Georgina Tuari Stewart
Biographic Data
| ID | 474959 |
|---|---|
| NAME | Georgina Tuari Stewart |
| GIVEN NAMES | Georgina Tuari |
| FAMILY NAME | Stewart |
| SIGNATURE | STEWART G T |
| AFFILIATIONS | Auckland University of Technology |
| ORCID | 0000-0001-8832-2415 |
| VERIFIED | Yes |
| TOTAL WORKS | 56 |
| TOTAL CITATIONS | 120 |
| AUTHOR COUNT | 56 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Equity and Veterinary Education in Aotearoa New Zealand
This short commentary article considers veterinary education as a specific type of science professional education that is impacted by lack of participation of Māori and Pacific students in senior secondary science education. The veterinary profession in Aotearoa New Zealand faces a difficult challenge to overcome the severe under-representation of practising Māori and Pacific veterinarians. At the only veterinary school in the country, the first …
Careful Change, or Rash Reform: What Next for NCEA?
When New Zealand’s government proposed replacing the National Certificate of Educational Achievement (NCEA) in August 2025 after a six-week consultation, what did this urgency reveal about contemporary educational governance? This article asks what remains unexamined in the rush to reform: whose evidence counts as legitimate, whose voices matter in educational decision-making, and what remains of ‘equity’ when government acknowledges that its pro…
Fine Lines: Mātauranga Māori and Science Classrooms
Science teachers in Aotearoa New Zealand are under pressure to incorporate mātauranga Māori in their classrooms, yet most know little about it and there is dissent about its place in science education. If mātauranga Māori is not science, then why should science teachers teach it? What does the principle of ‘mana ōrite mō te mātauranga Māori’ mean in science teaching? In this article, three science educators of varying experiences and backgrounds …
Navigating the rapids of today’s research expectations: What is ‘quality research’ in education in Aotearoa New Zealand?
This collective writing was catalysed by a request from our Faculty Research Office for the School of Education to provide a list of journals that publish ‘quality research’ in education. Tasked with compiling this list, the first author invited all academic staff to name up to three journal titles that they considered fitted this description. The list was already well over 50 titles long, based on responses from fewer than half of the academic s…
Rapua te mea ngaro: Cultural difference and educational theory in Aotearoa New Zealand
Māori Concepts in Animal Ethics: Implications for the Three Rs
Our aim is to explore how Māori concepts can refresh thinking about animal ethics. As sources of data for this exploration, we draw on interviews with Māori expert informants, as well as information gathered from relevant literature. First, we overview the two main theoretical traditions of animal ethics, unifying and relational, followed by an account of the development and current status of the Three Rs (Replace, Reduce, and Refine) for animal …
Reflecting on Service Part II: Mātauranga Māori and the School of Science
This is a reflective commentary or thinkpiece paper written as the only Māori member of the internal panel convened to review the curriculum and operations of the School of Science of AUT, my employer university. It is a personal viewpoint intended as an input for the deliberations of the panel in writing their report. It is the second of two related papers on the depth and breadth of the thinking required of a Māori academic like myself, charged…
Reflecting on Service Part I: Te Tiriti o Waitangi in university ethics
This article presents a reflective commentary or thinkpiece written as a Māori member of an internal committee established to review the ethics ecosystem of my employer university. There could be few better contexts for considering how university policy and practice might be guided by Māori ethical concepts. I present brief introductions to the concepts that make up the generalised Māori worldview, and end with a practical suggestion for the ethi…
Postdigital Citizen Science and Humanities: A Theoretical Kaleidoscope
This collective article presents a theoretical kaleidoscope, the multiple lenses of which are used to examine and critique citizen science and humanities in postdigital contexts and from postdigital perspectives. It brings together 19 short theoretical and experiential contributions, organised into six loose groups which explore areas and perspectives including Indigenous and local knowledge, technology, and children and young people as citizen r…
Nothing outside of the text in Aotearoa New Zealand
One of the longer-term effects of poststructuralism and its principles, in particular deconstruction, has been to direct fresh attention to reading as an ethical practice. A re-focus on the ethical responsibility of the reader is part of a large, historic process of moving beyond 'structuralism' – a name for the formerly-dominant paradigm of the academic disciplines, which embedded false ideas based on sexism, racism, and scientism in the heart o…
Animals of Aotearoa: Kaupapa Māori Summaries
