Pub Date : 2020-11-30DOI: 10.20507/maijournal.2020.9.3.8
T. McAllister, J. Kokaua, Sereana Naepi, Joanna Kidman, Reremoana Theodore
Māori and Pacific academics make up less than 4% and 1% respectively of New Zealand professors. We investigated ethnic inequities in promotions and earnings in New Zealand universities. Using New Zealand’s Performance-Based Research Fund (PBRF) data (2003, 2012, 2018) we found that Māori and Pacific men and also women academics, compared with non-Māori non-Pacific men academics, had significantly lower odds of being an associate professor or professor (professoriate) or of being promoted, and had lower earnings. These inequities were not explained by research performance (measured by PBRF scores), age or field, and remained over time, particularly for women. Māori and Pacific women academics earned on average $7,713 less in 2018 than non-Māori non-Pacific men academics and had 65% lower odds of being promoted into the professoriate from 2003 to 2018. Our findings suggest that current inequities for Māori and Pacific academics will persist without systemic change in New Zealand universities.
{"title":"GLASS CEILINGS IN NEW ZEALAND UNIVERSITIES: Inequities in Māori and Pacific promotions and earnings","authors":"T. McAllister, J. Kokaua, Sereana Naepi, Joanna Kidman, Reremoana Theodore","doi":"10.20507/maijournal.2020.9.3.8","DOIUrl":"https://doi.org/10.20507/maijournal.2020.9.3.8","url":null,"abstract":"Māori and Pacific academics make up less than 4% and 1% respectively of New Zealand professors. We investigated ethnic inequities in promotions and earnings in New Zealand universities. Using New Zealand’s Performance-Based Research Fund (PBRF) data (2003, 2012, 2018) we found that Māori and Pacific men and also women academics, compared with non-Māori non-Pacific men academics, had significantly lower odds of being an associate professor or professor (professoriate) or of being promoted, and had lower earnings. These inequities were not explained by research performance (measured by PBRF scores), age or field, and remained over time, particularly for women. Māori and Pacific women academics earned on average $7,713 less in 2018 than non-Māori non-Pacific men academics and had 65% lower odds of being promoted into the professoriate from 2003 to 2018. Our findings suggest that current inequities for Māori and Pacific academics will persist without systemic change in New Zealand universities.","PeriodicalId":36901,"journal":{"name":"MAI Journal","volume":"83 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83789857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-30DOI: 10.20507/maijournal.2020.9.3.2
Maria Bargh
The Māori Electoral Option is a period of 4 months, every 5 years, when Māori electors can choose whether to be on the Māori or the General Electoral Roll. The outcome of the Māori Electoral Option is a key factor in determining the number of Māori seats in the New Zealand Parliament. The Electoral Commission estimates that approximately 6,000 Māori voters each year request to change electoral roll, but in 2017 over 19,000 voters applied to change. Why were so many more Māori wanting to change and why did they not know they could only change during the Māori Electoral Option held every 5 years? The following year, the 2018 Māori Electoral Option saw the first net increase of Māori changing to the general roll since 1996. This article uses data gathered from the results of Māori Electoral Options 1991–2018, an anonymous survey, and evaluations of Māori Electoral Option campaigns to consider how the shifting trends in roll choices might be explained.
