Streams run concurrently from 10.30am (please choose just one stream on the day)


Stream Tahi | Room: G204



Strengthening the connection between Whānau and School: The use of StoryPark at Kimi Ora School

James Sunderland

Conventional definitions of place and community have been challenged over the past 20 years as humans have replaced, or augmented, occupation in physical place with online activity. The presented research was a collaboration between Otago Polytechnic and Kimi Ora School. Kimi Ora is a special needs school located in Wellington, New Zealand. Kimi Ora means, 'Seeking wellbeing in health'. The school offers a holistic approach to education, working with the Whānau to achieve the best outcomes for students. Speech language therapy, occupational therapy, physiotherapy, and music therapy are offered on site in addition to specialist teaching. The study used a qualitative methodology to examine how therapists, teachers, parents, and Whanau members perceived the use of an e-portfolio platform (StoryPark) to support the Kimi Ora School community.

This presentation will share research findings on how Storypark has adding benefit to Kimi Ora School capturing the experiences of therapists, teachers, and school families who use Storypark on a routine basis. Links will be made to Whānau Ora where StoryPark has been use to empower the community.

Tokona te Raki

Sharon Armstrong, Piripi Prendergast and Porsha London

Hutia te Punga - lift up the anchor! The opportunity has never been greater for young Māori to become the leaders and the backbone of the South Island economy. Our economic future depends on this. Hutia te Punga is a research project jointly funded by Ako Aotearoa and Tokona te Raki – Māori Futures Collective. This action research project aims to understand current practices at three very different sites (The Whenua Kura agricultural program at Telford, Canterbury BCITO and the Otago Polytechnic tourism program) in order to co-construct professional learning and development targeted at strengthening culturally responsive practices for staff and students. The core focus of the PLD is to strengthen teachers cultural capability while working in unison with the wider organisational focus on Māori apprenticeship and course success.

This presentation will describe the three sites and highlight the preliminary findings from this action research project noting in particular the enablers and barriers of success.

Tauira Leadership for Innovative Change

Scout Barbour-Evans, Cullum Harmer Kapa

The Bachelor of Leadership for Change programme was launched in March 2018 and has proven to be popular with and for Māori learners. This presentation highlights the learning experiences of four Bachelor of Leadership for Change students and provides a unique insight into this innovative and dynamic programme.

Each student will share their learning experience on this course, and how it supports them to succeed and flourish as Māori learners.  Scout Barbour-Evans will discuss the advantages of online learning, how this has helped maximise engagement and motivation to be a change leader and to find a place of belonging within a community of learning. Cullum Harmer Kapa will explore how this programme has supported his life-long dream of becoming a stand-up comic and how his online whānau support has nurtured his ambitions and learning engagement. 

This presentation will show how this innovative programme is meeting the diverse needs of Māori learners by drawing on their individual strengths, working collaboratively together to unleash their potential and boosting their academic achievements.




Stream Rua | Room: G205




Kia tū ki te tahi | United in thought, purpose and action

Janine Kapa

Effecting change in a post-secondary environment to advance the aspirations of iwi Māori, and ensure Māori flourish as Māori, requires a highly focused strategic approach that involves the whole of the institution, from grass roots to governance. The Otago Polytechnic is committed to being a responsive Treaty partner, ensuring it meets the educational aspirations of mana whenua, creating an inclusive environment for all. This 20-minute presentation will demonstrate how Otago Polytechnic has strategised Māori development in an integrated, holistic and coordinated way, premised in a Treaty-based partnership with mana whenua. Using the institution’s Māori Strategic Framework as the beacon for change, one of its six strategic priorities will be used to elucidate developments afoot to grow the Māori workforce and build greater capability among all staff.

Ngā piki me ngā heke

Gianna Leoni and Megan Pōtiki

Although many positives have emerged in relation to Māori language revitalisation, the normalisation and maintenance of te reo Māori has plateaued and the use of the language is imbalanced throughout the different domains of New Zealand society. The presenters have recognised the importance of using te reo Māori in academia as a method of asserting the mana of the language in this area.

This presentation will discuss the highs and lows of writing in te reo Māori for academic purposes. It will include some of the barriers and hurdles a writer faces, such as which dialect to use and translating verbatim. It will also explain the process of writing in te reo Māori in an academic setting and why it is important to overcome the difficulties and continue producing material in te reo Māori.

