He aronga takirua: Cultural double-shift of Māori scientists
Authors: Haar J & Martin WJ.
Summary: This study explored the role of cultural factors on the work experience of Māori scientists. A Kaupapa Māori research approach was used, and involved interviews with and observations of Māori scientists, as well as online data gathering and analysis of job descriptions/contracts for scientist roles explicitly targeting Māori. Cultural themes identified included whakawhanaungatanga (relationship management), kawenga (responsibilities), taumaha (workload), āheinga tangata (human capacity), tikanga (correct practice), hauora (well-being), and umanga takaware (career disruption). The study found that Māori scientists feel they operate
across two worlds and thus operate with aronga takirua (cultural double-shift). A theoretical model was presented for understanding the drivers and consequences of this cultural double-shift. Overall, there was limited employer support for adequate engagement in cultural roles.
Reference: Human Relations. 2021 Apr.
Abstract
Students as epistemological agents: claiming life experience as real knowledge in health professional education
Authors: Osborne E et al.
Summary: This study examined university students’ responses when their knowledge arising from life experience was marginalised. Five epistemological strategies were used by students to respond to this side-lining of their knowledge: 1) building the case that lived knowledge is ‘academic’; 2) switching to institutionally recognisable language; 3) considering epistemological framing when responding to discrimination or assumptions; 4) sustaining friendships as epistemological work; and 5) seeking out settings where their lived experience was valued. The authors argue for the need to understand students as active epistemological agents within the University.
Reference: High Educ. 2021 Apr;81:741-756.
Abstract