Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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Author: search.filters.author.Severinsen CSubject: search.filters.subject.curriculum development

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    Mātai ako: Te Tiriti o Waitangi in learning and teaching
    (Taylor and Francis Group on behalf of the Association for Tertiary Education Management, 2025-05-23) Severinsen C; Erueti B; Desai F; Mahuika R; Graham P; Tawhai R
    This article examines initiatives within the College of Health at Massey University to embed Te Tiriti o Waitangi in learning and teaching. Situated within broader strategies, it focuses on the Mātai Ako initiative, which supports staff in building an understanding of Te Tiriti, developing competence, and aligning curricula. Drawing on national policy and university commitments, the initiative advances four actions: developing foundational knowledge, offering skill-building workshops, providing pedagogical mentoring, and reviewing curricula. Early outcomes include increased understanding, pedagogical shifts, and identification of next steps, though sustaining systemic change remains a challenge. The initiative is guided by an ethic of open communication, collective growth, and a staged approach that centres mātauranga Māori while respecting diverse starting points. It offers lessons for higher education institutions navigating tensions between Western academic traditions and obligations to Indigenous rights. Despite ongoing challenges, strategic alignment has established a platform for meaningful change.
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    The Whakapiri framework in higher education: nurturing relational teaching
    (SAGE Publications, 2025-01-10) Moriarty H; Severinsen C; Rowe L; Towers A
    A growing body of research suggests that utilising Indigenous frameworks grounded in relational connection and multi-modal knowledge acquisition has numerous benefits for both Indigenous and non-Indigenous communities. This article focuses on the Whakapiri framework, and its application at Te Kunenga ki Pūrehuroa Massey University, Aotearoa New Zealand, within a new undergraduate mental health and addiction programme. This programme aims to equip graduates in the field, providing them with the foundational knowledge and engagement competencies necessary for working with both Māori (Indigenous people of New Zealand) and non-Māori. The Whakapiri framework enhances student engagement, fosters relational teaching practices, and designs effective online learning curricula. The framework also informs the design of online learning curricula, acknowledging the unique challenges and opportunities of digital education environments. Through its emphasis on engaging, enlightening, and empowering, the Whakapiri framework offers professional guidance and enriches student engagement, teaching methodologies, and the development of online learning curricula.