This article summarizes Māori knowledge of a selected range of animals through the literature as a first step in undertaking research into the potential of incorporating Māori concepts into animal ethics topics for senior school and post-school biology education. This article is based on a critical Māori "reading" of existing literature, a writing process that both collects and analyzes data from available records, examined through a Kaupapa Māor…
Collective Writing: The Continuous Struggle for Meaning-Making
This paper is a summary of philosophy, theory, and practice arising from collective writing experiments conducted between 2016 and 2022 in the community associated with the Editors’ Collective and more than 20 scholarly journals. The main body of the paper summarises the community’s insights into the many faces of collective writing. Appendix 1 presents the workflow of the article’s development. Appendix 2 lists approximately 100 collectively wri…
Responding To: In Defense of Merit in Science
This commentary responds to a perspective article by a group of 27 co-authors, most affiliated to universities in the USA, with a sprinkling of international others: two each from France and Germany; one each from the UK, Australia and New Zealand; and three listing dual-country affiliations to USA as well as Israel, Germany and Australia. The perspective article claims that science is in serious danger from the replacement of merit by identity a…
Experiences of Indigenous (Māori/Pasifika) early career academics
This article presents narratives from 13 Indigenous early career academics (ECAs) at one university in Auckland, New Zealand. These experiences are likely to represent those of Indigenous Māori and Pasifika ECAs nationally, given the small, centralised nature of the national academy of Aotearoa New Zealand. The narratives contain testimony, fictionalised vignettes of experience, and poetic expressions. Meeting the demands of an academic role in o…
Teaching in the Age of Covid-19—The New Normal
Learning from the 1991 law exams incident
This article revisits a moment in the recent history of education in Aotearoa New Zealand when te reo Māori as a language of the university came under intense scrutiny. The original incident took place in 1991 in Hamilton, Aotearoa New Zealand, when two students of Waikato Law School wrote answers in te reo Māori to an examination question relating to the Treaty of Waitangi. The students later laid a formal complaint about how their answers had b…
After Brexit and Aukus’: Twitter-inspired collective writing on geopolitics of an emerging multipolar world
Colonization of all forms
[The first paragraph:] Colonization occurs in many fields, from the scientific to the philosophical, and involves all forms of life including flora, fauna and micro-organisms. All these forms of life can colonize or be colonized by others. The various processes of colonization connect in new and deadly ways in the current pandemic of COVID-19: on both sides of the Tasman Sea, Māori and Indigenous Australians are faring the worst in terms of illne…
Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An Epat collective writing project
As the crones fly
Catalysed by conversations amongst a group of colleagues, this article is an initial exploration of what happens to women academics aged 60+ who work in a university in Aotearoa New Zealand. This work is an example of when academic theories, in this case feminism, are called forth by real-world experiences – in this case, increasing academic job insecurity, catalysed by post-pandemic economic shortfalls. We blend together personal anecdotes and f…
Teaching in the Age of Covid-19—1 Year Later
In March 2020 I published the 'emergency editorial' in Postdigital Science and Education and invited the community to 'explore all imaginable aspects of this large social experiment that the Covid-19 pandemic has lain down in front of us' (Jandri 2020a: 237). Articles immediately started pouring in; within weeks, the journal's contributions had been recognized by institutions such as the World Health Organization, the US National Library of Medic…
Te tupu o te rākau: Stages of Māori medium education
Over the past 40 or so years, a small sub-sector of state-funded education has developed in Aotearoa New Zealand, in which the language medium is te reo Mori (the Mori language). Te reo Mori became an endangered language as a result of British colonization and schooling from about 1800 onwards, declining by the mid-1970s to a point where intergenerational transmission had almost completely stopped. Today, Mori medium graduates and their children …
The End of the Dream: Postmodernism and Qualitative Research
This article revisits the use of postmodernist theory in qualitative research in education and related fields, where such ideas remain consigned to the “fringe”—or worse. What are the grounds for this ongoing refusal of “postmodernism”? How is postmodernism useful in our research and teaching? In this article, four senior women academics of various backgrounds, one or more of us identifying as Indigenous, Immigrant, White, Colored, monolingual, b…
Ko te Tika, ko te Pono, ko te Aroha: Exploring Māori values in the university
