Lesley Kay Rameka
Biographic Data
| ID | 198620 |
|---|---|
| NAME | Lesley Kay Rameka |
| GIVEN NAMES | Lesley Kay |
| FAMILY NAME | Rameka |
| SIGNATURE | RAMEKA L K |
| AFFILIATIONS | University of Waikato |
| ORCID | 0000-0001-9507-3816 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Relational sensemaking
Recollections about procreation, by descendants of iwi (Indigenous tribes) in Aotearoa New Zealand, and authenticated writings from seminal Māori (Indigenous peoples of Aotearoa New Zealand) scholars reveal how relational sensemaking with babies may be understood by beginning with ancient creation pūrākau (narratives). Together, these ancient and contemporary pūrākau can inform a future that sustains our own culture and can be used as a basis for…
Mā Muri, Mā Mua
In this rangahau (research) Indigenous Māori in Aotearoa, New Zealand shared important understandings and practices related to their own experiences of conception, pregnancy, birthing, and babies. Simultaneously they showed us how research of this kind might be better undertaken. These understandings were confirmed and expanded upon in the literature, by seminal Māori scholars. Together, these contemporary rememberings and authenticated writings …
Whānau wellbeing
The role of mātua (fathers) in the parenting of their tamariki (children) is bound within cultural worldviews, values, norms and expectations. For pre-colonial Māori, the primal parents, Ranginui (Sky Father) and Papatūānuku (Earth Mother), not only provided an archetypical depiction of parenting, but established child rearing practices, whānau (familial and extended family) roles and responsibilities and the place of individuals, including tamar…
Pōwhiri
A primary task for refugee families and children who are resettling in a new country is to develop a sense of belonging in that place, time and context. This article theorises the pōwhiri, the traditional Māori ceremony of welcome or ritual of encounter, as a metaphor for refugee families and children coming to belong in Aotearoa New Zealand. The theory-building is derived from observation of pōwhiri at the Mangere Refugee Resettlement Centre, wh…
Whenua ki te whenua. Indigenous naming of the land and its people
This article reports the findings of the second stage of a three-year Marsden-funded research project entitled “Languaculture within Te Ao Māori: Learning from Infants, Whānau and Communities” and undertaken with Māori hapū in Aotearoa New Zealand. In the title of this article, we have used the phrase “whenua ki te whenua”, which refers to a Māori precolonial practice following childbirth of returning the whenua (here meaning “placenta”) to the w…
Unlearning colonial constructs
This article presents ancestral knowledge capable of indigenising and decolonising current constructs about conception, pregnancy, birth and infancy. This knowledge comes from the voices of Māori elders and whānau (parents and extended family) who live close to their ancestral marae (cultural meeting spaces). They recall important cultural understandings and practices from Te ao Māori (the Māori world) as they relate to their own experiences. Tod…
Understanding languaculture from an indigenous Māori worldview
This paper presents understandings from indigenous Māori kaumātua (elders both male and female) and whānau (parents and extended family members) from Aotearoa New Zealand. These people live in a close-knit hapū (subtribe) community close to an ancestral meeting space known as their marae. Their marae continues to be essential in the promotion of Māori knowledge, language and ways of being. Kaumātua and whānau recall important cultural understandi…
Kaupapa Māori Assessment
The history of schooling for Māori has been one of cultural dislocation, deprivation and subjugation. Māori children were viewed as outside the norms of development suffering from “intellectual retardation” which was attributed to disabilities related to acculturation. Traditional western assessment served to further these Eurocentric power ideologies that marginalise non-European peoples and cultures, such as Māori, as backward, inferior and dev…
Sustaining Indigenous languages and cultures
In this paper, we examine stakeholder initiatives to revitalise Indigenous languages in two countries, Aotearoa New Zealand and Canada, the countries in which we live and conduct research. We provide a brief overview of the history of systematic Indigenous language and cultural suppression within our two countries, situating Māori Medium Education in Aotearoa New Zealand and Aboriginal Head Start in Canada; initiatives designed to revitalise and …
