The founding of the esteemed Atamira Dance Company (ADC) in 2000 signified a new wave of Māori dance, integrating cultural strengthening with innovation. For instance, the distinguished and founding members of the ADC, Louise Potiki Bryant and Jack Gray, seized the opportunity to collaborate with the inspirational scholar Te Ahukaramū Charles Royal. This paper provides a glimpse into their combined efforts towards developing the breadth and depth of haka through their contribution to the whare tapere recovery.

This article examines the issue of racial silencing in mainstream education by analysing four autoethnographic vignettes based on the authors’ teaching experiences. The methodology draws attention to the underlying racial assumptions that underpin the everyday of teachers’ working lives, thus demonstrating how silencing serves to perpetuate the interests of Pākehā culture.

The Atiawa ki Whakarongotai Charitable Trust recently instigated qualitative research to better understand the notion of iwi connectedness and the link with oranga. This paper reports of the findings of that research, which examined how connectedness is understood by iwi and identified implications of connectedness on oranga. Thirty Atiawa ki Whakarongotai iwi members were interviewed between February and June 2015 using a semi-structured interview guide. Questions related to multiple aspects of connectedness, including their participation in iwi and marae activities, barriers and enablers to participation, and advantages and disadvantages of participation.

This article presents the findings of a research project that examined six Māori students’ perceptions of how their Māori identity impacted on their experiences in a four-year Bachelor of Physical Education (BPE) programme. The BPE programme is positioned in a faculty of education situated in Auckland, Aotearoa New Zealand, and has an annual intake of approximately 60–70 students. On average 20% of these identify as Māori. The research process involved both individual and group interviews conducted by the first author, who asked the students what Māori identity meant to them, and how they sensed their Māori identity had impacted on their experience of the BPE programme.

Statistics from the New Zealand Electoral Commission (2013) show that only 55% of those who indicate they are of Māori descent are enrolled on the Māori electoral roll. In this paper, we aim to find the statistical predictors of being enrolled to vote on the Māori roll versus being enrolled on the general roll. We present two models analysing demographic and psychological aspects of people’s subjective identification as Māori to predict enrolment on the Māori roll. In model 1, demographic variables from participants of Māori ancestry involved in a national probability sample N=1,961) were analysed to predict enrolment on the Māori roll.

In Aotearoa New Zealand, the largest growing cohort of Māori engaging in tertiary education at degree level is mature Māori women. For most Māori beginning university there are consider­able challenges to achieving a university-level education and qualification. This paper reports on a study that used Kaupapa Māori and Mana Wāhine research approaches to give voice to five mature Māori women who shared aspects of their first year at university, highlighting the cul­tural dissonance they experienced and how they overcame the challenges they faced as students.

A number of studies demonstrate Māori receive a poorer standard of healthcare than Pākehā and other non-Māori in New Zealand. Implicit bias on the part of healthcare providers has been cited as a key contributor to health inequities internationally; however, the concept has not yet been explored in relation to Māori health. This paper addresses that research gap and describes a theoretical basis for further research on the role of bias for Māori health outcomes. Drawing from empirical research and theories formulated in social psychology, the paper considers the relevance of implicit bias, stereotyping and stereotype threat for Māori health outcomes.

Adult Māori-language learners are an under-researched yet crucial part of efforts to revitalise te reo Māori. This paper presents and analyses a qualitative case study of the learning journey of Julian Wilcox. As an exemplar learner, Julian’s story helps to shed light on the factors that led to his development of proficiency in te reo Māori and these insights may have implications for other Māori-and Indigenous-language learners. We have used a framework based on the literature to analyse Julian’s story (narrative inquiry). This framework consists of three themes of successful adult Māori-language learning.

Māori working in tourism negotiate moral terrains of their own world and those of visiting tourists, all of which are layered with colonial and capitalist values of Aotearoa New Zealand and beyond. We draw on research with Māori tourism providers in the North Island’s central, coastal and northern regions to address the question: How and in what ways do Māori working in tourism (re)construct their places and identities through practising Māori values in Aotearoa New Zealand’s tourism spaces?