This research is offered as a koha (contribution) to the ongoing debates within the university where all co-authors work as academic staff, Auckland University of Technology (AUT) in Auckland, Aotearoa New Zealand. We set out to critically investigate three key Māori words, tika, pono, aroha, and the results of their adoption as ‘university values’ by AUT. In the sections below, we synopsise and synthesise scholarly literature from a critical Māo…
Defending science from what
The seven professors who wrote a letter to the Editor of the New Zealand Listener (Clements et al., 2021) present themselves as ‘defenders’ of science, but how valid, really, is this claim? Three of the authors published an earlier version of the letter, which also used the term ‘defence of science’ in its title (Corballis et al., 2019; May, 2021). This title phrase ‘defence of science’ implies these scholars believe science is under attack; inde…
Postdigital Dialogue
Towards a philosophy of academic publishing
This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of edit…
Teaching in the Age of Covid-19
This article presents a collection of short testimonies and workspace photographs received between 18 March and 5 May in response to my Call for Testimonies reproduced in the next section. The testimonies are lined up in order of when they were received. Each section starts with the place and time of writing, followed by a brief author biography, their testimony, and one workspace photograph. In numbers, the collection consists of 81 textual test…
From both sides of the indigenous-settler hyphen in Aotearoa New Zealand
Iho/AbstractThe idea of the ‘intercultural hyphen’ is likened to a gap or bridge between ethnic groups, created from the ongoing intertwining of sociopolitical and intellectual histories. This ‘gap or bridge’ wording captures the paradoxical nature of the intercultural space, for which the ‘hyphen’ is a shorthand symbol or sign. There are options on either side to engage or disengage across the intercultural space represented by the hyphen—but ho…
Enchantment - Disenchantment-Re-Enchantment: Postdigital Relationships between Science, Philosophy, and Religion
What does ‘indigenous’ mean, for me
What does 'indigenous' mean, for me?This editorial starts from the understanding that identity formation is one of the primary purposes of formal education, especially schooling, and that processes of national identity-building are reflected in the national school curriculum, both the acknowledged curriculum, and what is called the 'hidden curriculum' (Anyon, 2006).One intriguing identity concept often raised in schooling in relation to culture o…
Situating decolonization: An Indigenous dilemma
Being Indigenous and operating in an institution such as a university places us in a complex position. The premise of decolonizing history, literature, curriculum, and thought in general creates a tenuous space for Indigenous and non-Indigenous peoples to confront a shared colonial condition. What does decolonization mean for Indigenous peoples? Is decolonization an implied promise to squash the tropes of coloniality? Or is it a way for non-Indig…
Experiences of Indigenous (Māori/Pasifika) early career academics
This article presents narratives from 13 Indigenous early career academics (ECAs) at one university in Auckland, New Zealand. These experiences are likely to represent those of Indigenous Māori and Pasifika ECAs nationally, given the small, centralised nature of the national academy of Aotearoa New Zealand. The narratives contain testimony, fictionalised vignettes of experience, and poetic expressions. Meeting the demands of an academic role in o…
Defending science from what
The seven professors who wrote a letter to the Editor of the New Zealand Listener (Clements et al., 2021) present themselves as ‘defenders’ of science, but how valid, really, is this claim? Three of the authors published an earlier version of the letter, which also used the term ‘defence of science’ in its title (Corballis et al., 2019; May, 2021). This title phrase ‘defence of science’ implies these scholars believe science is under attack; inde…
A typology of Pākehā “Whiteness” in education
This article presents a typology to unpack the notion of ‘Whiteness’ as it operates in contemporary Māori-Pākehā relationships in Aotearoa New Zealand, within social domains such as education. This five-point typology of Whiteness aims to include the main positions commonly taken by Pākehā in their dealings with Māori in education. The names of these five positions depict, with dramatic effect, the central orientation of each one: Exterminator, O…
Māori in the Kingdom of the Gaze: Subjects or critics
For Māori, a real opportunity exists to flesh out some terms and concepts that Western thinkers have adopted and that precede disciplines but necessarily inform them. In this article, we are intent on describing one of these precursory phenomena—Foucault’s Gaze—within a framework that accords with a Māori philosophical framework. Our discussion is focused on the potential and limits of colonised thinking, which has huge implications for such disc…
Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An Epat collective writing project
