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Takina te Kawa: Laying the Foundation, a Research Engagement Methodology in Aotearoa (New Zealand)

Published online by Cambridge University Press:  22 July 2015

Marama Taiwhati ,
Rawiri Toia ,
Pania Te Maro ,
Hiria McRae  and
Tabitha McKenzie
Marama Taiwhati
Affiliation:
Te Kura Māori – The School of Māori, Pacific, and Indigenous Education, Faculty of Education, Victoria University of Wellington, PO Box 17310, Karori, Wellington, New Zealand
Rawiri Toia
Affiliation:
Te Kura Māori – The School of Māori, Pacific, and Indigenous Education, Faculty of Education, Victoria University of Wellington, PO Box 17310, Karori, Wellington, New Zealand
Pania Te Maro
Affiliation:
Te Kura Māori – The School of Māori, Pacific, and Indigenous Education, Faculty of Education, Victoria University of Wellington, PO Box 17310, Karori, Wellington, New Zealand
Hiria McRae
Affiliation:
Te Kura Māori – The School of Māori, Pacific, and Indigenous Education, Faculty of Education, Victoria University of Wellington, PO Box 17310, Karori, Wellington, New Zealand
Tabitha McKenzie
Affiliation:
Te Kura Māori – The School of Māori, Pacific, and Indigenous Education, Faculty of Education, Victoria University of Wellington, PO Box 17310, Karori, Wellington, New Zealand
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Abstract

In the bi-cultural context of Aotearoa (New Zealand), engagement with stakeholders that is transparent and culturally responsive is a priority for educational research. More common research approaches in New Zealand have followed a Western euro-centric model of engagement with research participants resulting in interventions and initiatives that have not necessarily served the needs of the education sector. The authors critically analyse the researcher relationship with research participants to provide a Māori perspective to guide the engagement process as researchers enter educational communities to conduct research. Embedded with Māori ideology and knowledge, the Hei Korowai ethical research framework is a platform for insider positionality that acknowledges partnership between the researcher and the researched for the benefit of knowledge development and the educational sector.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 39 , Issue 1 , 2010 , pp. 110 - 117
Copyright
Copyright © Cambridge University Press 2009

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