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Mātauranga and Science – Introduction
Get PDFMātauranga Māori is not like an archive of information but rather is like a tool for thinking, organising information, considering the ethics of knowledge, the appropriateness of it all and informing us about our world and our place in it. (Mead 2003, p. 306)
Māori have become a pivotal force in New Zealand’s science system, with the torsion of tikanga Māori inviting the system to open its doors to indigenous values. Increasing-ly mātauranga Māori – encompassing Māori knowledge, Māori methods of knowledge creation and Māori ways of knowing – is being consulted, aligned with or brought into conversation with science. As the guest editors for Mātauranga and Science in Practice, we wanted a space in which people who are engaged at these interfaces could share their experiences of working with mātauranga alongside New Zealand science, bound as it is by inherited norms, practices, institutional traditions, and various Crown policies. The audience for this conversation includes tohunga, philosophers, scientists, kaumätua, researchers, academics, kaiako, communities, public servants, kaimahi, students and anyone else who is interested in science, more broadly, and the unique contribution that an Aotearoa New Zealand science could make to the world
Towards building an Indigenous Science Tertiary Curriculum
Get PDFKo te Koronga tētahi kaupapa mō te rangahau Māori kounga nei, e tū nei i Te Whare Wānanga o Ōtākou (https://www.otago. ac.nz/te-koronga/index.html). E rua ōna wāhanga: ko te Grad-uate Research Excellence tētahi, ko te Indigenous Science Research Theme tērā atu. I Aotearoa nei, e ai tonu i te Whare Wānanga o Ōtākou, he āputa nui e tohu nei me whakatipu ō te Māori pūkenga, ōna āheinga hoki, ā-rangahau nei, ki ngā pūtaiao. He tauira, i Ōtākou ko tōna 3% o ngā pouako katoa i te Division of Sciences he Māori, ka mutu, ehara i te mea ka rangahau ngā pouako Māori katoa i ngā take whakawhanake Māori. Mō Te Koronga, ko tō mātou whāinga matua ā-rautaki ko te whakatipu i te tokomaha o ngā pouako Māori e hāngai ai ki te taupori, me te aro kehokeho pū ki te whakapakarihia o te mātauranga me te pūkenga Māori. E tutuki ai ngā whāinga e pā ana ki te whakawhanakehanga Māori i tā Te Whare Wānanga o Ōtākou Māori Strategic Framework 2022 (MSF), ngā whāinga ā-kaupapa here o te motu, ka mutu ko ngā whāinga o te hapori Māori anō hoki, kua whakatauria e Te Koronga kia whakatipu i te hunga pouako Māori kia hāngai ki te taupori (ko tōna 15%), kia whakapakari hoki i te mātauranga me te pūkenga Māori i ngā pūtaiao. E whakatinanahia ai ēnei whāinga, e rua ngā rautaki e horaina nei: ko te waihanga mai i tētahi kaupapa matua hou mō te pūtaiao taketake, mō te mauri ora rānei, nō roto mai i te Division of Sciences ka tahi, me te whakawātea mai i ētahi tūranga mahi mauroa mō te pouako Māori ka rua. Ka aro pū tēnei tuhinga ki te rautaki tuatahi. Ko tēnei kauapapa matua hou mō te pūtaiao taketake: ka whakangungu i ngā atamai, Māori mai, Pākehā mai hoki, ki ngā rohenga o te (‘ngā’ rānei) pūtaiao taketake; ka whakapakari i ngā āheinga ā-pouako puta noa i ngā momo akoranga mā roto mai i te waihangatia o tētahi wāhi ake hou mō te whakaako i te pūtaiao taketake/mauri ora; ka waihanga i tētahi marautanga hou kaupapa Māori nei, ka aro tonu hoki ki ngā ‘ōritehanga’ o te mātauranga taketake me te whakaaro Pākehā; ka takoha atu ki ō te hapori Māori hiahia, ki ōna wawata hoki mō ngā pūtaiao e whirinaki nei ki ngā hoahoatanga Māori o nāianei, ki ngā āheinga hou hoki ka puta, ka whakatutuki anō hoki i tā Te Hīkina Whakatutuki rautaki ko Vision Mātauranga Policy, Diversity in Science, me ō Te Whare Wānanga o Ōtākou whāinga i te Māori Strategic Framework. Koinei te tuhinga tuatahi o ngā mea e rua nā ngā kaituhi: ka kōrero tēnei tuhinga o te Special Issue tuatahi i te take tonu o tētahi wāhi whakaako mō te pūtaiao taketake/mauri ora. Ko tōna hoa haere ka tāngia ki te Special Issue tuarua, ka aro pū tonu ki tētahi mehanga i Ōtākou, ki te hanganga mai o tētahi marautanga pūtaiao taketake, ki ngā momo whakaakohanga o te marautanga anō hoki kua whakatakotoria.
