This research is at the cutting-edge of expanding legal research theory, methodology and legal knowledge in the development of a bijural legal system in Aotearoa New Zealand. In 2021, Te Kōti Whenua Māori initiated a new tikanga-based dispute resolution process, in response to amendments to the Te Ture Whenua Māori Act 1993.

This research programme will examine how we might envision an approach to placemaking that would result in outcomes that facilitate the expression of mātauranga Māori, tikanga, whānaungatanga and orangatanga in urban areas. The programme will do this by examining concrete innovations through a series of case studies. These examples will demonstrate the optimism that transformative urban activity brings in terms of the potential to redress the struggles of the past (Awatere et al. 2008; Harmsworth 2004).

This project forms the first phase of a broader initiative to create guidelines to help direct Rainbow Organisations (RO) in ensuring their work is successful in supporting the long-term flourishing of rangatahi takatāpui. 

Lead Researcher: Professor Chellie Spiller (Ngāti Kahungunu ki Wairoa) University of Waikato

Research Team:

Professor Jarrod Haar (Ngāti Maniapoto, Ngaati Mahuta) AUT University

Dr John Reid (Ngāti Pikiao, Tainui) University of Canterbury

Dr Jason Mika (Tūhoe, Ngāti Awa, Whakatōhea, Ngāti Kahungunu) University of Waikato

Dr Matthew Rout, University of Canterbury

While the terms racism and equity are increasingly commonly used, action that meaningfully addresses racism and eliminates inequities is less common. This programme seeks to uncover how commitments to equity and ending racism are undermined, ‘non-performative’ or symbolic only, and how they may need to be reconfigured in the context of Aotearoa to align with rangatiratanga. Understandings of racism and (in)equity are strongly shaped by contextual factors and dominant, frequently changing discourses.

Currently, the New Zealand Education system is failing Māori in almost every measure of educational progression. A significant part of the problem is the lack of cultural competence of the non-Māori majority teacher workforce. Given the projections of increasing Māori and Pacifica student populations, there is a compelling need to address the paucity of resources to assist well-meaning teachers to develop cultural competence in te reo and tikanga Māori.

The teaching and development of a vibrant, dynamic, highly educated and sustainable Māori workforce operatingat the highest levels of tribal and government leadership and civic society, is crucial to driving positive economic, social and environmental transformation in Aotearoa. Current and future generations of Māori PhD students and graduates, Māori scholars and researchers, are needed to undertake excellent and transformative research, run research organisations and be change makers within their communities and New Zealand society more broadly.