Maori Leadership within Recreation Management. A case study of Aoraki Bound.
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AbstractThis research aims to find out how Māori leadership is expressed in a recreation organisation, Aoraki Bound, and to gain an understanding of the experiences of particular Māori leaders. Aoraki Bound is a Māori cultural and leadership development programme situated in the Ngāi Tahu (A tribe in the South Island of Aotearoa/New Zealand) region. Kaupapa Māori theory and methodology was utilised as the overarching framework for this project as understanding Māori culture and aspects of it is best understood through subjective immersion (Marsden, 2003). Five principles of Kaupapa Māori were integral to this research: tino rangatiratanga (self-determination), taonga tuku iho (cultural aspirations), whānau (extended family structure), ako Māori (culturally preferred pedagogy) and kaupapa (collective philosophy) (Smith, G.H., 2002). Kanohi-ki-te-kanohi (face to face) interviews were carried out with two designers, one manager, one current instructor, and three graduates of Aoraki Bound. The data analysis involved inductive analysis techniques and was shaped by the theoretical framework and my personal knowledge and experiences. Key findings suggested that Māori leadership is based upon Māori worldviews and requires Māori leaders knowing and understanding their cultural identity. Gaining cultural identity may be linked to Māori gaining mana; the spiritual power and authority on which leadership is based upon (Marsden, 2003; Ka’ai & Reilly, 2004; Te Rito, 2006). Aoraki Bound contributes to the development of Māori leadership through focussing upon cultural identity within an environment that normalises Māori pedagogies, culture, values and practices. It is anticipated that the information presented in this research will encourage further development of Māori leadership in Aotearoa/New Zealand.
TypeThesis or Dissertation
Stevenson, K. (2013). Maori Leadership within Recreation Management. A case study of Aoraki Bound. (Thesis, Master of Physical Education). University of Otago. Retrieved from http://hdl.handle.net/10523/4457