Te Koronga is a Māori research excellence kaupapa (mission) based at the University of Otago (https://www.otago.ac.nz/te-koronga/index.html). It is composed of two parts: Graduate Research Excellence and the Indigenous Science Research Theme. In New Zealand, there is a significant need to grow Māori research capability and capacity in sciences and particularly at the University of Otago. For example, at Otago approximately 3% of all academic staff in the Division of Sciences are Māori and not all Māori staff necessarily research on Māori development issues. For Te Koronga, our top strategic priority is to grow Māori academic staff numbers to population parity with a clear focus on building Māori expertise and capability. In order to meet the objectives related to Māori development for the University of Otago Māori Strategic Framework 2022 (MSF), as well as national policy goals, and importantly Māori community aspirations, Te Koronga have set an aim to increase Māori academic staff numbers to population parity (approximately 15%) and to increase Māori academic expertise and capability in sciences. To realise these aims, two strategies are offered: firstly, to create a new indigenous sciences or mauri ora (flourishing wellness) major within the Division of Sciences and secondly to create Māori academic tenure track positions. This paper will focus on the first strategy. A new major in indigenous science will: train Māori and non-Māori scholars in the fields of indigenous science(s); build staff capacity across the disciplines through creating a new dedicated teaching area of indigenous sciences/mauri ora; create new curriculum that is kaupapa Māori-led as well as at the ‘interface’ of indigenous scholarship and Western ways of thinking; contribute towards Māori community needs and aspirations in sciences that build on current Mäori networks as well as new opportunities that emerge and will address Ministry of Business, Innovation and Employment’s Vision Mātauranga Policy, Diversity in Science strategy and Otago University’s Māori Strategic Framework goals.This is the first of two papers by the authors: this paper in the first Special Issue will address the rationale for an indigenous sciences/mauri ora teaching area. Its companion paper will be published in the second Special Issue and will focus on an Ota-go-based solution of creating an indigenous science curriculum as well as proposed pedagogies for the curriculum
Whāia ngā pae o te māramatanga: our horizons of pursuit
Get PDFKei te tipu haere te whakaaro i Aotearoa Niu Tīreni he tino iho tonu tō te huitahi ki te Māori me te whakarangatira i a ia puta noa i te ahunga o te pūtaiao me te rangahau kia whakaraetia ai ngā taunahua ā-motu, kia pūrangiaho ai hoki te whakaaro ki ngā āhuatanga motuhake ka taea anahe e te mātauranga Māori te takoha atu ki te puna auaha me te waihanga mōhiohioranga. (Ministry of Education 2013a). E riro mai ai ngā hua o te huri haerehanga o ō te motu rohenga tangata, e tū ai hoki te Tiriti o Waitangi hei poutokomanawa i te hapori whānui, me tino karanga te Māori kia whaiwāhi mai ia ki ngā rangahau me ngā whakataunga puta noa i ngā akoranga me ngā ahunga katoa. Ka whakaarohia e tēnei tuhinga, pēhea tonu nei ngā takohanga a Ngā Pae o te Māramatanga (NPM) ki te whakaraetia o ngā tau-nahua me te whakawhanakehia o ngā āheinga kei waengarahi i te mātauranga Māori me te pūtaiao. E kitea nei e te tuhinga nei, he pai ā NPM takohanga, ā, nā aua takohanga e huri pai nei ngā momo rangahau i Aotearoa Niu Tīreni, otirā i te ao whānui.
