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This summer intern research project explores from the perspective of Māori women, their understanding of the ‘Māori economy’ and the roles they have in developing intergenerational growth within the Small-to-medium sized sector.

Lynley Uerata (Ngati Mahuta, Ngati Tahinga), University of Waikato

The proposed research will explore the precarious realities of eight Māori households and their culturally-patterned responses to socio-economic marginalisation.

The Māori precariat are a growing social class whose lives are rendered precarious by flexible and unstable employment, unliveable incomes, inadequate state support, low resources, stigma and marginalisation (Hodgetts & Griffin, 2015; Standing, 2014).

Literature suggests that precariat persons are becoming increasingly alienated from civic life and their rights are being eroded as they are transformed from citizens to morally and materially marginalised denizens (Hodgetts et al., 2013; 2014; Standing, 2014). Through examining factors that support and impinge upon their precarious reality and capacity for human flourishing. the research will generate a detailed profile and understanding of these people who are often judged for the precarious realities they contend with.

Tui Moana Matelau (Ngapuhi, Ngatikahi ki Whangaroa), Auckland University of Technology

As a lecturer who works in foundation and bridging education, I see the way that identity impacts on students’ ability to flourish in the tertiary education system. Tertiary institutions attempt to enhance the success of priority groups such as Maori and Pacific students

Renee Iritana Smith (Renee Iritana Smith), Massey University

My project “Tāngata Tōnui, Tāngata Mauri Ora” aligns with the research theme of ‘Mauri Ora’ as it specifically is aimed at investigating commonalities shared between flourishing, successful Māori individuals and communities. This will be done utilizing a kaupapa Māori methodology which therefore allows for a cultural specific way of investigating the construct of ‘flourishing’ in a way which has not been done before.

Liana Catherine MacDonald (Liana Catherine MacDonald), Victoria University of Education

My research focuses squarely on a Māori perspective of the mainstream education system and is concerned with teachers' pedagogical practices and understandings of how to implement the English curriculum through the teaching of text.  The study also highlights the significant challenges of operating in such an environment too.

Tracey Takuira (Te Arawa, Matātua, Ngāpuhi, Tainui), Te Whare Wānanga o Awanuiārangi Whakatane

Taonga species or customary materials such as Kuta/Paopao (Eleocharis sphacelata), Harakeke (Phormium tenax,), Pīngao (Desmoschoenus spiralis), Tī Kōuka (Cordyline australis), Raupō (Typha orientalis), Toetoe (Cortaderia spp.), (Scheele, 2010a, Herbert, & Oliphant, 1991) as well as many more natural resources, are significant to the cultural identity of Māori people. For example, “the exercise of kaitiaki responsibilites towards these taonga species and their environment, is a fundamental aspect of Māori culture, and kaitaki relationships are important sources of identity” (Waitangi Tribunal, 2011).