Mere Kēpa
Biographic Data
| ID | 3615321 |
|---|---|
| NAME | Mere Kēpa |
| GIVEN NAMES | Mere |
| FAMILY NAME | Kēpa |
| SIGNATURE | KĘPA M |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0003-4768-5871 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 2 |
Ethnic and Gender Differences in Preferred Activities among Māori and non-Māori of Advanced age in New Zealand
High Spirits and a Passionate Commitment to Language and Education: At the Cultural Interface of Pacific Islanders, Indigenous Māori, and Pākehā New Zealanders in the University
(2017). High Spirits and a Passionate Commitment to Language and Education. Amerasia Journal: Vol. 43, No. 3, pp. 47-59.
E Kore E Ngāro Ngā Kākano I ruia Mai i Rangiātea: The language and culture from Rangiātea will never be lost in health and ageing research
People are living longer, healthier lives. International evidence suggests relatively high levels of wellbeing among people aged 85 and over; however, little is known about this advanced aged group in Aotearoa New Zealand, particularly indigenous Māori. Te Puāwaitanga o Ngā Tapuwae Kia Ora Tonu/Life and Living in Advanced Age: A Cohort Study in New Zealand (LiLACS NZ) is an investigation of non-Māori aged 85 years old and Māori aged 80 to 90 year…
Meaningful inconsistencies: Bicultural nationhood, the free market, and schooling in Aotearoa/New Zealand , by Doerr, N. M
Meaningful inconsistencies: Bicultural nationhood, the free market, and schooling in Aotearoa/New Zealand, by Doerr, N. M.." Journal of Language, Identity & Education, 10(4), pp. 282–283
An indigenous and migrant critique of principles and innovation in education in Aotearoa/New Zealand
Discussion of Ormond: Who Determines What Story is Told? Silenced Voices and Narratives of Marginalisation
Development or transformation can be understood as an active process. The process has confronted and mobilised Maori people since our ancestors departed Hawai'iki to settle Aotearoa-New Zealand. In coming to understand the land the ancestors called ‘Aotearoa’, we changed. And as we changed, our internal and external symbionts and parasites also changed with us. Maori people have endured disease, climatic change, natural disasters, human made disa…
Pedagogical Decolonization: Impacts of the European/Pākehā Society on the Education of Tongan People in Aotearoa, New Zealand
This article is an invitation to engage critically in the discussion of indigenous languages and cultures and the implications for pedagogical decolonization. Among the issues raised are questions of the impacts of the beliefs, values, and attitudes of the prevailing Anglo Saxon and Christian culture or New Zealand European/Pākehā society on the aspirations and education of Tongan students in the secondary sector of the education system. Therefor…
Languages and Cultures: Learning and Teaching Betwixt Worlds
Modern nations like Aotearoa-New Zealand have a history of subjecting indigenous and minority peoples to education experiences that abandon us, destroy our languages and cultures, and actively strive to assimilate us. Throughout the world, greater than ever numbers of indigenous communities are establishing their own educational structures and systems that are better suited to their linguistic. cultural, educational and economic development and a…
Indigenous Maori and Tongan Perspectives on the Role of Tongan Language and Culture in the Community and in the University in Aotearoa-New Zealand
This article shows how the authors explore the role of Tongan language and culture on the community in Aotearoa New Zealand. A program called Po Ako is a manifestation of the influence of Tongan culture. This program drew upon Tongan language and culture in order to strengthen the students understanding of academic ideas. The Tongan and Maori teachers agreed that since being active participants in the program was to be a richer and curious way of…
An indigenous and migrant critique of principles and innovation in education in Aotearoa/New Zealand
Pedagogical Decolonization: Impacts of the European/Pākehā Society on the Education of Tongan People in Aotearoa, New Zealand
This article is an invitation to engage critically in the discussion of indigenous languages and cultures and the implications for pedagogical decolonization. Among the issues raised are questions of the impacts of the beliefs, values, and attitudes of the prevailing Anglo Saxon and Christian culture or New Zealand European/Pākehā society on the aspirations and education of Tongan students in the secondary sector of the education system. Therefor…
Ethnic and Gender Differences in Preferred Activities among Māori and non-Māori of Advanced age in New Zealand
Languages and Cultures: Learning and Teaching Betwixt Worlds