In Aotearoa New Zealand there is a growing recognition that Māori engagement and leadership across the science and research sector is essential for addressing national challenges and realising the distinctive contribution of mātauranga Māori to innovation and knowledge creation (Ministry of Education 2013a). To reap the benefits of the nation’s changing demographics and to centre Te Tiriti o Waitangi in society, it is critical that Māori are engaged in research and decision making in all disciplines and in all sectors. This article considers how Ngā Pae o te Māramatanga (NPM), New Zealand’s Māori Centre of Research Excellence, is contributing towards addressing and developing challenges and opportunities at the interface between mātauranga Māori and science. The article traces the contribution of NPM as a positive transformative contributor to research in Aotearoa New Zealand and internationally
Teaching the next generation of scientists to support communities in their restoration of ecosystems and ways of life
Get PDFHe uaua te whāriki i te mātauranga me te mōhio whānuitanga ki te whakamahi ā-ringa nei i te tukanga pūtaiao, engari, he pit-omata tōna e takatū ake ai ngā pia ki ā rātou ake mahi ā haere ake nei. Mō te taha ki ngā kaipūtaiao whakarae, ko te mea nui kia mārama rātou ki tā te kaipūtaiao mahi i roto i te pāpori, ki ngā matatika, ki te ngākau tapatahi, ki ngā āhuatanga ōrite o te mahi kōkiri me te pūtaiao matua, ki te whakatau puehu, ki te horopaki ā-hītori, ki te mahi hoki a te whakaturehanga me ō te marea whakaaro. Ko te AQFI 301 Field Methods for Assessment of Fisheries and Aquatic Habitats tētahi kōhi tōpū kaha i te Whare Wānanga o Ōtākou e arō pū ana ki ō te rohenga mahi, e hora nei i te āheinga ki te tauira kia whakamahia te pūtaiao hei rongoā i ngā tino take, me te tautoko mai a te hapori. Ko te tūāpapa o te kōhi ko te houruatanga mauroa ā-rangahau, ko Te Tiaki Mahinga Kai, nā, e kōrero nei mō te whakangungu i ngā wāhi e kīia nei e te tikanga he wāhi kohi kai. I tēnei houruatanga ka mahi tahi te hapori me ngā kairuruku kia tautokohia te whaka-haere i te mahinga kaimoana tuku iho, ka mutu, ina whānui ake te titiro, te whakarauora i ngā pūnaha ā-pāpori, ā-hauropi anō hoki. Mā te tautoko i a Tangata Tiaki/Kaitiaki ¹ (ko ngā kaitiaki/kaiwhakahaere ā-mahinga kaimoana tuku iho kua whakaman-ahia ki te whakaturehanga) ka tūhono atu te kōhi ki te hapori whānui (p.m. ngā kaipāmu, ngā rōpu whāomoomo rānei), ki ngā mahi iho pū a te marae, a te hapū, a te whānau anō hoki i ngā hapori taiwhenua. Kua poua te kōhi rohenga ki te marae o Ngāi Tahu, ko tāna hoki he whakapuaki i ngā tikanga me ngā kawa o te marae, o te mahinga kaimoana anō hoki. Ka whakaakona houruatia te AQFI 301 me te hapori, nā, e hora nei ngā hua ki ngā tauira, ki te Whare Wānanga, ki ngā kaiuru anō hoki o te hapori. He rerekē tā AQFI 301 titiro ki te whakaako i te pūtaiao koiora moana ki ngā whare wānanga auraki, he aronga nōna ki ngā hiahia me ngā wawata o ngā ahikā Māori o te hapori, he whakamārama hoki nōna ki te tauira me pēhea te whakamahi i te pūtaiao i ngā horopaki mātinitini. He whakahirahira nei te taiao waimāori me te taiao moana ki te Māori, koia pū tā mātou titiro ki te whakatipu i ngā pia e taea ai e rātou te mahi tahi ki te Māori, ki hapori kē atu rānei, i runga i te kauanuanu, i te whai take anō hoki. Ko tēnei tuhinga, e whakatakoto nei i ngā tau-nahua o te whāngai i te tauira ki ngā pūkenga whai tikanga o te whakaako i te pūtaiao mātauranga matua, e whakamahuki nei i te houruatanga me te hapori hei whakaako i te pūtaiao ā-ringa, e whakamārama nei i ngā whakaritehanga mō te kōhi rohenga, e whakamahuki nei hoki i te kōhi rohenga ā-noho marae me te kōrero i ngā pānga ki ngā rōpū kaiuru, i ngā ngoikorehanga me ngā whakatau anō hoki.