Tēnei te tira hou – Practice-led indigenous social innovation #staywoke

Kym Hamilton

Indigenous social innovation as a practice can mitigate the impacts of colonisation and lead cultural reclamation and positive social outcomes for whānau, hapū and iwi. Indigenous social innovation is a useful tool for systemic change. This research crafts indigenous social innovation theory and define principles, key elements or markers of indigenous social innovation, theory and practice. Social outcomes linked to racial disparity gained popular understanding in Aotearoa/New Zealand in the 1990s when government, reported on the educational, income, employment, and other social disadvantages experienced by Māori and sought to create equality of outcome.

The research proposes to build theory and practice of indigenous social innovation related to social procurement, social design, and transition design through a kaupapa Māori world view. The process will facilitate an explanation of Indigenous social innovation and its importance to Aotearoa; analyse priority sites and structural arrangements requiring disruption; build evidence of Indigenous social innovation as a means by which ‘wicked problems’ or ‘complex social issues’ can be addressed; review International instruments that support Indigenous rights and the freedoms associated with both self-determination and social innovation as tools of practice; network Iwi and Indigenous social innovation and innovators with a view to building knowledge and practice across sites.




Stream Toru | Room: G309



Wahakura compared to a bassinet for safer infant sleep – a randomised controlled trial

Sally Baddock, David Tipene-Leach, Sheila Williams, Angeline Tangiora, Raymond Jones, Barry Taylor 

The wahakura (flax bassinet) developed by Maori, potentially offers a safer sleep place for baby especially when baby sleeps with carers (bedsharers) after exposure to smoking in pregnancy. Smoking and bedsharing are both hard to change behaviours and when combined put baby at increased risk of sudden unexpected death in infancy (SUDI). The aim of this study was to evaluate the wahakura by comparing the risks and benefits of infants sleeping in the wahakura with those sleeping in a bassinet.

200 mainly Māori pregnant women were recruited from deprived areas of New Zealand. They were randomized to receive a bassinet or wahakura and asked to sleep the infant in this device from birth. Questionnaires at 1, 3, and 6 months and an overnight sleep study in the home at 1 month were completed. Analysis of questionnaires showed no group differences at 1, 3, and 6 months in baby-parent bed-sharing (7% vs 12%, P = .24 at 1 month), and at the 6-month interview, the wahakura group reported twice the level of full breastfeeding (22.5% vs 10.7%, P = .04). Maternal sleep and fatigue were not significantly different between groups. The overnight sleep study showed no difference in behavioural risk factors of head covering, prone/side sleep position, or bed-sharing, or in physiological measures of infant temperature and blood oxygen levels. There were no significant differences in infant risk behaviours in wahakura compared with bassinets and there were other advantages, including an increase in sustained breastfeeding. This suggests wahakura are relatively safe and can be promoted as an alternative to infant-adult bed-sharing. This study has provided evidence to support the Ministry of Health safe sleep advice.

Using KuraCloud Lt® to improve outcomes in pathophysiology for Māori students

Karole Hogarth

Successful completion of assessment is one of the main goals of students. KuraCloud Lt®; has been integrated into theory and clinical courses in a nursing degree with both formative and summative assessments. Teaching strategies included clinical simulation and traditional learning methods such as tutorials and lectures to improve student success. Here are described current practices and outcomes of an integrated approach to learning with Lt® and the implications of this on the success of Māori students in a pathophysiology course.

Learning included lectures, tutorials, case studies (Lt®), and simulation across several courses with embedded formative assessment. The simulation reflected the case study with an extensive debrief to provide the linking of theory to practice. In response to student feedback summative assessment methodology in a pathophysiology course was changed to; 4 smaller tests so that students were assessed on blocks of information; a case study (6 Lt® cases) based examination. Tests were online with questions from the same pool as previous years, and 6 Lt® case studies Lt® were examined.

Four years of follow up have shown that Māori student success in a year 2 pathophysiology course has increased significantly with the integrated intervention and Lt® learning. The mean mark for Māori students over the four years of the intervention was 68%. This is an increase of 6% compared to the preceding three years. No students who identify as Māori have failed this course since the implementation of Lt® into the learning of this course.

This inclusive immersive approach to learning using multiple different modalities incorporates the principles of whanaungatanga by developing relationships, sharing experiences and increasing the student sense of belonging in the nursing environment. This leads to improved understanding of disease processes and allows application and integration of developing knowledge.