{"title":"THE MĀORI ELECTORAL OPTION: How can trends in roll choices be explained?","authors":"Maria Bargh","doi":"10.20507/maijournal.2020.9.3.2","DOIUrl":"https://doi.org/10.20507/maijournal.2020.9.3.2","url":null,"abstract":"The Māori Electoral Option is a period of 4 months, every 5 years, when Māori electors can choose whether to be on the Māori or the General Electoral Roll. The outcome of the Māori Electoral Option is a key factor in determining the number of Māori seats in the New Zealand Parliament. The Electoral Commission estimates that approximately 6,000 Māori voters each year request to change electoral roll, but in 2017 over 19,000 voters applied to change. Why were so many more Māori wanting to change and why did they not know they could only change during the Māori Electoral Option held every 5 years? The following year, the 2018 Māori Electoral Option saw the first net increase of Māori changing to the general roll since 1996. This article uses data gathered from the results of Māori Electoral Options 1991–2018, an anonymous survey, and evaluations of Māori Electoral Option campaigns to consider how the shifting trends in roll choices might be explained.","PeriodicalId":36901,"journal":{"name":"MAI Journal","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91221071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-29DOI: 10.20507/maijournal.2019.9.2.7
Luke Fitzmaurice
The removal of a Mäori child in May 2019 led to widespread protest and the launch of four inquiries into the Ministry for Children, plus an urgent inquiry through the Waitangi Tribunal. Tamariki Mäori are overrepresented in the child welfare system, but the issues are not just about the system itself. The legacy of colonisation continues to have an impact, not just on individual whänau, but also on the loss of tikanga in relation to whänau. It is the tikanga of whänau that many protesters seek to protect. Furthermore, advocates for reform disagree on the extent to which partnership and biculturalism should be prioritised, or whether selfdetermination should be a minimum prerequisite for change. Understanding this difference of opinion is important because it affects our view of the child welfare system itself. This article explores these issues within the current context, where child welfare issues are a matter of considerable public debate.
{"title":"Whānau, Tikanga and Tino Rangatiratanga: What is at stake in the debate over the Ministry for Children?","authors":"Luke Fitzmaurice","doi":"10.20507/maijournal.2019.9.2.7","DOIUrl":"https://doi.org/10.20507/maijournal.2019.9.2.7","url":null,"abstract":"The removal of a Mäori child in May 2019 led to widespread protest and the launch of four inquiries into the Ministry for Children, plus an urgent inquiry through the Waitangi Tribunal. Tamariki Mäori are overrepresented in the child welfare system, but the issues are not just about the system itself. The legacy of colonisation continues to have an impact, not just on individual whänau, but also on the loss of tikanga in relation to whänau. It is the tikanga of whänau that many protesters seek to protect. Furthermore, advocates for reform disagree on the extent to which partnership and biculturalism should be prioritised, or whether selfdetermination should be a minimum prerequisite for change. Understanding this difference of opinion is important because it affects our view of the child welfare system itself. This article explores these issues within the current context, where child welfare issues are a matter of considerable public debate.","PeriodicalId":36901,"journal":{"name":"MAI Journal","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84147529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-29DOI: 10.20507/maijournal.2019.9.2.2
J. Ruru, Jeanette Wikaira, Angela Wanhalla
In 2018, we curated the Te Takarangi Book List: a collection of 150 Māori-authored non-fiction books. The list profiles some of the important Māori leaders, thinkers and authors of our time. From the first book published about the Māori language in 1815 to the works of current Māori scholars, researchers and writers making their mark and claiming a voice in the research environment of Aotearoa New Zealand, this is a sample list to celebrate. This article details how we curated this special book list and highlights some of the undeniable themes that emerge when a mass of books are purposely brought to sit together.
