SCIEN305-20B (HAM)

Science and Matauranga Māori

15 Points

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Division of Health Engineering Computing & Science
School of Science

Staff

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Convenor(s)

Hemi Whaanga

Hemi Whaanga
4765
ITS.G.17
See Moodle
hemi.whaanga@waikato.ac.nz

Phil Ross

Phil Ross
See Moodle
phil.ross@waikato.ac.nz

Lecturer(s)

Hemi Whaanga

Hemi Whaanga
4765
ITS.G.17
See Moodle
hemi.whaanga@waikato.ac.nz

Administrator(s)

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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The specific attributes that successful students will acquire are:

  • basic cultural understanding (tikanga, mātauranga, interconnectedness of iwi, hapū, whānau)
  • skills in effective intercultural communication about knowledge, intellectual property, ethics, and sustainability
  • awareness of Māori science and worldview
  • awareness of Māori perspectives on topical scientific issues
  • the ability to work as a team and to apply these skills and attributes to scientific case studies
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Paper Structure

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This paper will be taught by a mixture of online-lectures, workshops, and oral presentations. Lecture material will be delivered online and students are expected to watch these and work through the online resources which will be covered in the workshops the following week.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Learning outcomes, SCIEN305
    1. Describe and demonstrate basic attributes of cultural understanding and protocols (i.e., tikanga, mātauranga Māori, kaitiakitanga, relationships and the interconnectedness of iwi, hapū and whānau)
    2. Demonstrate an awareness of Māori knowledge, Mātauranga Māori, Māori science and worldview and the relevance of science to Māori and iwi outcomes, via reflective essays and written and oral presentations
    3. Demonstrate skills in effective intercultural communication about knowledge, intellectual property, ethics, and sustainability
    4. Demonstrate awareness of Māori perspectives on a topical issue
    5. Demonstrate critical thinking and analytical skills in reflective essays and quizzes, and ability to apply these skills and attributes to scientific case studies.
    6. Work collaboratively with others and demonstrate this via a group case study report and oral presentation.
    Linked to the following assessments:
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Assessment

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There will be a range of assessment items, based around both individual & group tasks. These will comprise: 3 moodle quizzes testing language and cultural understanding; 2 reflective essays, examining your world-view at the start and end of the paper; a group case-study analysis; and a group presentation.
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Moodle quiz #1
24 Jul 2020
5:00 PM
3
  • Online: Submit through Moodle
2. Moodle quiz #2
31 Jul 2020
5:00 PM
3
  • Online: Submit through Moodle
3. Moodle quiz #3
7 Aug 2020
5:00 PM
3
  • Online: Submit through Moodle
4. Moodle quiz #4
14 Aug 2020
5:00 PM
3
  • Online: Submit through Moodle
5. Moodle quiz #5
21 Aug 2020
5:00 PM
3
  • Online: Submit through Moodle
6. Reflective essay
7 Aug 2020
5:00 PM
10
  • Online: Submit through Moodle
7. Second reflective essay
19 Oct 2020
5:00 PM
25
  • Online: Submit through Moodle
8. Oral presentation
2 Oct 2020
No set time
15
  • In Class: In Lecture
9. Group written report
2 Oct 2020
5:00 PM
35
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Recommended Readings

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Mātauranga Māori

  • Allen, W., Ataria, J. M., Apgar, J. M., Harmsworth, G., & Tremblay, L. A. (2009). Kia pono te mahi putaiao—doing science in the right spirit. Journal of the Royal Society of New Zealand, 39(4), 239-242.
  • Harris, P., Matamua, R., Smith, T., Kerr, H., & Waaka, T. (2013). A review of Māori astronomy in Aotearoa-New Zealand. Journal of Astronomical History and Heritage, 16(3), 325-336.
  • Matamua, R. (2017). Matariki: The star of the year. Wellington: Huia.
  • McLean, R., & Smith, T. (2001). The Crown and Flora and Fauna: Legislation, Policies and Practices 1983-98. Waitangi Tribunal Research Series Wai 262 (1997). Wellington: Waitangi Tribunal.
  • Moller, H., Kitson, J. C., & Downs, T. M. (2009). Knowing by doing: Learning for sustainable muttonbird harvesting. New Zealand Journal of Zoology, 36(3), 243-258.
  • Smith, L. T., Maxwell, T. K., Puke, H., & Temara, P. (2016). Indigenous knowledge, methodology and mayhem: What is the role of methodology in producing indigenous insights? A discussion from Mātauranga Māori. Knowledge Cultures, 4(3), 131-156.
  • Tipa, G. (2009). Exploring Indigenous understandings of river dynamics and river flows: A case from New Zealand. Environmental Communication, 3(1), 95-120. doi: 10.1080/17524030802707818
  • Wehi, P. M., Whaanga, H., & Roa, T. (2009). Missing in translation: Maori language and oral tradition in scientific analyses of traditional ecological knowledge (TEK). Journal of the Royal Society of New Zealand, 39(4), 201-204. doi: 10.1080/03014220909510580
  • Wehi, P. M., Cox, M. P., Roa, T., & Whaanga, H. (2018). Human perceptions of megafaunal extinction events revealed by linguistic analysis of Indigenous oral traditions. Human Ecology. doi: 10.1007/s10745-018-0004-0
  • Williams, D. V. (2001). Matauranga Maori and taonga: The nature and extent of Treaty rights held by iwi and hapu in indigenous flora and fauna, cultural heritage objects, valued traditional knowledge. Wellington, N.Z.: Waitangi Tribunal.

Indigenous Knowledge

  • Battiste, M., & Henderson, S. Y. (2000). Protecting indigenous knowledge and heritage: a global challenge. Saskatoon: Purich Pub.
  • Berkes, F. (2008). Sacred ecology (2nd ed.). New York: Routledge.
    Cajete, G. (2000). Native science: Natural laws of interdependence. Santa Fe, NM: Clear Light Pub.
    Deloria, V. (1997). Red Earth White Lies. Native Americans and the Myth of Scientific Fact. Colorado: Fulcrum Publishing.
    Denzin, N., Yvonna, L., & Smith, L. T. (2008). The Handbook of Critical and Indigenous Methodologies. Los Angeles: Sage.
    Posey, D. A., & Plenderleith, K. (2004). Indigenous knowledge and ethics: A Darrell Posey reader. New York: Routledge.
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Online Support

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This paper will use Moodle forums to provide on-line learning support.
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Workload

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This is a 15-point paper and so the total expected workload is 150 hours, including contact time (a total of 30 hours in lectures/seminars, plus 24 hours of workshops/tutorials where students will work on their assessment tasks).
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Linkages to Other Papers

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Prerequisite(s)

No Te Reo pre-requisites; students should have taken at least 60 points in 200-level Science papers.

Corequisite(s)

Equivalent(s)

Restriction(s)

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