This study examines the value of indigenous epistemologies in tertiary education. It explores the potential for these epistemologies in the educational curriculum to engender counter-hegemonic discourses in the context of tertiary education.
Jonas, O., Carr, S., Hunia, R., King, N., Meha, M., & Ogilvie, B.
This project seeks to enhance the participation and success of Māori learners in agricultural training programmes. It will use an iwi-driven approach to enhancing the outcomes of these learners, through the trial of a new initiative. This approach sees the involvement of the community, hapu, iwi, and education providers as important components of learner success. The model will be used to support teaching and learning at two tertiary education providers, and it is envisaged that the findings can be exported to inform effective support for indigenous learners in vocational settings.
To examine the place of Nga Mahi a Rehia (traditional Māori song and dance) within a Māori Performing Arts degree and to consider the impact of achievement based assessment methodology on the students' work.