Journal Articles

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

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    Through indigenous eyes: looking for indigenous services in Australian and New Zealand university libraries
    (Information Research, 17/09/2019) Lilley S
    Introduction. This paper reports on how indigenous services, collections and languages are represented on university library Websites in Australia and New Zealand. In an era of increased dependence on technology, it is critical that university libraries ensure that indigenous services, collections and languages are visible on their Website. Method. Websites of forty-eight university libraries were probed for information about the services, collections and facilities offered to indigenous students. Prior to commencing the search, a tool consisting of six factors was designed to evaluate each Website. Analysis. Using the tool, each Website was analysed and where matches were found, these were noted and each institution was awarded a score. Results There is considerable scope for improvement across the six factors. The Australian libraries scored much lower than their New Zealand counterparts. However, institutions from both countries displayed examples of best practice that would enhance Websites and improve services and resources for indigenous students. Conclusions . As indigenous student numbers continue to increase at universities in both countries, it is critical that libraries ensure that they have services, collections and facilities in place and easily identifiable on their Websites. Libraries that fail to include such information risk the danger of alienating indigenous students.
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    Inclusory constructions in the Māori languages of Aotearoa and the Southern Cook Islands
    (The Linguistic Society of New Zealand, 19/09/2019) Nicholas SA; Calude, AS; Kemmer, S
    This paper discusses Lichtenberk’s (2000) notion of inclusory constructions as manifested in two closely related East Polynesian languages of the realm of New Zealand: New Zealand Māori and Cook Islands Māori. Both languages have productive inclusory constructions typically used to denote sets of human referents as in the following New Zealand Māori example. (1) Kua hoki atu a Mere rāua ko Reremoana. ‘Mere and Reremoana have gone back.‘ Inclusory constructions in both languages are formally identical and fit Lichenberk’s typology well. The two languages differ in their preference for using this construction, which is strongly preferred in New Zealand Māori but merely possible in Cook Islands Māori.
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    Seen but unheard: navigating turbulent waters as Māori and Pacific postgraduate students in STEM
    (Taylor and Francis, 9/08/2022) McAllister T; Naepi S; Walker L; Gillon A; Clark P; Lambert E; McCambridge AB; Thoms C; Housiaux J; Ehau-Taumaunu H; Connell CJW; Keenan R; Thomas K-L; Maslen-Miller A; Tupaea M; Mauriohooho K; Puli'uvea C; Rapata H; Nicholas SA; Pope R-N-A-R; Kaufononga SAF; Reihana K; Fleury K; Camp N; Carson GMR; Kaulamatoa JL; Clark ZL; Collings M; Bell GM; Henare K; Reiri K; Walker P; Escott K-R; Moors J; Wilson B-J; Laita OS; Maxwell KH; Fong S; Parata R; Meertens M; Aston C; Taura Y; Haerewa N; Lawrence H; Alipia T
    The experiences of Māori and Pacific postgraduate students in STEM (Science, Technology, Engineering and Mathematics) offer insights into how universities, particularly science faculties, currently underserve Māori and Pacific people. This article shares the experiences of 43 current or past postgraduate students at New Zealand universities. Collectively, our stories offer insight into how representation, the white imprint, space invaders/stranger making, and institutional habits, specifically operate to exclude and devalue Māori and Pacific postgraduates in STEM. We provide new understandings of the white imprint (rewarding and incentivising white behaviour), where Māori and Pacific postgraduates were prevented from being their authentic selves. Importantly, this research documents how Māori and Pacific postgraduates experience excess labour because of institutional habits. This research also provides insight into how the science funding system results in superficial and unethical inclusion of Māori and Pacific postgraduates. Our stories provide persuasive evidence that the under-representation of Māori and Pacific in STEM will not be addressed by simply bolstering university enrolments. Instead, our stories highlight the urgent requirement for universities to change the STEM learning environment which continues to be violent and culturally unsafe for Māori and Pacific postgraduates.