Indigenous autoethnographic reflections on the development of indigenous practice in the Master of Applied Indigenous Knowledge programme at Te Wānanga o Aotearoa in Māngere
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Other Title
Authors
Rangiwai, Byron
George-Koteka, J.
Hagai, P.
Hitchens, J.
Marsters, M.
Vaughn, D.
George-Koteka, J.
Hagai, P.
Hitchens, J.
Marsters, M.
Vaughn, D.
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2024-09-09
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
Master of Applied Indigenous Knowledge
Te Wānanga o Aotearoa
Māngere (Auckland, N.Z.)
Auckland (N.Z.)
Aotearoa
New Zealand
Pasifika students
Māori students
cultural identity
student engagement
indigenous knowledge systems
Māori knowledge systems
Māori
Samoans in New Zealand
Cook Islanders in New Zealand
Pasifika
autoethnobiographies
creative practice in cultural identity
Te Wānanga o Aotearoa
Māngere (Auckland, N.Z.)
Auckland (N.Z.)
Aotearoa
New Zealand
Pasifika students
Māori students
cultural identity
student engagement
indigenous knowledge systems
Māori knowledge systems
Māori
Samoans in New Zealand
Cook Islanders in New Zealand
Pasifika
autoethnobiographies
creative practice in cultural identity
Citation
Rangiwai, B., George-Koteka, J., Hagai, P., Hitchens, J., Marsters, M., & Vaughn, D. (2024). Indigenous autoethnographic reflections on the development of indigenous practice in the Master of Applied Indigenous Knowledge programme at Te Wānanga o Aotearoa in Māngere. Ethnographic Edge, 7(2), 5-23 https://doi.org/10.24135/ee.v7i2.275
Abstract
This study explores the transformative experiences of five students in the Master of Applied Indigenous Knowledge programme at Te Wānanga o Aotearoa. Employing an Indigenous autoethnographic approach, this paper delves into the students' personal and professional growth, each from different backgrounds and professions. The research highlights integrating Indigenous knowledge into various professional contexts, emphasising cultural identity, personal growth, community engagement, and resilience. The programme, blending academic rigour with indigenous insights, underscores how education can empower individuals to contribute to their communities. The narratives of these students, reflecting their journey through cultural reclamation and professional development, contribute significantly to understanding Indigenous knowledge systems and their application in contemporary settings
Publisher
International Contemporary Ethnography Across the Disciplines (CEAD) Association Incorporated
Permanent link
Link to ePress publication
DOI
https://doi.org/10.24135/ee.v7i2.275
Copyright holder
© 2024 Byron Rangiwai
Copyright notice
CC BY-SA Attribution-ShareAlike 4.0 International