Adreanne Ormond
Biographic Data
| ID | 636630 |
|---|---|
| NAME | Adreanne Ormond |
| GIVEN NAMES | Adreanne |
| FAMILY NAME | Ormond |
| SIGNATURE | ORMOND A |
| AFFILIATIONS | Victoria University of Wellington |
| ORCID | 0000-0003-2174-7309 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 32 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Looking for Hope in the Metacrisis
This article offers a response of hope to the metacrisis. Because of modernity’s philosophical premises, particularly Enlightenment concepts that separated humanity from nature, modern approaches to environmental challenges embrace a dualistic schism between culture and nature, fragmenting understanding through the compartmentalisation of knowledge. In our current situation, many feel bleak and too helpless to act. In response, we offer the exper…
Exploring Experiences of Māori Youth in Tertiary Education in Aotearoa New Zealand
Many Indigenous Māori students journey to tertiary education in Aotearoa New Zealand, following diverse journeys with varying degrees of encouragement. However, on arrival, they can be faced with the prospect of living simultaneously in two worlds; te ao Māori (the Māori world), which privileges relational connection, and the world of formal education, which tends towards individualization. In this situation, rangatahi (Māori youth) deal with the…
A talk between Awatea Mita and Adreanne Ormond
Quality education, connection and wellbeing
A sometimes-neglected aim of education in the context of Māori, the tangata whenau (indigenous peoples) of Aotearoa New Zealand, is to build Māori students (tauira) as Māori, a process that supports them to navigate the academic world as well as enhancing their Māoritanga (Māori practices, beliefs, way of life). Notions of educational quality, therefore, involve wellbeing––the extent to which Māori tauira flourish as individuals and as collective…
Each discipline is different
Disciplines in Higher Education have their own interpretations of what is essential knowledge that influences what is taught, how teaching occurs, and the role of digital tools. Disciplinary culture is dynamic and evolving, informed by disciplinary research and technology improvement. During the COVID-19 pandemic, digital solutions enabled ongoing teaching when undergraduate courses could not be taught on campus, in lecture theatres, seminar room…
Racism and silencing in the media in Aotearoa New Zealand
Racism in the Aotearoa New Zealand media is the subject of scholarly debate that examines how Māori (Indigenous Peoples of New Zealand) are broadcast in a negative and demeaning light. Literature demonstrates evolving understandings of how the industry places Pākehā (New Zealanders primarily of European descent) interests at the heart of broadcasting. We offer new insights by arguing that the media industry propagates a racial discourse of silenc…
Native time’ in the white city
This paper is concerned with the chronopolitics of indigenous young people’s life-worlds in settler-colonial space. Drawing on a study about young people’s narratives about the future, we examine how Māori youth in New Zealand navigate competing temporal frames of reference as they move around their towns and cities. In a series of walk-along interviews and group discussions, Māori young people deployed ‘native time’ as a means of negotiating acc…
Indigenous Research Capability in Aotearoa
This article begins by considering the general nature of capability, from some dictionary meanings, then extends to theoretical perspectives related to the capability approach. As a consequence, we arrive at an operational definition that emphasises the ability to solve problems in a systematic way that brings transformation. In these terms, capability is seen as an inherent feature of the life process. The second part of this article presents a …
The Life Experiences of Young Maori
Societal relationships of dominant and minority societal groups show that the marginalised minority societal group are not powerless victims of the dominant societal group. The societal groups are positioned within dynamic power relationships shaping their societal engagements. The dominant societal group silences the indigenous community experiences to advance the dominant societal group, by demeaning the minority societal group's societal and c…
Psychology in Pacific Rim Nations
The featured articles in the section on cultural diversity across the Pacific address important cultural issues in psychology as applied to psychopathology (Marsella & Yamada, 2011), intercultural relations and acculturation (Berry, 2011) and the phenomenon of culture shock (Furnham, 2011). We appreciate how the three articles offer a wide multidisciplinary lens and view mental problems from this broader vantage point. Beyond narratives of biolog…
Post‐school horizons
