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dc.contributor.advisorWhaanga, Hēmi
dc.contributor.authorHudson, Petera Whaiao
dc.date.accessioned2020-10-09T02:51:13Z
dc.date.available2020-10-09T02:51:13Z
dc.date.issued2020
dc.identifier.citationHudson, P. W. (2020). Can te ao Māori worldviews exist within a western institute’s online teaching and learning environment? (Thesis, Master of Social Sciences (MSocSc)). The University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/13880en
dc.identifier.urihttps://hdl.handle.net/10289/13880
dc.description.abstractTertiary institutions in Aotearoa (New Zealand) offer students online teaching and learning papers across a variety of disciplines. The purpose of this research was to examine whether online teaching and learning environments in a tertiary institute provide opportunities to create conditions that promote te ao Māori (a Māori world view) aspirations for Māori scholars. Following a critical review of selected literature on how technologies and its pedagogical implications can realise cultural, educational, political and social aspirations in an online environment (see Chapter 2), the ethical practices according to Kaupapa Māori theory methodology, whakawhanaungatanga and spiral discourse is outlined (see Chapter 3). These practices together with spiral discourse and conversation analysis, were used to analyse the factors that facilitated or hindered optimal conditions that promoted teacher and student aspirations in the online environment (see Chapter 4). That analysis, conducted in relation to a number of focus points, revealed that when Māori practices of tikanga and ako pedagogy were applied in this realm, Māori scholars experienced the fulfilment of personal aspirations. Participants also experienced positive outcomes when whanaungatanga, the creation of interrelationships relationships between Māori students and teachers, whānau, friends, colleagues, was a focus together with good support facilities and services, and quality resources. This research supports the conclusion that online teaching and learning environments in a tertiary institute can provide opportunities to create conditions that promote te ao Māori aspirations for Māori scholars. Further investigations are needed to unravel the types and nature of the interrelationships between ako Māori pedagogies and the student and teacher, and whanaungatanga between students and other students that facilitate conditions that promoted Māori aspirations in an online environment.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherThe University of Waikato
dc.rightsAll items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectwhakawhanaungatanga
dc.subjectonline teaching and learning
dc.subjectMāori pedagogies
dc.subjectdistance education
dc.subjecttikanga Māori
dc.subjectako Māori
dc.titleCan te ao Māori worldviews exist within a western institute’s online teaching and learning environment?
dc.typeThesis
thesis.degree.grantorThe University of Waikato
thesis.degree.levelMasters
thesis.degree.nameMaster of Social Sciences (MSocSc)
dc.date.updated2020-09-24T23:45:35Z
pubs.place-of-publicationHamilton, New Zealanden_NZ


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