Reframing the Message: Empowering the Whānau in Health Education

Megan Gibbons

Poverty, low socio-economic status, poor nutrition, overcrowding and lack of education are all used to describe certain disease risks in parts our population and particularly in our Māori population. These risk factors look at a deficit model and often are not empowering for the whānau that is affected, leading to poor messaging in health promotion and a lack of engagement in change. It has previously been identified (McCalman et al, 2017) that whānau-centred interventions in primary healthcare have positive benefits for utilisation of healthcare and positive outcomes for indigenous populations around the world. In addition the Te Pae Mahutonga (Durie, 1999) is a model that describes the importance of Mauriora, Waiora, Toiora and Te Oranga in health promotion, and this is important when looking at how we structure health promotion to meet the needs of the our Māori population.

This study examined the known risk factors for a communicable disease, community-acquired pneumonia, which affects our 0-5 year olds and is overly representative in our Māori population. The risk factors were reframed to align with the Te Pae Mahutonga model and also examined from the perspective of empowering the whanau in matters around disease prevention. Results will be presented that demonstrate how a health education message can be reframed to empower those affected.




Stream Whā | Room: G310



Kaihaukai: A discussion around three consumption experiences

Ron Bull and Simon Kaan

As with many culture groups, the collection, preparation and sharing of Kai has informed both identity politics and economic practice for Southern Maori. This can be articulated through the concepts of mahika kai and kaihaukai. This paper will reflect on this tradition and will show how these practices are still utilised in the contemporary context. It will look at three separate kaihaukai inspired events, along with subsequent food 'consumption experiences'. These events will investigate the contemporary function of kai from a manuhiri perspective as koha. This from a mana whenua mahika kai perspective, and finally through extending of manaaki to visitors. All three of these vignettes will highlight the relevance and importance of kai in articulating identity through difference but also in building and maintaining substantive relationships built on similarity and authenticity.

Finding One's Voice and Battling One’s Head: Autoethnographic Storytelling in the Institution of Higher Education

Adrian Woodhouse

In recent years, autoethnography has become a powerful storytelling tool within the post-modern paradigm for creating new perspectives in representation, meaning and human morality. The agentic processes of telling ones story through autoethnography, has allowed indigenous voices which were once silenced, to finally find a legitimate discourse to express their ways of knowing within the higher academy (Denzin, 2018; Whitinui, 2014).

Within the autoethnography methodology lies the evocative position. Evocative autoethnography is a research method that skilfully blends the art of personal storytelling with emotionally constructed creative writing. As a research methodology, it is an intertwined process of research and writing that seeks to describe and systematically analyse the personal lived experiences of the writer/researcher in order to deepening our cultural understandings of the world’s that we operate within (Bochner & Ellis, 2016). As a methodology, it intentionally seeks out personal experiences and insider stories; insights that often go on hidden, when indigenous communities are gazed upon from outsiders (Smith, 1999). As such, autoethnographic stories construct a different type of truth, a truth that relies on truthfulness being created through the honest expression of personal vulnerability, and the raw exposure, of the inner self.

Within this presentation, I exposure my personal story of the emotional roller coaster ride of a Doctorate of Professional Practice candidate as they walk their first steps into the world of critical autoethnographic scholarship. Throughout the academic journey, there are personal stories of self-doubt and fear, while at the same time, a battle with one’s own self-constructed reality of what it means to be academic. This presentation seeks to ask the philosophical question of what it means to perform and express academic knowledge; knowledge, which is not only meaningful to the communities we serve but also legitimate within the realms of academia.

Food Narratives: A Co-constructed Research Project, the story so far

Ron Bull and Tony Heptinstall

Hospitality can be shown in many different ways, through many informal and formal routes. These include how we welcome people into our homes through to the tikaka that underpin the hosting on Marae to the formalised arrangements embedded in the hospitality industry. These visible, explicit articulations, or processes, of hospitality are quite obvious to the participants and the theories behind the practices are known to those with a deeper understanding of the cultural constructs that inform them. Some of these are a mystery when they fall outside of our cultural reference points.

There is a commonality that underpins all of these hospitality experiences, that of narrative, and in particular “Food Narrative”. Food Narratives, the personal and shared histories behind the food, the provenance, the collection the processes of transformation, imbues the dish with meaning beyond its componentry and its physical representation. The dish contains a story and a unique life of its own, a life informed by the culture of those who created it, but that is re interpreted by those receiving the dish.

This paper introduces a Food Narrative research project, where two food theorists from different cultural backgrounds combine to explore how food can be used to articulate identity and to create opportunity to build substantive relationships. This will be done in two parts, the first based on theory and conversations between the researchers and other participants of the Terra Del Madre Slow Foods conference in Turin Italy in 2018. The second part will be reflections on practice including the co-creation of dishes alongside international guests.