Science in the Māori‐medium Curriculum: Assessment of policy outcomes in Pūtaiao education
This second research paper on science education in Māori‐medium school contexts complements an earlier article published in this journal (Stewart, 2005). Science and science education are related domains in society and in state schooling in which there have always been particularly large discrepancies in participation and achievement by Māori. In 1995 a Kaupapa Māori analysis of this situation challenged New Zealand science education academics to…
Academic-Māori-Woman: The impossible may take a little longer
This year’s Waitangi Day, 6 February 2021, saw the revival of a favourite zombie in New Zealand politics when Judith Collins, the leader of the Opposition, complained about not getting a chance to speak during the formalities, calling out Māori culture as sexist i.e. unlawful and backward. Only days earlier, after 25 years of waiting, hearings had finally begun for the ‘urgent’ Mana Wahine claim against the Crown, lodged with the Waitangi Tribuna…
Infantilisations
Infantilisations is the fourth article in a collective writing project that includes ‘Infantologies’, ‘Infantasies’, ‘Infanticides’, and Infantologies II-Songs of the Cradle. It is a notion and paper directed to the treatment of others as infants, essentially a hierarchical relation of power that supports a functional and routine psychological dependence either by one individual to another or group, or as an institutional ideology that ‘talks dow…
Article Commentary: Language issues in Māori chemistry education
This article comments on the process and results of expanding the vocabulary available for teaching and learning science through the medium of Māori in the specific domain of chemical nomenclature. This commentary argues there is a need to balance language revitalization aims for te reo Māori (the Māori language) against the educational aims for Māori medium schooling. It is suggested that chemical names and the periodic table constitute one set …
Mäori in the Science Curriculum: Developments and possibilities
The aim of this paper is to examine the current state of development of Mäori science curriculum policy, and the roles that various discourses have played in shaping these developments. These discussions provide a background for suggestions about a possible future direction, and the presentation of a new concept for Mäori science education (note that in this paper this phrase refers to science that incorporates Mäori language and/or knowledge, ra…
Nothing outside of the text in Aotearoa New Zealand
One of the longer-term effects of poststructuralism and its principles, in particular deconstruction, has been to direct fresh attention to reading as an ethical practice. A re-focus on the ethical responsibility of the reader is part of a large, historic process of moving beyond 'structuralism' – a name for the formerly-dominant paradigm of the academic disciplines, which embedded false ideas based on sexism, racism, and scientism in the heart o…
Animals of Aotearoa: Kaupapa Māori Summaries
This article summarizes Māori knowledge of a selected range of animals through the literature as a first step in undertaking research into the potential of incorporating Māori concepts into animal ethics topics for senior school and post-school biology education. This article is based on a critical Māori "reading" of existing literature, a writing process that both collects and analyzes data from available records, examined through a Kaupapa Māor…
Colonization of all forms
[The first paragraph:] Colonization occurs in many fields, from the scientific to the philosophical, and involves all forms of life including flora, fauna and micro-organisms. All these forms of life can colonize or be colonized by others. The various processes of colonization connect in new and deadly ways in the current pandemic of COVID-19: on both sides of the Tasman Sea, Māori and Indigenous Australians are faring the worst in terms of illne…
As the crones fly
Catalysed by conversations amongst a group of colleagues, this article is an initial exploration of what happens to women academics aged 60+ who work in a university in Aotearoa New Zealand. This work is an example of when academic theories, in this case feminism, are called forth by real-world experiences – in this case, increasing academic job insecurity, catalysed by post-pandemic economic shortfalls. We blend together personal anecdotes and f…
Infantologies II: Songs of the cradle
Infantologies II is a continuation of a series of articles that began with the quartet: Infantologies, Infanticides, Infantasies, Infantilizations. ‘Infantologies II: Songs of the Cradle’ is devoted to fairy stories, nursery rhymes and the poetics of early childhood. Each author engages with these themes through different questions and contexts, contributing their thoughts on the complexity of the fairy stories, nursery rhymes and the poetics of …
Thinking about learning in apocalyptic times
Thinking about learning in apocalyptic times." Educational Philosophy and Theory, 50(14), pp. 1563–1564
Mana Wahine and Washday at the Pā