Modern nations like Aotearoa-New Zealand have a history of subjecting indigenous and minority peoples to education experiences that abandon us, destroy our languages and cultures, and actively strive to assimilate us. Throughout the world, greater than ever numbers of indigenous communities are establishing their own educational structures and systems that are better suited to their linguistic. cultural, educational and economic development and a…
Indigenous Maori and Tongan Perspectives on the Role of Tongan Language and Culture in the Community and in the University in Aotearoa-New Zealand
This article shows how the authors explore the role of Tongan language and culture on the community in Aotearoa New Zealand. A program called Po Ako is a manifestation of the influence of Tongan culture. This program drew upon Tongan language and culture in order to strengthen the students understanding of academic ideas. The Tongan and Maori teachers agreed that since being active participants in the program was to be a richer and curious way of…
Indigenous Maori and Tongan Perspectives on the Role of Tongan Language and Culture in the Community and in the University in Aotearoa-New Zealand
This article shows how the authors explore the role of Tongan language and culture on the community in Aotearoa New Zealand. A program called Po Ako is a manifestation of the influence of Tongan culture. This program drew upon Tongan language and culture in order to strengthen the students understanding of academic ideas. The Tongan and Maori teachers agreed that since being active participants in the program was to be a richer and curious way of…
Discussion of Ormond: Who Determines What Story is Told? Silenced Voices and Narratives of Marginalisation
Development or transformation can be understood as an active process. The process has confronted and mobilised Maori people since our ancestors departed Hawai'iki to settle Aotearoa-New Zealand. In coming to understand the land the ancestors called ‘Aotearoa’, we changed. And as we changed, our internal and external symbionts and parasites also changed with us. Maori people have endured disease, climatic change, natural disasters, human made disa…
Pedagogical Decolonization: Impacts of the European/Pākehā Society on the Education of Tongan People in Aotearoa, New Zealand
This article is an invitation to engage critically in the discussion of indigenous languages and cultures and the implications for pedagogical decolonization. Among the issues raised are questions of the impacts of the beliefs, values, and attitudes of the prevailing Anglo Saxon and Christian culture or New Zealand European/Pākehā society on the aspirations and education of Tongan students in the secondary sector of the education system. Therefor…
Languages and Cultures: Learning and Teaching Betwixt Worlds
Modern nations like Aotearoa-New Zealand have a history of subjecting indigenous and minority peoples to education experiences that abandon us, destroy our languages and cultures, and actively strive to assimilate us. Throughout the world, greater than ever numbers of indigenous communities are establishing their own educational structures and systems that are better suited to their linguistic. cultural, educational and economic development and a…
Meaningful inconsistencies: Bicultural nationhood, the free market, and schooling in Aotearoa/New Zealand , by Doerr, N. M
Meaningful inconsistencies: Bicultural nationhood, the free market, and schooling in Aotearoa/New Zealand, by Doerr, N. M.." Journal of Language, Identity & Education, 10(4), pp. 282–283
An indigenous and migrant critique of principles and innovation in education in Aotearoa/New Zealand
E Kore E Ngāro Ngā Kākano I ruia Mai i Rangiātea: The language and culture from Rangiātea will never be lost in health and ageing research
People are living longer, healthier lives. International evidence suggests relatively high levels of wellbeing among people aged 85 and over; however, little is known about this advanced aged group in Aotearoa New Zealand, particularly indigenous Māori. Te Puāwaitanga o Ngā Tapuwae Kia Ora Tonu/Life and Living in Advanced Age: A Cohort Study in New Zealand (LiLACS NZ) is an investigation of non-Māori aged 85 years old and Māori aged 80 to 90 year…
Ethnic and Gender Differences in Preferred Activities among Māori and non-Māori of Advanced age in New Zealand
High Spirits and a Passionate Commitment to Language and Education: At the Cultural Interface of Pacific Islanders, Indigenous Māori, and Pākehā New Zealanders in the University
(2017). High Spirits and a Passionate Commitment to Language and Education. Amerasia Journal: Vol. 43, No. 3, pp. 47-59.
Sociology (9 works) · Gender Studies (8 works) · Aotearoa (7 works) · Indigenous (6 works) · Ethnic group (4 works) · Gender Studies (4 works) · Political science (4 works) · Anthropology (3 works) · Law (3 works) · Multilingual Education and Policy (3 works)