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 Māori and non-Māori

Abstract

Bicultural research is important for disaster education in Aotearoa NZ. Historically, deficit-based perspectives of Western Science underrepresent Māori knowledge. However, culturally grounded research partnerships have potential to revitalize engagement with Māori 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 Mātaurānga Māori and Geology to teach about caldera volcanoes in Aotearoa NZ. This study highlights some key considerations for collaboration between Indigenous Māori and non-Māori partners.

To conduct the research in a culturally appropriate way, a formal kawa (protocol) was established between the lead researcher and the Māori partners and culturally acceptable ethics in accordance with the Māori 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 Māori academics, local Māori 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.

Keywords:

• Bicultural research
• Mātauranga Māori
• volcanoes
• knowledge systems

Acknowledgemnts

Figure 4 in the photo: Late Hoani Taoho.

Mai Ngā kuri ā-Wharei ki Tihirau. Mai te Moana nui ā- Kiwa ki Tongariro. Te Ara ō- Ngatoroirangi. Te Ahi Tupua. E te tī. E te tā. Tēnā koutou.

Tongariro maunga. Rotoaira moana. Hikairo whenua.Tangi tonutia I tō ngarohanga kanohi e te reo o tuawhakarere, Hoani Taoho. Pikau tonutia ngā kupu kōrero I waihotia mā ngā ākonga. Okioki ai, ā, whakangaro atu rā.

Tū te pō. Tū te ao.

Ngā mihi ki a koutou ngā reo pūpuri o ō koutou whenua; Pouroto Ngaropo, Rita Tupe, Kiharoa Milroy, Bubs Smith, Hoani Taoho. Kua utaina te reo me ngā tikanga o Te Ara ō-Ngatoroirangi hei takatakahitanga mo ēnei tipuranga. Nā koutou I ātawhai. Kia puawai.

We would especially like to acknowledge with deep sadness the passing of Hoani Tauho (Figure 4), who shared his knowledge during the filming of the resource and has been a wonderful source of inspiration for several members of the VFT team.

We also wish to thank the ECLIPSE program for supporting and funding this project.

Data statement

The supplementary file with the co-construction codes will be available online to readers.