Dominant conceptions of the world infuse educational experiences for young people in implicit rather than explicit ways—through becoming, as Stuart Hall argues, ‘the horizon of the taken‐for‐granted’. In this article we explore these horizons as experienced by New Zealand’s neo‐liberal generation, currently ‘in transition’ from high school to further education, training and/or employment. As in Britain, further education has become a taken‐for‐gr…
Researching our Relations
Marginalisation occurs when a group of people are pushed to the periphery of a society. Many Māori reside at the margins of 'mainstream' society, while others are at the margins of Māori society. The present paper explores how 'by Māori, for Māori' research and evaluation can create spaces for voices from the margins to be heard. The paper arose out of a series of hui in which papers on the notion of marginalisation and Māori were presented and d…
Who Determines what Story is Told? Narratives of Marginalisation
This paper focuses upon the marginalisation of young M ā ori people within contemporary New Zealand society. This is done by discussing the perspectives of M ā ori youth who live upon Māhia Peninsula. The paper explores how these youth are marginalised by discussing how practices of domination, suppression, and exploitation produce key dominant and marginalised discourses that significantly influence their voices and silences. This paper highligh…
Do you guys hate Aucklanders too?” Youth
Do you guys hate Aucklanders too?” Youth
Native time’ in the white city
This paper is concerned with the chronopolitics of indigenous young people’s life-worlds in settler-colonial space. Drawing on a study about young people’s narratives about the future, we examine how Māori youth in New Zealand navigate competing temporal frames of reference as they move around their towns and cities. In a series of walk-along interviews and group discussions, Māori young people deployed ‘native time’ as a means of negotiating acc…
Researching our Relations
Marginalisation occurs when a group of people are pushed to the periphery of a society. Many Māori reside at the margins of 'mainstream' society, while others are at the margins of Māori society. The present paper explores how 'by Māori, for Māori' research and evaluation can create spaces for voices from the margins to be heard. The paper arose out of a series of hui in which papers on the notion of marginalisation and Māori were presented and d…
Post‐school horizons
Dominant conceptions of the world infuse educational experiences for young people in implicit rather than explicit ways—through becoming, as Stuart Hall argues, ‘the horizon of the taken‐for‐granted’. In this article we explore these horizons as experienced by New Zealand’s neo‐liberal generation, currently ‘in transition’ from high school to further education, training and/or employment. As in Britain, further education has become a taken‐for‐gr…
Indigenous Research Capability in Aotearoa
This article begins by considering the general nature of capability, from some dictionary meanings, then extends to theoretical perspectives related to the capability approach. As a consequence, we arrive at an operational definition that emphasises the ability to solve problems in a systematic way that brings transformation. In these terms, capability is seen as an inherent feature of the life process. The second part of this article presents a …
Who Determines what Story is Told? Narratives of Marginalisation
This paper focuses upon the marginalisation of young M ā ori people within contemporary New Zealand society. This is done by discussing the perspectives of M ā ori youth who live upon Māhia Peninsula. The paper explores how these youth are marginalised by discussing how practices of domination, suppression, and exploitation produce key dominant and marginalised discourses that significantly influence their voices and silences. This paper highligh…
Do you guys hate Aucklanders too?” Youth
Researching our Relations
Marginalisation occurs when a group of people are pushed to the periphery of a society. Many Māori reside at the margins of 'mainstream' society, while others are at the margins of Māori society. The present paper explores how 'by Māori, for Māori' research and evaluation can create spaces for voices from the margins to be heard. The paper arose out of a series of hui in which papers on the notion of marginalisation and Māori were presented and d…
Who Determines what Story is Told? Narratives of Marginalisation
This paper focuses upon the marginalisation of young M ā ori people within contemporary New Zealand society. This is done by discussing the perspectives of M ā ori youth who live upon Māhia Peninsula. The paper explores how these youth are marginalised by discussing how practices of domination, suppression, and exploitation produce key dominant and marginalised discourses that significantly influence their voices and silences. This paper highligh…
Psychology in Pacific Rim Nations
