. Hence, hybridity raises the question of the terms of the mixture and the conditions of mixing. Cultural hybridity produced by colonisation, under the watchful eye of science at the time, and the subsequent life in a modern world since does not obscure the power that was embedded in the moment of colonisation. Indigenous identities are constructed within and by cultural power. While we all live in a global society whose consequences no one can escape, we remain unequal participants and globalisation remains an uneven process. This article argues that power has become a constitutive element in our own hybrid identities in indigenous people's attempts to participate in science and science education. Using the indigenous peoples of Aotearoa New Zealand (called Maori) as a site of identity construction, I argue that the move from being the object of science to the subject of science, through science education in schools, brings with it traces of an earlier meaning of "hybridity" that constantly erupts into the lives of Maori women scientists. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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