A Place-Based Virtual Field Trip Resource That Reflects Understandings from Multiple Knowledge Systems for Volcano Hazard Education in Aotearoa NZ: Lessons from Collaborations between Maori and Non-Maori

Autor/inn/en	Saha, Sriparna; Tapuke, Sylvia; Kennedy, Ben; Tolbert, Sara; Tapuke, Kelvin; Macfarlane, Angus; Hersey, Shelley; Leonard, Graham; Tupe, Rita; Ngaropo, Pouroto; Milroy, Kiharoa; Smith, Bubs
Titel	A Place-Based Virtual Field Trip Resource That Reflects Understandings from Multiple Knowledge Systems for Volcano Hazard Education in Aotearoa NZ: Lessons from Collaborations between Maori and Non-Maori
Quelle	In: Journal of Geoscience Education, 71 (2023) 3, S.388-402 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saha, Sriparna) ORCID (Kennedy, Ben) ORCID (Tolbert, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.1080/10899995.2022.2109397
Schlagwörter	Place Based Education; Computer Simulation; Field Trips; Physical Geography; Natural Disasters; Ethnic Groups; Pacific Islanders; Indigenous Knowledge; Intergroup Relations; College Students; Partnerships in Education + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Exkursion; Physische Geografie; Natural disaster; Naturkatastrophe; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Intergruppenbeziehungen; Collegestudent; Hochschulpartnerschaft
Abstract	Bicultural research is important for disaster education in Aotearoa NZ. Historically, deficit-based perspectives of Western Science underrepresent Maori knowledge. However, culturally grounded research partnerships have potential to revitalize engagement with Maori by braiding Indigenous Science and Western Science narratives to improve our collective understanding of the volcanic processes. We share insights from participant interviews on the co-creation of an educational virtual field trip (VFT) resource that weaves understandings from Matauranga Maori and Geology to teach about caldera volcanoes in Aotearoa NZ. This study highlights some key considerations for collaboration between Indigenous Maori and non-Maori partners. To conduct the research in a culturally appropriate way, a formal kawa (protocol) was established between the lead researcher and the Maori partners and culturally acceptable ethics in accordance with the Maori partners were implemented. The He Awa Whiria (braided river) methodology was followed through the multiple stages of engagement and the two-staged interview study design. Emergent codes from the interview indicate that "relations" and "values" are crucial for authentic partnerships and create "space for sharing" where challenges and emerging understandings can be repositioned. This study demonstrates that Maori academics, local Maori facilitators and researchers are crucial in the engagement process with local iwi (tribes) to define shared goals and understand expected project outcomes. We suggest that the development of bicultural educational resources must be grounded in an understanding of obligations to uphold the intergenerational intellectual property of the local iwi. This process requires significant resourcing of time, knowledge and energy and should be budgeted-in prior to the start of project-partnerships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01