The featured articles in the section on cultural diversity across the Pacific address important cultural issues in psychology as applied to psychopathology (Marsella & Yamada, 2011), intercultural relations and acculturation (Berry, 2011) and the phenomenon of culture shock (Furnham, 2011). We appreciate how the three articles offer a wide multidisciplinary lens and view mental problems from this broader vantage point. Beyond narratives of biolog…
Post‐school horizons
Dominant conceptions of the world infuse educational experiences for young people in implicit rather than explicit ways—through becoming, as Stuart Hall argues, ‘the horizon of the taken‐for‐granted’. In this article we explore these horizons as experienced by New Zealand’s neo‐liberal generation, currently ‘in transition’ from high school to further education, training and/or employment. As in Britain, further education has become a taken‐for‐gr…
The Life Experiences of Young Maori
Societal relationships of dominant and minority societal groups show that the marginalised minority societal group are not powerless victims of the dominant societal group. The societal groups are positioned within dynamic power relationships shaping their societal engagements. The dominant societal group silences the indigenous community experiences to advance the dominant societal group, by demeaning the minority societal group's societal and c…
Indigenous Research Capability in Aotearoa
This article begins by considering the general nature of capability, from some dictionary meanings, then extends to theoretical perspectives related to the capability approach. As a consequence, we arrive at an operational definition that emphasises the ability to solve problems in a systematic way that brings transformation. In these terms, capability is seen as an inherent feature of the life process. The second part of this article presents a …
Native time’ in the white city
This paper is concerned with the chronopolitics of indigenous young people’s life-worlds in settler-colonial space. Drawing on a study about young people’s narratives about the future, we examine how Māori youth in New Zealand navigate competing temporal frames of reference as they move around their towns and cities. In a series of walk-along interviews and group discussions, Māori young people deployed ‘native time’ as a means of negotiating acc…
Racism and silencing in the media in Aotearoa New Zealand
Racism in the Aotearoa New Zealand media is the subject of scholarly debate that examines how Māori (Indigenous Peoples of New Zealand) are broadcast in a negative and demeaning light. Literature demonstrates evolving understandings of how the industry places Pākehā (New Zealanders primarily of European descent) interests at the heart of broadcasting. We offer new insights by arguing that the media industry propagates a racial discourse of silenc…
Each discipline is different
Disciplines in Higher Education have their own interpretations of what is essential knowledge that influences what is taught, how teaching occurs, and the role of digital tools. Disciplinary culture is dynamic and evolving, informed by disciplinary research and technology improvement. During the COVID-19 pandemic, digital solutions enabled ongoing teaching when undergraduate courses could not be taught on campus, in lecture theatres, seminar room…
A talk between Awatea Mita and Adreanne Ormond
Quality education, connection and wellbeing
A sometimes-neglected aim of education in the context of Māori, the tangata whenau (indigenous peoples) of Aotearoa New Zealand, is to build Māori students (tauira) as Māori, a process that supports them to navigate the academic world as well as enhancing their Māoritanga (Māori practices, beliefs, way of life). Notions of educational quality, therefore, involve wellbeing––the extent to which Māori tauira flourish as individuals and as collective…
Looking for Hope in the Metacrisis
This article offers a response of hope to the metacrisis. Because of modernity’s philosophical premises, particularly Enlightenment concepts that separated humanity from nature, modern approaches to environmental challenges embrace a dualistic schism between culture and nature, fragmenting understanding through the compartmentalisation of knowledge. In our current situation, many feel bleak and too helpless to act. In response, we offer the exper…
Exploring Experiences of Māori Youth in Tertiary Education in Aotearoa New Zealand
Many Indigenous Māori students journey to tertiary education in Aotearoa New Zealand, following diverse journeys with varying degrees of encouragement. However, on arrival, they can be faced with the prospect of living simultaneously in two worlds; te ao Māori (the Māori world), which privileges relational connection, and the world of formal education, which tends towards individualization. In this situation, rangatahi (Māori youth) deal with the…
Sociology (12 works) · Political science (9 works) · Gender Studies (8 works) · Indigenous (7 works) · Law (7 works) · Aotearoa (5 works) · Gender Studies (5 works) · Youth Education and Societal Dynamics (5 works) · Indigenous Health, Education, and Rights (4 works) · Law (4 works)