Washday at the Pā (‘pā’ is used colloquially by Pākehā to refer to a Māori settlement) is the title of an old schoolbook, a picture reading book for younger schoolchildren, which was produced in 1964 by the state education system in Aotearoa-New Zealand in 1964, written and photographed by Ans Westra, who later became one of the most famous photographers in the country. Washday at the Pā provoked a national debate when the Minister of Education a…
Introducing the Indigenous Philosophy Group (IPG)
This group guest editorial introduces the Indigenous Philosophy Group, or IPG, and its initial members, purpose and possibilities. The IPG provides an umbrella for exploring indigenous philosophica
Mäori in the Science Curriculum: Developments and possibilities
The aim of this paper is to examine the current state of development of Mäori science curriculum policy, and the roles that various discourses have played in shaping these developments. These discussions provide a background for suggestions about a possible future direction, and the presentation of a new concept for Mäori science education (note that in this paper this phrase refers to science that incorporates Mäori language and/or knowledge, ra…
Science in the Māori‐medium Curriculum: Assessment of policy outcomes in Pūtaiao education
This second research paper on science education in Māori‐medium school contexts complements an earlier article published in this journal (Stewart, 2005). Science and science education are related domains in society and in state schooling in which there have always been particularly large discrepancies in participation and achievement by Māori. In 1995 a Kaupapa Māori analysis of this situation challenged New Zealand science education academics to…
The Extra Strand of the Māori Science Curriculum
This paper comments on the process of re‐development of the Maori‐medium Science (Pūtaiao) curriculum, as part of overall curriculum development in Aotearoa New Zealand. A significant difference from the English Science curriculum was the addition of an ‘extra strand’ covering the history and philosophy of science. It is recommended that this strand be taught by means of narratives (i.e. using ‘narrative pedagogy’) in order to avoid a superficial…
Article Commentary: Language issues in Māori chemistry education
This article comments on the process and results of expanding the vocabulary available for teaching and learning science through the medium of Māori in the specific domain of chemical nomenclature. This commentary argues there is a need to balance language revitalization aims for te reo Māori (the Māori language) against the educational aims for Māori medium schooling. It is suggested that chemical names and the periodic table constitute one set …
Kaupapa Māori, Philosophy and Schools
Goals for adding philosophy to the school curriculum centre on the perceived need to improve the general quality of critical thinking found in society. School philosophy also provides a means for asking questions of value and purpose about curriculum content across and between subjects, and, furthermore, it affirms the capability of children to think philosophically. Two main routes suggested are the introduction of philosophy as a subject, and p…
Introducing the Indigenous Philosophy Group (IPG)
This group guest editorial introduces the Indigenous Philosophy Group, or IPG, and its initial members, purpose and possibilities. The IPG provides an umbrella for exploring indigenous philosophica
Actual Minds of Two Halves: Measurement, Metaphor and the Message
This article takes ‘measurement’ as a will to determine or fix space and time, which allows for a comparison of ontological models of space and time from Western and Māori traditions. The spirit of ‘measurement’ is concomitantly one of fixing meaning, which is suggested as the essence of the growth of the scientific genre of language that has taken place alongside the growth of science itself, since the European Enlightenment. ‘Measurement’ and ‘…
Re-calling the Humanities: Language, Education and Humans Being
This small but substantial book discusses key philosophical questions in lucid, non-technical language, which readers untrained in philosophy (this includes many scholars interested in the philosop
The Long Arc of Knowledge: An interview with Nicholas Burbules
AM - Accepted Manuscript
Academic Publishing, Philosophy of Education and the Future
This Special Issue has presented a series of conversational interviews with editors of leading journals in the field of philosophy of education. This concluding article synthesises the interviews and reflects on what this project offers to early career researchers including the interviewer-authors in this issue. The contributing writers are interested in their own prospects, as well as those of the field of philosophy of education, and indeed edu…
Māori in the Kingdom of the Gaze: Subjects or critics
For Māori, a real opportunity exists to flesh out some terms and concepts that Western thinkers have adopted and that precede disciplines but necessarily inform them. In this article, we are intent on describing one of these precursory phenomena—Foucault’s Gaze—within a framework that accords with a Māori philosophical framework. Our discussion is focused on the potential and limits of colonised thinking, which has huge implications for such disc…