2018年，我们策划了《塔卡兰吉书单》(the Takarangi Book List)，收录了150本Māori-authored非小说类书籍。该榜单介绍了我们这个时代一些重要的Māori领袖、思想家和作家。从1815年出版的第一本关于Māori语言的书，到目前Māori学者、研究人员和作家的作品，在新西兰的研究环境中留下了自己的印记，并要求发出自己的声音，这是一个值得庆祝的样本清单。这篇文章详细介绍了我们是如何策划这个特别的书单的，并强调了一些不可否认的主题，这些主题是在大量的书被故意放在一起时出现的。
{"title":"Te Takarangi: The Significance of curating a sample list of Māori authorised non-fiction books","authors":"J. Ruru, Jeanette Wikaira, Angela Wanhalla","doi":"10.20507/maijournal.2019.9.2.2","DOIUrl":"https://doi.org/10.20507/maijournal.2019.9.2.2","url":null,"abstract":"In 2018, we curated the Te Takarangi Book List: a collection of 150 Māori-authored non-fiction books. The list profiles some of the important Māori leaders, thinkers and authors of our time. From the first book published about the Māori language in 1815 to the works of current Māori scholars, researchers and writers making their mark and claiming a voice in the research environment of Aotearoa New Zealand, this is a sample list to celebrate. This article details how we curated this special book list and highlights some of the undeniable themes that emerge when a mass of books are purposely brought to sit together.","PeriodicalId":36901,"journal":{"name":"MAI Journal","volume":"71 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85515779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-29DOI: 10.20507/maijournal.2019.9.2.8
Ashlea Gillon
{"title":"Body Sovereignty and Te Matatini","authors":"Ashlea Gillon","doi":"10.20507/maijournal.2019.9.2.8","DOIUrl":"https://doi.org/10.20507/maijournal.2019.9.2.8","url":null,"abstract":"","PeriodicalId":36901,"journal":{"name":"MAI Journal","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80174831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-29DOI: 10.20507/MAIJOURNAL.2019.9.2.1
S. Hampton
The 2007 United Nations Declaration on the Rights of Indigenous Peoples (the Declaration) has gained increasing attention as a tool for promoting Indigenous rights. The study reported in this article contributes to the discussion about the Declaration’s effectiveness by analysing its role in advancing Indigenous peoples’ self-determination. A qualitative case study was conducted between January and February 2018 with 18 Māori activists in Aotearoa New Zealand, using a rights-based and Indigenous-based approach to form the analytical framework. Principal findings indicate that the power imbalance in Aotearoa and weak responsiveness by government to Māori rights undermine their self-determination. The Declaration can help bridge this imbalance by providing norms and standards to hold government accountable. This article also provides new scholarship on how and why Indigenous activists utilise rights-based and Indigenous-based approaches, finding that no single approach or advocacy method is used alone and that Māori deftly combine the Declaration with Indigenous methods of activism to enhance their self-determination.
{"title":"Rights and resurgence in Aotearoa New Zealand: A case study of the united nations declaration on the rights of indigenous peoples role in self determination","authors":"S. Hampton","doi":"10.20507/MAIJOURNAL.2019.9.2.1","DOIUrl":"https://doi.org/10.20507/MAIJOURNAL.2019.9.2.1","url":null,"abstract":"The 2007 United Nations Declaration on the Rights of Indigenous Peoples (the Declaration) has gained increasing attention as a tool for promoting Indigenous rights. The study reported in this article contributes to the discussion about the Declaration’s effectiveness by analysing its role in advancing Indigenous peoples’ self-determination. A qualitative case study was conducted between January and February 2018 with 18 Māori activists in Aotearoa New Zealand, using a rights-based and Indigenous-based approach to form the analytical framework. Principal findings indicate that the power imbalance in Aotearoa and weak responsiveness by government to Māori rights undermine their self-determination. The Declaration can help bridge this imbalance by providing norms and standards to hold government accountable. This article also provides new scholarship on how and why Indigenous activists utilise rights-based and Indigenous-based approaches, finding that no single approach or advocacy method is used alone and that Māori deftly combine the Declaration with Indigenous methods of activism to enhance their self-determination.","PeriodicalId":36901,"journal":{"name":"MAI Journal","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86479337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-29DOI: 10.20507/maijournal.2019.9.2.6
Leanne Te Karu, T. Kenealy, L. Bryant, B. Arroll, M. Harwood
{"title":"The long shadow of inequity for Māori with gout","authors":"Leanne Te Karu, T. Kenealy, L. Bryant, B. Arroll, M. Harwood","doi":"10.20507/maijournal.2019.9.2.6","DOIUrl":"https://doi.org/10.20507/maijournal.2019.9.2.6","url":null,"abstract":"","PeriodicalId":36901,"journal":{"name":"MAI Journal","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87037962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-04DOI: 10.20507/maijournal.2020.9.1.7
Abigail McClutchie
Leadership Through Learning is a 12week (i.e., onesemester) programme for Mäori and Pacific tertiary students run by Te Fale Pouäwhina, a Mäori and Pacific student learning service at the University of Auckland in Aotearoa New Zealand. The programme is designed to help students lead, empower and transform through normalising their leadership and learning success. As a strategy, normalising success counters negative stereotypes, microaggressions, and the everyday colonialism and racism these students encounter. By normalising success, positive stereotypes are created that challenge the deficit framing faced by Mäori and Pacific students. This article describes research exploring the Leadership Through Learning programme, its focus on “students as leaders”, the relationships that develop between students on the programme as they engage with the curriculum, and the impact of innovative teaching and learning praxis. Kaupapa Mäori and Pacific research methodologies, particularly talanoa, are employed to highlight the student leaders’ voices, aspirations and growth as leaders. Student leaders’ engagements and relationships strengthen their identity and selfefficacy, and provide opportunities that have created positive stereotypes, especially in the programme’s three critical areas: leadership, empowerment and transformation.
