Whānau Pūkenga—Survive, normalise, flourish: Peer support for Indigenous academic social workers

Authors

  • Hannah Mooney Massey University
  • Ange Watson Massey University
  • Deacon Fisher Massey University
  • Paul'e Ruwhiu Massey University

Keywords:

Indigenous, peer support, academic, social work, Tangata Whenua, Māori

Abstract

INTRODUCTION: Indigenous and minority groups experiences of barriers in the academy are well documented (Calhoun, 2003; McAllister et al., 2019; Mercier et al., 2011; Walters et al., 2019). Therefore, it is no surprise that Tangata Whenua academics encounter challenges in the Aotearoa New Zealand university setting. There are systems and processes that do not align with Māori worldviews and can be tokenistic. Globally there is a need for decolonisation, growth and inclusion of Indigenous epistemologies, pedagogies and liberatory spaces in the academy (Kensington-Miller & Ratima, 2015; Ruwhiu, 2019; Walters et al., 2019; Zambrana et al., 2015).

APPROACH: In these environments it is essential that Tangata Whenua academics can support each other to flourish through the power of the collective. In 1993, Tangata Whenua academics teaching social work at Massey University formed a peer support group, now recognised as ‘Whānau Pūkenga’. This article focuses on the advent of this peer support model and how it has changed over time. Key issues are discussed that highlight how this model enhances the experiences of Tangata Whenua academics and students to contribute to a robust social work programme. Discussions are framed around the themes survive, normalise and flourish. In this article ‘Māori’ and ‘Tangata Whenua’ have been utilised interchangeably. Tangata Whenua is the preferred term because it acknowledges our Indigenous connection to the whakapapa whenua, whakapapa tangata.

Author Biographies

Hannah Mooney, Massey University

Ngāti Raukawa ki te tonga, Te Āti Awa, Ngā Rauru, Te Āti Haunui a Pāpārangi.

Ange Watson, Massey University

Te Āti Awa, Ngāti Mutunga, Taranaki Tūturu.

Deacon Fisher, Massey University

Ngāpuhi.

Paul'e Ruwhiu, Massey University

Ngāpuhi, Ngāti Porou.

References

Arahanga-Doyle, H., Hunter, J. A., Matahiki, P., Joseph, A., Murray, K., & Scarf, D. (2019). Indigenous principles

of belonging to strengthen the student experience in Aotearoa New Zealand. In D. Esteves, D. Scarf, D. Pinheiro, H.

Arahanga-Doyle, & J. Hunter (Eds.), Global perspectives on university students (pp. 1–20). Nova Science Publishers.

Berryman, M., Pennicott, K., & Tiatia, S. (2019). Te puna wai ora, e tu atu nei e: Stand up, stand strong, and be proud. In E. McKinley, & L. Smith (Eds.), Handbook of Indigenous education (pp. 1269–1293). Springer. https://doi.org/10.1007/978-981-10-3899-0_53

Burgess, C. (2017). Discourses of Aboriginality in the Australian education context. Race Ethnicity and Education, 20(6), 737–751. https://doi.org/10.1080/1361 3324.2016.1195353

Calhoun, J. A. (2003). “It’s just a social obligation. You could say ‘No’!”: Cultural and religious barriers of American Indian faculty in the academy. American Indian Quarterly, 132–154.

Coxon, E., Anae, M., Mara, D. Wendt-Samu, T., & Finau, C. (2002). Literature review on Pacific education issues. University of Auckland.

Curtis, E., Wikaire, E., Kool, B., Honey, M., Kelly, F., Poole, P., ... & Reid, P. (2015). What helps and hinders indigenous student success in higher education health programmes: A qualitative study using the critical incident technique. Higher Education Research & Development, 34(3), 486–500.

Dale, M., Mooney, H., & O’Donoghue, K. (2017). Defining social work in Aotearoa: Forty years of pioneering research and teaching at Massey University. Massey University Press.

Garvey, G., Rolfe, I. E., Pearson, S. A., & Treloar, C. (2009). Indigenous Australian medical students’ perceptions of their medical school training. Medical Education, 43(11), 1047–1055.

Greenwood, J., & Te Aika, L-H. (2008). Hei Tauira Teaching and Learning for Success for Māori in Tertiary Settings. Ako Aotearoa – The National Centre for Tertiary Teaching Excellence.

Hollis-English, A. N. R. (2012). Māori social workers: Experiences within social service organisations [Unpublished doctoral dissertation]. University of Otago.

Hollis-English, A. (2016). Working with non-indigenous colleagues: Coping mechanisms for Māori social workers. Indigenous Social Work Journal, 10, 71–84.

