An Academic Occupation: Mobilisation, Sit-In, Speaking out and Confrontation in the Experiences of Maori Academics

Autor/inn/en	Mercier, Ocean Ripeka; Asmar, Christine; Page, Susan
Titel	An Academic Occupation: Mobilisation, Sit-In, Speaking out and Confrontation in the Experiences of Maori Academics
Quelle	In: Australian Journal of Indigenous Education, 40 (2011), S.81-91 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1375/ajie.40.81
Schlagwörter	Ethnic Groups; Pacific Islanders; College Faculty; Experience; Faculty College Relationship; Interviews; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Fakultät; Erfahrung; Interviewing; Interviewtechnik; Ausland; Neuseeland
Abstract	Maori and other Indigenous scholars have been calling for the Indigenisation of academic space for decades. But what is the day-to-day experience of Maori academics within Aotearoa-New Zealand universities, and how does this experience reveal or enact the commitments to claim space? We interviewed 12 Maori academics and analysed and organised their experiences in the following way: the university can be understood as a site of (1) "mobilisation" of Maori staff and students; (2) "sit-in", or infusing the institutional system with Indigenous values; (3) "speaking out", thereby educating not only students, but staff and the public about Indigenous issues; and (4) at which "confrontation" is part of the academic terrain. The most common outcome of "confrontation" was "negotiation" and "reclamation" of space for Maori people, norms and values. In spite of this apparent willingness of the university to compromise, we find that "capitulation" (being moulded to the norms of the academy) and "(self-)eviction" (reconciling difference by leaving the university) are ever-present possibilities for Maori academics. In shaping and presenting the Maori academic occupation as a 4-stage commitment to affirm Maori identity, norms and scholarship, we present a framework within which Indigenous and minority academic work may be understood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10