Prismatic Storying
Language is a casement into cultures' deepest meanings. As children acquire languages, they implicitly adopt the mores of people around them; read the symbols, artefacts and codes. In this article, we examine the importance of language and literacy in the early childhood curriculum Te Whariki: He Whariki Matauranga mo nga Mokopuna o Aotearoa/Early Childhood Curriculum (Ministry of Education, 1996). The focus of the article is on literacy from a b…
Ngā Tuakiri o te Tangata
Before the arrival of Europeans in Aotearoa, New Zealand and their subsequent settlement in the 1800s, there was no concept of a Māori identity. Over time, however, as a result of rapid colonisation, Māori became a minority population in New Zealand. Consequently, the term Māori as normal or usual, began to lose its meaning (Webber, 2008), and another meaning began to emerge based on contrasts with the Pākehā settler population. This paper explor…
Being, Flow and Knowledge in Māori Arts Education
This article reflects on issues of Indigenous creativity in Māori arts education, along with what we see as problematic tensions of the assessment of intangible elements. Our writing is motivated by a desire to start a global dialogue on Indigenous/Māori epistemologies, pedagogies and ontologies, and the contradictions and tensions that threaten these through global assessment drives within schools. We argue that current student assessment regime…
He Huarahi Aromatawai— Assessment Journeys
Sustaining Indigenous languages and cultures
In this paper, we examine stakeholder initiatives to revitalise Indigenous languages in two countries, Aotearoa New Zealand and Canada, the countries in which we live and conduct research. We provide a brief overview of the history of systematic Indigenous language and cultural suppression within our two countries, situating Māori Medium Education in Aotearoa New Zealand and Aboriginal Head Start in Canada; initiatives designed to revitalise and …
Being, Flow and Knowledge in Māori Arts Education
This article reflects on issues of Indigenous creativity in Māori arts education, along with what we see as problematic tensions of the assessment of intangible elements. Our writing is motivated by a desire to start a global dialogue on Indigenous/Māori epistemologies, pedagogies and ontologies, and the contradictions and tensions that threaten these through global assessment drives within schools. We argue that current student assessment regime…
Ngā Tuakiri o te Tangata
Before the arrival of Europeans in Aotearoa, New Zealand and their subsequent settlement in the 1800s, there was no concept of a Māori identity. Over time, however, as a result of rapid colonisation, Māori became a minority population in New Zealand. Consequently, the term Māori as normal or usual, began to lose its meaning (Webber, 2008), and another meaning began to emerge based on contrasts with the Pākehā settler population. This paper explor…
He Huarahi Aromatawai— Assessment Journeys
Being, Flow and Knowledge in Māori Arts Education
This article reflects on issues of Indigenous creativity in Māori arts education, along with what we see as problematic tensions of the assessment of intangible elements. Our writing is motivated by a desire to start a global dialogue on Indigenous/Māori epistemologies, pedagogies and ontologies, and the contradictions and tensions that threaten these through global assessment drives within schools. We argue that current student assessment regime…
Ngā Tuakiri o te Tangata
Before the arrival of Europeans in Aotearoa, New Zealand and their subsequent settlement in the 1800s, there was no concept of a Māori identity. Over time, however, as a result of rapid colonisation, Māori became a minority population in New Zealand. Consequently, the term Māori as normal or usual, began to lose its meaning (Webber, 2008), and another meaning began to emerge based on contrasts with the Pākehā settler population. This paper explor…
Prismatic Storying
Language is a casement into cultures' deepest meanings. As children acquire languages, they implicitly adopt the mores of people around them; read the symbols, artefacts and codes. In this article, we examine the importance of language and literacy in the early childhood curriculum Te Whariki: He Whariki Matauranga mo nga Mokopuna o Aotearoa/Early Childhood Curriculum (Ministry of Education, 1996). The focus of the article is on literacy from a b…
Kaupapa Māori Assessment