Providing expertise and high-level understanding in the practical application of the scientific process is challenging but has the potential to better prepare graduates for future careers. The key for frontline scientists is to understand the role of a scientist in society including ethics and integrity, the interface between advocacy and primary science, conflict resolution, historical context, and the role of legislation and public opinion. AQFI 301 Field Methods for Assessment of Fisheries and Aquatic Habitats is an intensive field-focussed course at the University of Otago that provides students with an opportunity to apply science to real issues with the support of the community. The course is built on the long-standing research partnership Te Tiaki Mahinga Kai, which means, guarding the customary food gathering areas. In this partnership communities and researchers work together to support customary fisheries management and, more broadly, the restoration of social-ecological systems. By supporting Tangata Tiaki/Kaitiaki (legislatively empowered customary fishery managers/guardians) the course connects to the broader community (e.g. farmers, conservation groups) through the central role the marae (ancestral meeting house), hapū (subtribe) and whānau (families) play in many rural communities. The field course is based at a Ngāi Tahu marae (communal or sacred place) and provides an introduction to tikanga (custom) and kawa (protocol) at the marae and around fisheries. AQFI 301 is taught in partnership with the community, providing benefits to the students, the University and community participants. AQFI 301 takes a unique approach to teaching marine science in mainstream tertiary institutions as it is based on the needs and aspirations of local Māori communities and allows students to understand how science can be applied in different contexts. Freshwater and marine environments are of significant importance to Māori and this is our approach to building graduates who can work alongside Māori and other communities respectfully and in meaningful ways. This article outlines the challenge of providing practical skills to students in tertiary science teaching, describes a partnership with the community for teaching applied science, details the preparation for the field course, describes the noho marae-based field course and discusses the impacts on the participant groups, with limitations and conclusions
The Tax-benefit Interface
Get PDFThis article discusses the interaction of the tax and benefit systems (the tax–benefit interface). It shows profiles of combined taxation and benefit abatement (effective marginal tax rate profiles) for two families, before discussing lessons that could be drawn from these profiles for policy. One theme that emerges is the need for simplification. Yet rather than pursuing simplification through grands projets, such as a universal basic income, what is needed is a focus on detailed design issues, such as how tightly programmes respond to fluctuations in hours of work and incomes
Innovation in Primary Healthcare: can it improve health sector productivity and health outcomes?
Get PDFHealth systems everywhere are facing significant challenges – demand pressures from an ageing population, a rise in chronic health conditions, and greater community expectations as more new health treatments are developed. There are three possible responses to this: increasing health funding (increasing inputs), rationing health services (restricting outputs) or increasing productivity through innovation (doing things differently and more efficiently). This article looks at innovation in New Zealand’s primary healthcare sector and recent attempts to measure its impact across the health system
A Focus on the How not the Who: localism in Aotearoa through a community-led lens
Get PDFEmerging localism discussions in Aotearoa must look further than a structured devolution of roles and responsibilities from central to local government. New operating models are needed that build from local wisdom and leadership to actively involve and empower local communities and iwi/Mäori as genuine partners in decision- and solution-making for their places. Taking a ‘learning by doing’ focus to incentivise and support local stakeholders to better work together is essential. Future localist success will require greater power sharing and concerted trust building at all levels
Well-being at the Local Level
Get PDFThe Institute for Governance and Policy Studies, in partnership with Victoria University of Wellington’s Health and Wellbeing distinctiveness theme steering group, hosted a symposium on ‘The Four Wellbeings for Local Government’ on 26 February 2019. The symposium heard brief presentations from eight invitees from local government, central government, the private sector and NGOs: Justin Lester, Lyn Patterson, Karen Thomas, Peter McKinlay, Wayne Mulligan, Meg Williams, Danielle Shanahan and Suzy Morrissey. Inspired by these addresses and by the ensuing discussion, this article considers what the reintroduction of the ‘four well-beings’ into the Local Government Act might mean for local decision making
Three Perspectives on Canterbury Freshwater Management
Get PDFFreshwater management has attracted more public and media attention in Canterbury than in any other New Zealand region. Public interest peaked with the controversial 2010 dismissal of the elected regional council under special legislation (Environment Canterbury (Temporary Commissioners and Improved Water Management) Act 2010). For a range of views on these complex issues, we asked three people intimately involved in the process – elected councillor Lan Pham, appointed commissioner Tom Lambie and Ngäi Tahu cultural rights expert Karaitiana Taiuru – to contribute a short essay assessing the Canterbury Water Management Strategy. 
Measuring the Effectiveness of New Zealand’s Local Government
Get PDFLocal Government New Zealand’s recently introduced CouncilMARKâ„¢ scheme assesses local councils’ effective management of finance and resources, their leadership and their responsiveness to their communities, and enables them to be compared and the prospect for collaboration towards improved performance explored. Other measures of reputation and ratepayer participation suggest that CouncilMARK may be over-emphasising managerial capability relative to stakeholder engagement, which may have implications for the scheme’s value if community well-being is introduced as a prominent measure of performance
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