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In light of the shortcomings of the current world order for indigenous peoples and the environment, there is a need to make “another world possible” by promoting new ways of thinking and articulating indigenous economies. This paper aims to address this issue.

This paper examines Māori enterprises involved in geothermal energy production as existing expressions of this other “possible world”.

The paper finds that Māori enterprises involved in geothermal energy production are increasing in number and are demonstrating complex ways of conducting business. In seeking a clearer picture of these enterprises, it was found that analysing how Māori values were “added in” to these businesses was not enough. Instead it was found that examining how these enterprises could be charted with ethical coordinates allows a more complete account of what is taking place.

This paper is of value for scholars analysing the value‐based aspects of economies, particularly indigenous business enterprises. Charting ethical coordinates allows the analysis of indigenous enterprises to move away from thinking about them in binary terms, as either Indigenous or non‐indigenous. Having a way of thinking about and articulating the complexity of indigenous enterprises enables a richer conversation about their attributes.

We describe an educational intervention pioneered by Te Kawa a Māui (TKaM), the School of Māori Studies at Victoria University of Wellington (VUW), which was designed to improve the attraction and retention of (particularly) Māori students, by involving them in a school-wide research publication – in this case a digital cultural atlas of Māori Studies. We present and describe the work of 250 students from 10 different Māori Studies courses, who have trialled and submitted map-based assessment for the Te Kawa a Māui Atlas (TeKaMA). We argue that the quality and variety of student work is itself an indication of engagement. We then discuss how digital aspects of the work facilitated engagement, using data from course and assignment evaluations, interviews, informal feedback and an online survey. In line with other findings in the literature, digital aspects of our project had to be carefully managed and balanced, so that they did not disengage students from learning. However, our TeKaMA exercises provided multiple ways by which students could engage, with cultural mapping engaging all students, not just Māori. Our chapter discusses how this was facilitated by digital technology.

Peter Adds is Associate Professor and the current Head of School for Te Kawa a Māui (the School of Māori Studies), Victoria University of Wellington, New Zealand. He has worked in Māori Studies at Victoria since 1984 following on from attaining a Master's degree in anthropology and archaeology, and he teaches Māori and Polynesian history and Māori customary concepts. He is on the executive committee of the Māori Association of Social Science. He is of Te Atiawa ki Taranaki descent and is in their Claim Negotiation team, having led the Waitangi Tribunal research for the Taranaki land claim. He is currently engaged in negotiations with the Crown seeking a Treaty settlement for his tribe. A former Ministerial appointment to the Board of the NZ Historic Places Trust and a member of the Maori Heritage Council, Peter has a strong background in heritage issues and was the keynote speaker at the NZ Archaeological Conference in 2010. He is an internationally recognized researcher and scholar and has extensive consultancy and training experience in areas relating to the Treaty of Waitangi.

The chapters in this book focus on using different types of multimodal, multimedia, and transmedia technologies to create technology-rich learning environments that have the potential to enable higher levels of academic motivation, participation, and engagement. Developments in relatively low cost and abundant digital technologies, coupled with the improvements in contemporary learning theories and pedagogical practices, are quickly enhancing and transforming the way we teach and learn in the 21st century and changing our understanding of what it means to teach and learn in a highly web-based multimedia world. At the individual, group, and institutional levels, these technologies are being used in a variety of ways for a variety of purposes. In teaching and learning, they offer promising and innovative ways to create more interesting and enjoyable academic environments and offer more meaningful and authentic ways to better engage the senses of learners. Mayer (1997) states that multimedia-based teaching and learning offers many benefits to educators (e.g., a variety of instructional options, more effective learning, and more efficient use of instructor time especially for very large classes). This is based on the core multimedia principle posited by Mayer (2005): people tend to learn more deeply with both words and images than from words alone.

This primer defines and describes conscious and nonconscious perception and assessment processes by tourists. The primer links the field of tourism perception studies to the literature of experimental social psychology. The primer describes the important roles that metaphors play in connecting conscious and nonconscious thinking and how both tourism brand managers and tourists use metaphors to use stories to enable enactments and favorable outcomes of archetypal motivations. The primer introduces formal implementable models of the major tenet in Urry’s tourist gaze – visitors’ home culture automatically and mostly nonconsciously profoundly influences their perceptions, assessments, and interpretations of what they see when traveling and visiting away destinations. Model implementation includes applying Boolean algebra-based asymmetric tests instead of symmetric matrix algebra-based statistical tests – the asymmetric tests examine for the consistency of high scores in perceiving, assessing, and behaviors of complex configurations of antecedent conditions. A detailed empirical example of asymmetric testing includes consistent high scores for Americans, Brits, Canadians, and Germans for not shopping for gifts to take home during their visits to Australia. This primer also introduces the concept of the tourist meta-gaze – seeing and assessing outside the automatically activated culturally based tourist gaze.