The history of schooling for Māori has been one of cultural dislocation, deprivation and subjugation. Māori children were viewed as outside the norms of development suffering from “intellectual retardation” which was attributed to disabilities related to acculturation. Traditional western assessment served to further these Eurocentric power ideologies that marginalise non-European peoples and cultures, such as Māori, as backward, inferior and dev…
Sustaining Indigenous languages and cultures
In this paper, we examine stakeholder initiatives to revitalise Indigenous languages in two countries, Aotearoa New Zealand and Canada, the countries in which we live and conduct research. We provide a brief overview of the history of systematic Indigenous language and cultural suppression within our two countries, situating Māori Medium Education in Aotearoa New Zealand and Aboriginal Head Start in Canada; initiatives designed to revitalise and …
Unlearning colonial constructs
This article presents ancestral knowledge capable of indigenising and decolonising current constructs about conception, pregnancy, birth and infancy. This knowledge comes from the voices of Māori elders and whānau (parents and extended family) who live close to their ancestral marae (cultural meeting spaces). They recall important cultural understandings and practices from Te ao Māori (the Māori world) as they relate to their own experiences. Tod…
Understanding languaculture from an indigenous Māori worldview
This paper presents understandings from indigenous Māori kaumātua (elders both male and female) and whānau (parents and extended family members) from Aotearoa New Zealand. These people live in a close-knit hapū (subtribe) community close to an ancestral meeting space known as their marae. Their marae continues to be essential in the promotion of Māori knowledge, language and ways of being. Kaumātua and whānau recall important cultural understandi…
Pōwhiri
A primary task for refugee families and children who are resettling in a new country is to develop a sense of belonging in that place, time and context. This article theorises the pōwhiri, the traditional Māori ceremony of welcome or ritual of encounter, as a metaphor for refugee families and children coming to belong in Aotearoa New Zealand. The theory-building is derived from observation of pōwhiri at the Mangere Refugee Resettlement Centre, wh…
Whenua ki te whenua. Indigenous naming of the land and its people
This article reports the findings of the second stage of a three-year Marsden-funded research project entitled “Languaculture within Te Ao Māori: Learning from Infants, Whānau and Communities” and undertaken with Māori hapū in Aotearoa New Zealand. In the title of this article, we have used the phrase “whenua ki te whenua”, which refers to a Māori precolonial practice following childbirth of returning the whenua (here meaning “placenta”) to the w…
Whānau wellbeing
The role of mātua (fathers) in the parenting of their tamariki (children) is bound within cultural worldviews, values, norms and expectations. For pre-colonial Māori, the primal parents, Ranginui (Sky Father) and Papatūānuku (Earth Mother), not only provided an archetypical depiction of parenting, but established child rearing practices, whānau (familial and extended family) roles and responsibilities and the place of individuals, including tamar…
Mā Muri, Mā Mua
In this rangahau (research) Indigenous Māori in Aotearoa, New Zealand shared important understandings and practices related to their own experiences of conception, pregnancy, birthing, and babies. Simultaneously they showed us how research of this kind might be better undertaken. These understandings were confirmed and expanded upon in the literature, by seminal Māori scholars. Together, these contemporary rememberings and authenticated writings …
Relational sensemaking
Recollections about procreation, by descendants of iwi (Indigenous tribes) in Aotearoa New Zealand, and authenticated writings from seminal Māori (Indigenous peoples of Aotearoa New Zealand) scholars reveal how relational sensemaking with babies may be understood by beginning with ancient creation pūrākau (narratives). Together, these ancient and contemporary pūrākau can inform a future that sustains our own culture and can be used as a basis for…
Sociology (9 works) · Gender Studies (8 works) · Psychology (7 works) · Aotearoa (6 works) · Political science (6 works) · Indigenous (5 works) · Indigenous Health, Education, and Rights (5 works) · Pedagogy (5 works) · Anthropology (4 works) · Early Childhood Education and Development (4 works)