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dc.contributor.authorGlynn, Teden_NZ
dc.contributor.authorBerryman, Mereen_NZ
dc.date.accessioned2017-10-04T21:13:44Z
dc.date.available2015-09-10en_NZ
dc.date.available2017-10-04T21:13:44Z
dc.date.issued2015en_NZ
dc.identifier.citationGlynn, T., & Berryman, M. (2015). Relational and culturally responsive supervision of doctoral students working in Māori contexts: Inspirations from the Kingitanga. Waikato Journal of Education, 20(2), 69–78. https://doi.org/10.15663/wje.v20i2.191en
dc.identifier.urihttps://hdl.handle.net/10289/11381
dc.description.abstractThere is much to celebrate in the greatly increased number of Māori and non-Māori students in New Zealand tertiary institutions undertaking doctoral research on issues of importance to Māori. However, in honouring their commitments to the Treaty of Waitangi, tertiary institutions need to ensure that Māori doctoral students and their Māori communities maintain their right to define their own research questions, research paradigms and methodologies. As supervisors of doctoral research students investigating issues of significance to Māori people, it is essential that we learn to position ourselves as visitors in someone else’s cultural space, as partners in the Treaty of Waitangi, and as co-constructors of knowledge and research methodology rather than as experts and gatekeepers (Berryman, SooHoo, & Nevin, 2013; Glynn, 2012). This paper was occasioned by an invitation from the organisers of the annual Kingitanga Day cultural and educational programme at the University of Waikato. The Kingitanga movement has much to teach us about how to frame and conduct research that responds to long-standing injustices that have marginalised Māori people. The Kingitanga has inspired us through the resistance, resilience, agency and humility of its leaders in asserting their right to define the effects of historic and contemporary injustices, and the right to define their own responses to these injustices. In this paper, we explore some of the relational and culturally responsive understandings we have arrived at from supervising the research of four doctoral candidates in Education (two Māori and two non-Māori). This research has been designed to promote the success and wellbeing of Māori students in mainstream schools, addressing historic and ongoing injustices experienced by Māori students and their whānau and communities.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.relation.urihttp://wje.org.nz/index.php/WJE/article/view/191/195en_NZ
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License.
dc.subjectRelational and culturally responsive supervision
dc.subjectresearch in Māori contexts
dc.subjectresearch supervisor positioning
dc.subjectKingitanga movement
dc.titleRelational and culturally responsive supervision of doctoral students working in Māori contexts: Inspirations from the Kingitangaen_NZ
dc.typeJournal Article
dc.identifier.doi10.15663/wje.v20i2.191en_NZ
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page69
pubs.elements-id130298
pubs.end-page78
pubs.issue2en_NZ
pubs.organisational-group/Waikato
pubs.organisational-group/Waikato/2018 PBRF
pubs.organisational-group/Waikato/FEDU
pubs.organisational-group/Waikato/FEDU/2018 PBRF - FEDU
pubs.organisational-group/Waikato/FEDU/Poutama Pounamo
pubs.organisational-group/Waikato/Staff
pubs.publisher-urlhttp://wje.org.nz/index.php/WJEen_NZ
pubs.volume20en_NZ
dc.identifier.eissn2382-0373en_NZ


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