Kensington-Miller, B., & Ratima, M. (2015). Māori in partnership: A peer mentoring model for tertiary indigenous staff in New Zealand. Race Ethnicity and Education, 18(6), 813–833. https://doi.org/10.1080/1361 3324.2013.831824

McAllister, T. G., Kidman, J., Rowley, O., & Theodore, R. F. (2019). Why isn’t my professor Māori? Mai Journal, 8(2), 235–249.

Macfarlane, A. H., Macfarlane, S., Cavanagh, T., Angel, M. N., Duckworth, F., & Fickel, L. H. (2019). Psychosocial analyses and actions for promoting restorative schools: Indigenous determinants connecting three international sites. In E. McKinley & L. Smith (Eds.), Handbook of indigenous education. Springer. https://doi.org/10.1007/978-981-10-3899-0_36

Madjar, I., McKinley, E., Deynzer, M., & van der Merwe, A. (2010). Stumbling blocks or stepping stones? Students’ experience of transition from low-mid decile schools to university. Auckland, New Zealand. https://cdn.auckland. ac.nz/assets/education/about/research/docs/starpath/ Stumbling-blocks-or-stepping-stones-Research-Report- 25-March-2010.pdf

Mercier, O. R., Asmar, C., & Page, S. (2011). An academic occupation: Mobilisation, sit-in, speaking out and confrontation in the experiences of Māori academics. The Australian Journal of Indigenous Education, 40, 81–91.

Ministry of Education. (2019). Tertiary student qualification and course completions. https://www.educationcounts. govt.nz/statistics/tertiary-education/retention_and-achievement

Moyle, P. (2014). Māori social workers’ experiences of care and protection: A selection of findings. Aotearoa

New Zealand Social Work, 26(1), 55–64.

Ruwhiu, L., Te Hira, L., Eruera, M., & Elkington, J. (2016). Borderland engagements in Aotearoa New Zealand: Te tiriti and social policy. Social policy for social work and human services in Aotearoa New Zealand: Diverse Perspectives, 79–93.

Ruwhiu, P. (2019). “Emancipate yourself from mental slavery, none but ourselves can free our minds”: Wetekia te mau here o te hinengā ro ma tātau āno e whakaora, e Whakawātea te hinengāro, [Unpublished doctoral dissertation]. Massey University. https://mro.massey.ac.nz/bitstream/handle/10179/15109/02_whole. pdf?sequence=2&isAllowed=y

Severinsen, C., Erueti, B., Murray, L, Phibbs, S., Roseveare, C., & Egwuba, C. (2023). Toitū te Tiriti: A Tiriti o Waitangi-led approach to public health curriculum development. Health Promotion Practice. https://doi.org/10.1177/15248399231163565

Staniland, N. A., Harris, C., & Pringle, J. K. (2020). “Fit” for whom? Career strategies of Indigenous (Māori) academics. Higher Education, 79, 589–604.

Tertiary Education Commission. (2020). Tertiary Education Strategy. tec.govt.nz/find?q=tertiary+education+strategy

Theodore, R., Gollop, M., Tustin, K., Taylor, N., Kiro, C., Taumoepeau, M., & Poulton, R. (2017). Māori university success: What helps and hinders qualification completion. AlterNative: An International Journal of Indigenous Peoples, 13(2), 122–130.

Walters, K. L., Maliszewski Lukszo, C., Evans-Campbell, T., Burciaga Valdez, R., & Zambrana, R. E. (2019). “Before they kill my spirit entirely”: Insights into the lived experiences of American Indian Alaska Native faculty at research universities. Race Ethnicity and Education, 22(5), 610–633.

Waiari, D. A. K., Lim, W. T., Thomson-Baker, A. P., Freestone, M. K., Thompson, S., Manuela, S., ... & Le Grice, J. (2021). Stoking the fires for Māori & Pacific student success in psychology. Higher Education Research & Development, 40(1), 117–131.

Wilson, M., Hunt, M., Richardson, L., Phillips, H., Richardson, K., & Challies, D. (2011). Āwhina: A programme for Māori and Pacific tertiary science graduate and postgraduate success. Higher Education, 62, 699–719. https://doi. org/10.1007/s10734-011-9413-3

Zambrana, R. E., Ray, R., Espino, M. M., Castro, C., Douthirt Cohen, B., & Eliason, J. (2015). “Don’t leave us behind”: The importance of mentoring for underrepresented minority faculty. American Educational Research Journal, 52(1), 40–72.

Downloads

Published

2024-04-21

How to Cite

Mooney, H., Watson, A. (Andrea), Fisher, D., & Ruwhiu, P. (2024). Whānau Pūkenga—Survive, normalise, flourish: Peer support for Indigenous academic social workers. Aotearoa New Zealand Social Work, 36(1), 9–18. Retrieved from https://anzswjournal.nz/anzsw/article/view/1114

Issue

Section

Original Articles