Journey through teaching
Welcome to my blog. My name is Naketa Ikihele. This blog has random musings and reflections from various facets of my life. Originally hailing from Aotearoa/New Zealand my passion and addiction for learning has enabled me to dabble in teaching in the private and public sector, nature kindergarten, facilitation, educational technologies in the early years, community projects, leadership roles, collaboration, communities of practice, international teaching and educational coaching.
06 October 2020
Research Quality
29 September 2020
Critical analysis - taking stock of my progress.
Research aim:
The purpose of the proposed research is to better understand leaders experiences of listening to others and how this influences their leadership practice.
Research question:
Conceptual framework:
I will be using the Turanga Framework to critically examine the position of the Cook Island leaders in the context of their space.
The three elements of the framework are: (1) Akono’anga Māori, Cook Islands culture; (2) No teia tuatau, of this time; and (3) Tā’anga’anga’ia, put to practice.
(1) Akono’anga Māori, Cook Islands culture; - (What?)
Turanga - position, place and status
Pirianga - to close, hold tight, to work, relationships
Akaueanga - the duties of care
Ngakau aro’a - willingness and conviction of the heart
(2) No teia tuatau, of this time - (So what?)
Significant and relevant
(3) Tā’anga’anga’ia, put to practice - (Now what?)
Transformation occurs when akono’anga Māori, being relevant to the time and environment, are put into practice. On their own they are simply cultural concepts, isolated in space and without purpose. Turanga Māori is one conceptual framework. Irrespective of the model or framework a practitioner chooses, the model or framework is but a tool to inform and guide practice. Turanga Māori’s purpose is to be relevant and effective for Cook Islands Maori client(s) and practitioners. That practice should be informed by the culture of the people we serve.
Elliott, J. (2012). Gathering narrative data. In S. Delamont (Ed.), Handbook of Qualitative Research in Education (pp. 281–298). Edward Elgar Publishing Limited. http://ebookcentral.proquest.com/lib/aut/detail.action?docID=866984
Seidman, I. (1998), Interviewing as Qualitative Research, New York: Teachers College Press
Methods:
Elliott, J. (2012). Gathering narrative data. In S. Delamont (Ed.), Handbook of Qualitative Research in Education (pp. 281–298). Edward Elgar Publishing Limited. http://ebookcentral.proquest.com/lib/aut/detail.action?docID=866984
Seidman, I. (1998), Interviewing as Qualitative Research, New York: Teachers College Press
27 September 2020
Decisions! Decisions! Decisions!

There are so many decisions to make when undertaking research, It feels like 1,000,000 micro-decisions that need to be defended at any time. Lecompte & Pressie, (1993) cited in Mutch, (2013) shared a list of 7 decisions that all researchers need to make (and eighth one added by Mutch). I will attempt to answer these over the weekend (I am in my study cave), I do argue however that there are more micro-decisions made throughout this process, which I hope to reveal in the sections below or in further posts.
Research Question: How do Cook Island leaders in New Zealand primary schools understand listening as a leadership skill?
1. Formulating the problem
References:
LeCompte, M. D., & Preissle, J. (1993). with Tesch, R.(1993). Ethnography and qualitative design in educational research, 2.
Mutch, C. (2013). Doing educational research. Nzcer Press.
26 September 2020
Inspiration - Dr. Jean Mitaere and the Turanga Framework
I am so grateful to my sister-in-law who shared the Turanga Framework with me on the weekend. I have been hooked ever since. Over the week I have tracked down as much information as I can about the Turanga Framework and currently looking at how I can use this as a conceptual framework in my research.
Recently, one of my students talked about the Ula Model and how he contacted the author for clarity around the model. I took a lead from him and contacted Jean this week to set up a zoom chat. Thankfully, she said yes! Both Jean and I spent half an hour on Friday afternoon chatting about our connections in Rarotonga and Wellington.
Generating knowledge – methods or techniques for research
How we listen to others influences how we lead
Research aim
To critically examine leaders’ experiences of listening to others and how this influences their leadership practice.Thinking about the conceptual framework and topic of your study, what might count as knowledge generation in a study of this type?
Powell, E. E. N. (2013). Stitching to the back-bone: A Cook Islands literary tivaivai. ResearchSpace@ Auckland.
Te Ava, A. (2011). Mou piriia te kōrero ‘ā to ‘ui tūpuna, akaoraoraia: Culturally responsive pedagogy for Cook Island secondary schools physical education. ResearchSpace@ Auckland.
George, K. (2010). Evolving patterns of identity: a visual response to observations of Cook Islands’ women and their adornment.
Ava, A. Te. (n.d.). Initiating a Culturally Responsive Pedagogy : Historical Shifts in Health and Physical Education in the Cook Islands School of Education , Faculty of Law , Education , Business & Arts , Charles Darwin. 1–10.
Thompson, S., Mcdonald, F., Talaki, M., Taumoepeau, V., & Te Ava, a. (2009). Training manual for teaching working with pacific students: Engaging pacific learners. 1–38.
