He Āpiti Hono, He Tātai Hono: That Which is Joined Remains an Unbroken Line: Using Whakapapa (Genealogy) as the Basis for an Indigenous Research Framework

Authors

  • James Graham School of Māori and Multicultural Education

DOI:

https://doi.org/10.1017/S1326011100004002

Abstract

Abstract

This paper explores the notion of whakapapaas providing a legitimate research framework for engaging in research with Māori communities. By exploring the tradition and meaning of whakapapa, the paper will legitimate how whakapapaand an understanding of whakapapacan be used by Māori researchers working among Māori communities. Therefore, emphasis is placed on a research methodology framed by whakapapathat not only authenticates Māori epistemology in comparison with Western traditions, but that also supports the notion of a whakapaparesearch methodology being transplanted across the Indigenous world; Indigenous peoples researching among their Indigenous communities. Consequently, Indigenous identity is strengthened as is the contribution of the concept of whakapapato Indigenous research paradigms worldwide.

Downloads

Download data is not yet available.

References

Barlow C. ( 1991). Tikanga whakaaro: Key concepts in Māori culture. Auckland: Oxford University Press.

Barrington J.M., & Beaglehole T.H. ( 1974). Māori schools in a changing society: An historical overview. Wellington: New Zealand Council for Educational Research.

Bishop A.R. ( 1996). Collaborative research stories: Whakawhanaungatanga. Palmerston North: Dunmore Press.

Bishop A.R., & Glynn T. ( 1999). Culture counts: Changing power relations in education. Palmerston North: Dunmore Press Ltd.

Buck A.P. ( 1949). The coming of the Māori. Wellington: Whitcomb and Tombs Ltd.

Durie A.E. ( 1998, July). Me tipu ake te pono: Māori research, ethicality and development. Paper presented at the Te Oru Rangahau Māori Research and Development Conference, Massey University, Palmerston North.

Durie A.E. ( 2002). Te rerenga 0 te rā – Autonomy and identity: Māori educational aspirations. Unpublished PhD, Massey University, Palmerston North.

Durie M.H. ( 2003). Ngā kāhui pou: Launching Māori futures. Wellington: Huia Publishers Ltd.

Grim J.A. (Ed.). ( 2001). Indigenous traditions and ecology: The interbeing of cosmology and community. Cambridge, MA: Distributed by Harvard Press for the Center for the Study of World Religions, Harvard Divinity School.

Hohepa M. ( 1990). Te kōhanga reo: Hei tikanga i te reo Māori. Unpublished MA Thesis, Education Department, University of Auckland.

Irwin K. ( 1990). The politics of te köhanga reo. In Middleton S. Codd J., & Jones A. (Eds.), Critical perspectives: New Zealand education policy today(pp. 110– 120). Wellington: Allen & Unwin.

Jenkins K., & Matthews K.M. ( 1995). Hukarere and the politics of Māori girls schooling. Napier: Hukarere Board of Trustees with Te Whānau o Hukarere.

King M. ( 1981). Te ao hurihuri: The world moves on — Aspects of Māoritanga. Auckland: Longman Paul Ltd.

Mataira P. ( 2000). Māori evaluation research, theory and practice: Lessons for Native Hawaiian evaluation studies. Honolulu: University of Hawaii.

Mead S.M. (Ed.). ( 1984). Te Māori: Māori art from New Zealand collections. Auckland. New York: American Federation of Arts.

Mead S.M. ( 2003). Tikanga Māori: Living by Māori values. Wellington: Huia Publishers Ltd.

Nerburn K. (Ed.). ( 1999). The wisdom of the Native Americans. California: New World Library.

Paerangi Ltd. ( 2002). Accelerating New Zealand development by realising Māori potential. Wellington: Paerangi Ltd.

Pere R. ( 1991). Te wheke … A celebration of infinite wisdom. Gisborne: Ao Ake Global Learning New Zealand.

Royal T.A. ( 1998, July). Te ao mārama — A research paradigm. Keynote address presented to Te Oru Rangahau Māori Research and Development Conference, Massey University, Palmerston North, New Zealand.

Royal T.A. ( 2002). Indigenous worldviews: A comparative study — A report on research in progress. Wellington: Winston Churchill Memorial Trust.

Salmond A. ( 1997). Between worlds — Early exchanges between Māori and Europeans. Auckland: Penguin Books (NZ) Ltd.

Simon J., & Smith L. ( 1998). The native schools system 1867-1969: Ngā kura Māori. Auckland: Auckland University Press.

Simon J., & Smith L. ( 2001). A civilising mission?: Perceptions and representations of the native schools system. Auckland: Auckland University Press.

Smith G.H. ( 1996). The Māori boarding schools: A study of the barriers and constraints to academic achievement and re-positioning the schools for academic success. Auckland: Education Department, University of Auckland.

Smith L.T. ( 1999). Kaupapa Māori methodology: Our power to define ourselves. Paper presented to seminar, School of Education, University of British Columbia.

Tauroa H., & Tauroa P. ( 1993). Te marae: A guide to customs and protocol. Auckland: Heinemann Reed.

Te Whaiti P. McCarthy M., & Durie A.E. (Eds.). ( 1997). Mai i Rangiātea. Auckland: Auckland University Press.

Van Der Linden M. ( 1990). St. Joseph’s. Maori girls college, 1867-1990: Ngā kōrero mō te kura Māori o Hato Hohepa. Palmerston North: Dunmore Press.

Walker R. ( 1990). Struggle without end—Ka whawhai tonu mātou. Auckland: Penguin Books (NZ) Ltd.

Downloads

Published

2005-12-01

How to Cite

Graham, J. (2005). He Āpiti Hono, He Tātai Hono: That Which is Joined Remains an Unbroken Line: Using Whakapapa (Genealogy) as the Basis for an Indigenous Research Framework. The Australian Journal of Indigenous Education, 34(1), 86–95. https://doi.org/10.1017/S1326011100004002

Issue

Section

Articles