A never-before-published poem about the invasion of Parihaka forms part of the latest book by a historian whose recent works have shone a light on the war history of Aotearoa.
Hurt and dismay : Professors slammed for letter claiming Māori knowledge is not science
University of Auckland professors claims that Māori knowledge is not science have been rubbished. Hurt and dismay : Professors slammed for letter claiming Māori knowledge is not science Wed, 28 Jul 2021, 9:42AM
A public letter from a group of prominent academics at the University of Auckland that claims Māori knowledge is not science has been rubbished by other scientists and the university s vice-chancellor.
The letter, signed by seven professors, was published in the Listener magazine in response to proposed changes to the Māori school curriculum.
The University of Auckland and Royal Society are distancing themselves from a contentious letter dismissing mātauranga Māori by some top academics.
University of Auckland vice-chancellor Dawn Freshwater says the letter does not represent the views of the university. (File image)
Photo: RNZ / Dan Cook
The letter, published in
The Listener last week, was signed by seven professors from the University of Auckland: Kendall Clements, Garth Cooper, Michael Corballis, Douglas Elliffe, Elizabeth Rata, Emeritus Professor Robert Nola, and Emeritus Professor John Werry.
They raise their concerns about an NCEA working group s proposed changes to the school curriculum that will ensure parity for mātauranga Māori with other bodies of knowledge.
“A fascinating, rigorous and wide-ranging exploration of the concept of ‘belonging’ with respect to young people’s lives. It brings together scholarship from across the globe to consider how ideas about belonging impact our understandings of transitions, participation, citizenship and mobilities. An important and authoritative new text for youth researchers, written by three key scholars in the field.”
Rachel Brooks, Professor, University of Surrey, UK
“An incisive interrogation of ‘belonging’ as an idea and as a framing device. It shows that, as productive as ‘belonging’ has been across youth studies, it is poorly theorised. It offers a genealogy of uses of belonging and a systematic unpacking of its limitations and possibilities. It illustrates insightfully that in a mobile, global world we need a relational and dynamic understanding of the many faces of belonging.”