How wave physics values diversity and interconnection

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Close encounters of the Māori kind - talking interaction in the films of Taika Waititi

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Alamein's encore: entertainment, information, intimacy and reflection in the Boy DVD director's commentary

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Bringing the "Trickster wasp" into the discourse on biotechnological controls of "pest wasps"

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Indigenous Struggles Within the Colonial Project: Reclaiming Indigenous Knowledges in the Western Academy

© 2016 by the Contemporary Science Association, New York. In this article we investigate strategies for authentically engaging Indigenous knowledges in the epistemologically Western "uni-versity" using data from cross-institutional, virtual international student exchanges between University of Alaska Fairbanks and Victoria University of Wellington. Analysis of student perspectives on Indigenous Knowledges (IK) from discussion forums illustrates their growing understandings of IK as authentic, complex systems generating distinct theoretical and analytic frames; including insights as to how these frames provide innovative, cross-disciplinary processes and solutions to current challenges. Targeted and student-generated questions initiated dynamic dialogue, including: the intersections and divergences of Western and Indigenous knowledge systems; the roles of Indigenous languages in enhancing understandings of IK; the potential for bridging or interfacing IK and Western knowledge versus attempting to integrate those systems; and the future of IK in the academy in terms of Indigenous peoples' pursuit of self-determination and sovereignty

Introduction to the Special Issue on Taika Waititi's Boy

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Ways of Knowing, Being, Doing and Becoming: Engaging Indigenous Knowledges in Higher Education

For 11 years, virtual coursework between Alaska and Aotearoa has provided a shared space for students to explore some of the most pressing social and environmental challenges at the cultural interface of Indigenous Knowledges. In this session we discuss an annual virtual exchange that engages Māori, Alaskan, Native and non-Indigenous students, including undergraduate and graduate students from different universities, nations, hemispheres and continents. The course is co-taught by two Indigenous scholars - Ocean Mercier, of Māori descent, and Beth Leonard, of Dene’/Athabascan descent, and draws students and their interests into conversation, using online forums, synchronous videoconferencing, and small group discussions. As Indigenous faculty we are engaged interested in a transformative, critical ‘shaping of spaces’ that serves students from marginalized groups. In addition, our ongoing research examines the influence of Indigenous studies in culture-, value- and land-based education as related to the strengthening of identity and belonging for Indigenous students in higher education. University/tertiary classrooms can be reconstructed to connect disparate disciplines, geographically separated people, and different ways of knowing. Our tertiary teaching spaces can properly acknowledge Indigenous histories (as bound to discreet places/spaces), be experimental, a nursery of ideas, and pedagogically revolutionary. Importantly, relationships are at the center of our engagement between Alaska and Aotearoa. We set the stage for a mutually-beneficial interaction. We provide space for different ways of knowing, and producing knowledge to be affirmed and expressed in a multitude of ways. In this way the space becomes a respectful one that honors multiple traditions

‘Fun and Freedom’? Kaupapa Māori Approaches in the 48 Hour Film Competition

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Engaging with ‘that Treaty question’ on a university ethics committee in Aotearoa New Zealand

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Matauranga Maori and the DIKW Hierarchy: a conversation on interfacing knowledge systems

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