Browsing by Author "Rapata H"

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    Māori first foods: a Māori centred approach to understanding infant complementary feeding practices within Māori whānau
    (Taylor and Francis Group on behalf of the Royal Society of New Zealand, 2022) Rapata H; Heath A-LM; Wall C; Taylor R; Te Morenga L
    This study sought to explore infant complementary feeding practices among Māori whānau and the extent to which they may be informed by traditional and culturally specific practices, knowledge, personal beliefs and values. This study also endeavoured to explore how these practices, values and beliefs may have changed across time and between generations. Māori-centred qualitative methods were used within a theoretical framework of Kaupapa Māori and socioecological theories. Semi-structured interviews were conducted and analysed using Braun & Clarke’s method of thematic analysis to uncover key themes and a new theory for understanding infant feeding among Māori whānau. The themes and theories identified through this project suggest that infant complementary feeding is believed to be a natural and instinctive process for Māori whānau, one that is undergoing a process of decolonisation across generations. These theories indicate that Te Ao Māori centred living, grounded in mātauranga Māori is integral to infant feeding values and practices within Māori whānau. It is also clear that many Māori parents desire more culturally relevant infant nutrition information and support. Our findings should inform future updates to infant complementary feeding guidelines within Aotearoa New Zealand, as well as developments in infant nutrition information and support.
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    Seen but unheard: navigating turbulent waters as Māori and Pacific postgraduate students in STEM
    (Taylor and Francis, 9/08/2022) McAllister T; Naepi S; Walker L; Gillon A; Clark P; Lambert E; McCambridge AB; Thoms C; Housiaux J; Ehau-Taumaunu H; Connell CJW; Keenan R; Thomas K-L; Maslen-Miller A; Tupaea M; Mauriohooho K; Puli'uvea C; Rapata H; Nicholas SA; Pope R-N-A-R; Kaufononga SAF; Reihana K; Fleury K; Camp N; Carson GMR; Kaulamatoa JL; Clark ZL; Collings M; Bell GM; Henare K; Reiri K; Walker P; Escott K-R; Moors J; Wilson B-J; Laita OS; Maxwell KH; Fong S; Parata R; Meertens M; Aston C; Taura Y; Haerewa N; Lawrence H; Alipia T
    The experiences of Māori and Pacific postgraduate students in STEM (Science, Technology, Engineering and Mathematics) offer insights into how universities, particularly science faculties, currently underserve Māori and Pacific people. This article shares the experiences of 43 current or past postgraduate students at New Zealand universities. Collectively, our stories offer insight into how representation, the white imprint, space invaders/stranger making, and institutional habits, specifically operate to exclude and devalue Māori and Pacific postgraduates in STEM. We provide new understandings of the white imprint (rewarding and incentivising white behaviour), where Māori and Pacific postgraduates were prevented from being their authentic selves. Importantly, this research documents how Māori and Pacific postgraduates experience excess labour because of institutional habits. This research also provides insight into how the science funding system results in superficial and unethical inclusion of Māori and Pacific postgraduates. Our stories provide persuasive evidence that the under-representation of Māori and Pacific in STEM will not be addressed by simply bolstering university enrolments. Instead, our stories highlight the urgent requirement for universities to change the STEM learning environment which continues to be violent and culturally unsafe for Māori and Pacific postgraduates.