Towards a philosophy of academic publishing
This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of edit…
From both sides of the indigenous-settler hyphen in Aotearoa New Zealand
Iho/AbstractThe idea of the ‘intercultural hyphen’ is likened to a gap or bridge between ethnic groups, created from the ongoing intertwining of sociopolitical and intellectual histories. This ‘gap or bridge’ wording captures the paradoxical nature of the intercultural space, for which the ‘hyphen’ is a shorthand symbol or sign. There are options on either side to engage or disengage across the intercultural space represented by the hyphen—but ho…
What is indigenous research in philosophy of education? And what is Pesa, from an indigenous perspective
Carl and Georgina: Often, indigenous research mimics its mainstream counterpart by focusing on data collection. Method is extremely important in discussions about philosophy, because method is imme
Mana Wahine and Washday at the Pā
Washday at the Pā (‘pā’ is used colloquially by Pākehā to refer to a Māori settlement) is the title of an old schoolbook, a picture reading book for younger schoolchildren, which was produced in 1964 by the state education system in Aotearoa-New Zealand in 1964, written and photographed by Ans Westra, who later became one of the most famous photographers in the country. Washday at the Pā provoked a national debate when the Minister of Education a…
What is philosophy for indigenous people, in relation to education
Education has attracted the attention of several indigenous scholars as a discipline of particular significance and relevance. Smith (2012) and Pihama (2001) have pointed to the far reach of educat
What does ‘indigenous’ mean, for me
What does 'indigenous' mean, for me?This editorial starts from the understanding that identity formation is one of the primary purposes of formal education, especially schooling, and that processes of national identity-building are reflected in the national school curriculum, both the acknowledged curriculum, and what is called the 'hidden curriculum' (Anyon, 2006).One intriguing identity concept often raised in schooling in relation to culture o…
Reading the ‘ghost book’: Māori talk about Washday at the Pā, by Ans Westra
Washday at the Pā was an old school journal - a book designed for young readers, containing a photo-story of a typical day at home for a Māori mother and her children. Washday was published in 1964 by School Publications (the publishing arm of the Department of Education) on behalf of the government of Aotearoa New Zealand, as part of its educational publishing programme to support universal state schooling provision, in the post-WWII modernist e…
Writing in te reo at university
This article considers the use of te reo Māori as a language medium of research and scholarship in the universities of Aotearoa New Zealand, and reports on two small sets of empirical data about doctoral theses written in Māori: one a list of 17 such theses, the other the results of 4 interviews. All the reo Māori doctoral theses I found are written on research topics embedded in te ao Māori (the Māori world). Most focus on a specific language ty…
Women, philosophy, and education
Feminism is not exclusive: anyone can be a feminist. Anyone, apparently can be a woman, but not all women are feminists. Men can be feminists. The object of feminism is the welfare of women and gir
Thinking about learning in apocalyptic times
Thinking about learning in apocalyptic times." Educational Philosophy and Theory, 50(14), pp. 1563–1564
Postdigital Dialogue
He iti, he pounamu: The significance of doctoral theses written in te reo Māori
This article illuminates the embryonic academic practice of writing doctoral theses in te reo Mori, storying the experiences of graduates, supervisors, examiners and senior managers involved in this pathway. In keeping with Indigenous sensibilities, a narrative research approach
Situating decolonization: An Indigenous dilemma
Being Indigenous and operating in an institution such as a university places us in a complex position. The premise of decolonizing history, literature, curriculum, and thought in general creates a tenuous space for Indigenous and non-Indigenous peoples to confront a shared colonial condition. What does decolonization mean for Indigenous peoples? Is decolonization an implied promise to squash the tropes of coloniality? Or is it a way for non-Indig…
A typology of Pākehā “Whiteness” in education
This article presents a typology to unpack the notion of ‘Whiteness’ as it operates in contemporary Māori-Pākehā relationships in Aotearoa New Zealand, within social domains such as education. This five-point typology of Whiteness aims to include the main positions commonly taken by Pākehā in their dealings with Māori in education. The names of these five positions depict, with dramatic effect, the central orientation of each one: Exterminator, O…
Sociology (43 works) · Political science (26 works) · Philosophy (25 works) · Law (22 works) · Philosophy (22 works) · Epistemology (20 works) · Pedagogy (20 works) · Law (17 works) · Aotearoa (14 works) · Psychology (13 works)