Exploring "Whakaaro": A Way of Responsive Thinking in Maori Research

Autor/inn/en	Mika, Carl; Southey, Kim
Titel	Exploring "Whakaaro": A Way of Responsive Thinking in Maori Research
Quelle	In: Educational Philosophy and Theory, 50 (2018) 8, S.795-803 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2016.1204905
Schlagwörter	Educational Philosophy; Indigenous Knowledge; Student Research; Ethnic Groups; Pacific Islanders; Metacognition; Epistemology; Creativity; Doctoral Programs; Interviews; Western Civilization; Ethics; Well Being; Thinking Skills; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Studentenforschung; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Erkenntnistheorie; Kreativität; Doktorandenprogramm; Interviewing; Interviewtechnik; Ethik; Well-being; Wellness; Wohlbefinden; Denkfähigkeit; Ausland; Neuseeland
Abstract	The experience of researching as a Maori student within academia will often raise questions about how and whether the student's research privileges Maori world views and articulates culturally specific epistemologies. This study offers some theorising, from the perspectives of a Maori doctoral student and her Maori supervisor (the authors of this study), on the metaphysical nature of research for Maori. It emphasises that there is a space for speculative, creative and responsive thinking as a central method in the student's doctoral research and describes how access to free thinking has been only partly recognised in currently dominant methods of research. We describe this approach as 'whakaaro,' and note its relationship to language itself, to the researcher and the interviewee, and in particular to the researcher's intuitive and largely unknowable response to what an interviewee utters. In that act, the student envisages that she will expansively hint at (but not pretend to grasp) the deep expression of the profoundly mysterious. Here, our thinking resonates with various Western and indigenous writings about research and adumbrates the potential of the whakaaro method without foreclosing against its various permutations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01