{"title":"Leadership through learning – Normalising Māori and Pacific leadership and learning success in a tertiary environment","authors":"Abigail McClutchie","doi":"10.20507/maijournal.2020.9.1.7","DOIUrl":"https://doi.org/10.20507/maijournal.2020.9.1.7","url":null,"abstract":"Leadership Through Learning is a 12week (i.e., onesemester) programme for Mäori and Pacific tertiary students run by Te Fale Pouäwhina, a Mäori and Pacific student learning service at the University of Auckland in Aotearoa New Zealand. The programme is designed to help students lead, empower and transform through normalising their leadership and learning success. As a strategy, normalising success counters negative stereotypes, microaggressions, and the everyday colonialism and racism these students encounter. By normalising success, positive stereotypes are created that challenge the deficit framing faced by Mäori and Pacific students. This article describes research exploring the Leadership Through Learning programme, its focus on “students as leaders”, the relationships that develop between students on the programme as they engage with the curriculum, and the impact of innovative teaching and learning praxis. Kaupapa Mäori and Pacific research methodologies, particularly talanoa, are employed to highlight the student leaders’ voices, aspirations and growth as leaders. Student leaders’ engagements and relationships strengthen their identity and selfefficacy, and provide opportunities that have created positive stereotypes, especially in the programme’s three critical areas: leadership, empowerment and transformation.","PeriodicalId":36901,"journal":{"name":"MAI Journal","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75975952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-04DOI: 10.20507/maijournal.2020.9.1.8
Marcia Leenen-Young
As a Samoan educator, I have frequently heard the claim that Pasifika students need to learn how to learn to succeed at university. As part of the He Vaka Moana Fellowship in 2018, I sought to explore this claim by conducting talanoa with 24 Pasifika students who had taken a Pacific Studies course at the University of Auckland. The talanoa focused on their thoughts about learning and learning processes inside and outside the university. This study demonstrates that Pasifika students know how to learn and frequently reflect on their learning processes. These findings are important for recognising that Pasifika students’ learning processes are not an issue, but that educators need to be more aware of how Pasifika students learn at university to successfully support Pasifika student achievement.
{"title":"Pasifika students and learning to learn at University","authors":"Marcia Leenen-Young","doi":"10.20507/maijournal.2020.9.1.8","DOIUrl":"https://doi.org/10.20507/maijournal.2020.9.1.8","url":null,"abstract":"As a Samoan educator, I have frequently heard the claim that Pasifika students need to learn how to learn to succeed at university. As part of the He Vaka Moana Fellowship in 2018, I sought to explore this claim by conducting talanoa with 24 Pasifika students who had taken a Pacific Studies course at the University of Auckland. The talanoa focused on their thoughts about learning and learning processes inside and outside the university. This study demonstrates that Pasifika students know how to learn and frequently reflect on their learning processes. These findings are important for recognising that Pasifika students’ learning processes are not an issue, but that educators need to be more aware of how Pasifika students learn at university to successfully support Pasifika student achievement.","PeriodicalId":36901,"journal":{"name":"MAI Journal","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83445267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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