Search results

Purpose – The purpose of this chapter is to consider the (re-)emergence of the sport waka ama (outrigger canoe) in light of the broader historical, social, political, cultural and economic landscape of ‘post-colonial’ Aotearoa/New Zealand.

Design/methodology/approach – The chapter draws upon a micro-ethnography of the 2011 Waka ama national competition to elucidate the ways in which the sport serves as an important site for sharing Māori identities and culture. The empirical aspects of the chapter utilise observations and semi-structured interviews with key gatekeepers of waka ama in Aotearoa/New Zealand and participants in the sport.

Findings – The key findings of the study offer new insights into the relationship between the (re-)emergence of waka ama and the wider context of ‘post-colonial’ Aotearoa/New Zealand.

Research limitations/implications – The restricted timeframe that the research took place within could be viewed as a limitation to the research project.

Originality/value – The chapter provides an alternative reading of the sport waka ama within ‘post-colonial’ Aotearoa/New Zealand. To date there has been little research conducted on the role sport has played within the process of colonisation in Aotearoa/New Zealand. There has also been limited research that illustrates the role of waka ama, as a uniquely indigenous sport, as a vehicle of social change within indigenous communities. The authors highlight the unique nature of waka ama and provide an alternative commentary on the colonial/neocolonial forces that have impacted waka ama in its emergence.

This lack of knowledge and experience meant that students often found it difficult to engage with this very complex, conceptual and controversial area of health and social care. The use of visual methodologies in learning mental health and illness was being examined here with a view to its potential for overcoming this obstacle in the students’ learning and further assisting students in their conceptual understanding of the subject. The paper aims to discuss these issues.

In total, 30 participants were recruited from a student population of 44 undergraduates studying a module at level three on mental health. Ethics and consent were secured by giving students full information to decide whether to be part of the study group. The methodology of interpretative phenomenological analysis was the philosophical framework used for the study and this was directed using a five-staged process. Data were collected through group discussions and collation of the students analysis of their visualisations.

Students in the study were encouraged to think about mental health and illness in a non-traditional way of learning. Visualisation of their own perceptions or pre-conceived ideas of MH were explored. This led to some very insightful learning which included not only learning about the subject from a holistic perspective but also a continual reframing of students’ conception of mental health and an enhancement of their understanding. They demonstrated this by developing skills in “self-reflection and professional values development” which are key skills of a mental health practitioner.

The findings have implications for further research into how this type of learning can actually influence practitioners when they do work with people with mental health challenges and illness. This study was limited to a fundamentally theoretical plan for how the learning contributes to professional practice. It is also important to note that the students were also benefitting from the evidence, experience and value of the teaching and learning in a traditional sense so it is not completely clear of that influence of the innovative methodology. Therefore another aspect of study which could enhance the understanding of the influence of visualisation in mental health is to compare practitioners practice who use this technique to learn and develop and those who use a more traditional educational approach.

This research will inform the use of a pedagogy approach in education, learning and teaching about concepts of mental health and illness and contribute to professional practice in health and social care education.

This paper makes contributions to mental health practice, visualisation, mental health education.

Overall, the study offers an opening into the value of visual methodology in mental health awareness, education and practice and a contribution to professional practice in mental health education.

Indigenous health workforce development has been identified as a key strategy to improve Indigenous health and reduce ethnic inequities in health outcomes. Likewise, development of a culturally safe and culturally competent non-Indigenous health workforce must also occur if the elimination of health inequities is to be fully realised. Tertiary education providers responsible for training health professionals must face the challenge of engaging the Indigenous learner within health sciences, exposing the ‘hidden curriculum’ that undermines professional Indigenous health learning and ensuring tertiary success for Indigenous students within their academy. This chapter summarises recent developments, research and interventions within the Faculty of Medical and Health Sciences at the University of Auckland that aims to address these challenges by re-presenting Indigenous student recruitment, selection and support, re-presenting bridging/foundation education and representing Māori health teaching and learning within the curriculum.