Ward, A. (2011). Weaving educational threads, Weaving educational practice. Kairaranga, 12(1), 43–50. https://files.eric.ed.gov/fulltext/EJ935477.pdf
Tamata, S. A. (n.d.). Framing Cook Islands Indigenous Epistemologies.
Carter, S., Laurs, D., Chant, L., & Wolfgramm-Foliaki, E. (2018). Indigenous knowledges and supervision: Changing the lens. Innovations in Education and Teaching International, 55(3), 384–393. https://doi.org/10.1080/14703297.2017.1403941
Southwick, M., Scott, W., Mitaera, J., Nimarota, T., & Falepau, L. (2017). RESEARCH REPORT | Articulating a Pedagogy of Success for Pacific Students in Tertiary Education. www.akoaotearoa.ac.nz
NZEI Te Riu Roa. (2015). Dr Jean Mitaera - The Pasifika child - YouTube. https://www.youtube.com/watch?reload=9&v=SNaSCp0DI1s
Mitaera, J. (2019, September 4). The value of unpaid work – a Cook Islands view | Ministry for Women. Ministry for Women: Minitatanga Mō Ngā Wāhine. https://women.govt.nz/node/1460/jean-mitaera
Mitaera, J. (2019, August 30). Tūranga Framework for Wellbeing. Werry Workforce:Whāraurau 2019 Leveki National Pacific Fono. https://vimeo.com/360156072
Newport, C. (2019). Vaka Moana as Policy Space: Navigating the Cook Islands Case of Climate Change Mobility. February 2019.
Tamata, S. A. (n.d.). Framing Cook Islands Indigenous Epistemologies.
Mafile’o, T., Mitaera, J., & Mila, K. (2019). Pacific-indigenous social work theories and models. In Pacific Social Work: Navigating Practice, Policy and Research (Issue 2019, pp. 22–34). https://doi.org/10.4324/9781315144252-3
Ministry of Social Development. (2012). Turanga Māori: a Cook Islands Conceptual Framework transforming family violence - restoring wellbeing (Issue March). http://www.pasefikaproud.co.nz/assets/Resources-for-download/PasefikaProudResource-Nga-Vaka-o-Kaiga-Tapu-Pacific-Framework-Cook-Islands.pdf%0Ahttp://www.pasefikaproud.co.nz/
Enosa, R., Tino Pereira, F., Taufa, S., Clifford-Lidstone, G., & Filimoehala-Burling, A. (2019). Nga Vaka o Kaiga Tapu. Aotearoa New Zealand Social Work, 30(4), 13–18. https://doi.org/10.11157/anzswj-vol30iss4id607
Mitaera, J., Paasi, L., Filipo, H., & Pasefika Proud. (2016). Literature search of Cook Islands cultural concepts to inform family violence interventions and practice: Research Summary. 1–2. https://www.msd.govt.nz/documents/about-msd-and-our-work/publications-resources/research/pacific/msd-cook-island-report-18-v4.pdf%0Ahttps://www.msd.govt.nz/documents/about-msd-and-our-work/publications-resources/research/pacific/msd-cook-island-summary-v3
Cameron, L., & Low, G. (2011). Metaphor and the Social World: Introduction to the first issue. Metaphor and the Social World, 1(1), 1–5. https://doi.org/10.1075/msw.1.1.01cam
Mills, A., Durepos, G., & Wiebe, E. (2012). Encyclopedia of Case Study Research. Encyclopedia of Case Study Research, 553–555. https://doi.org/10.4135/9781412957397
Alvesson, M. (2014). A Metaphor Approach. Interpreting Interviews, 62–74. https://doi.org/10.4135/9781446268353.n4
Alvesson, M. (2019). Metaphorizing the Research Process. 486–505.
Dragon, W., & Duck, S. (2005). Understanding research in personal relationships: A text with readings. Sage.
Danisman, S. A. (2020). Interviewing and Qualitative Content Analysis for Root Metaphors: A Case of Bad News Management. Interviewing and Qualitative Content Analysis for Root Metaphors: A Case of Bad News Management. https://doi.org/10.4135/9781529713398
Ignatow, B. G., & Mihalcea, R. (2020). Metaphor Analysis In : Text Mining : A Guidebook for the Social Sciences.
Thorpe, R., & Holt, R. (2011). The SAGE Dictionary of Qualitative Management Research. The SAGE Dictionary of Qualitative Management Research. https://doi.org/10.4135/9780857020109
Coghlan, D., & Brydon-Miller, M. (2014). The SAGE Encyclopedia of Action Research. The SAGE Encyclopedia of Action Research, 535–536. https://doi.org/10.4135/9781446294406
Kumar, M., Pattanayak, S., & Pattanayak, S. (2019). Metaphors We Live By: Appreciating the Place of Language in Indigenous Research. Positioning Research: Shifting Paradigms, Interdisciplinarity and Indigeneity, 144–162. https://doi.org/10.4135/9789353282509.n8
Lewis-Beck, M., Bryman, A., & Futing Liao, T. (2012). The SAGE Encyclopedia of Social Science Research Methods. The SAGE Encyclopedia of Social Science Research Methods, 640–641. https://doi.org/10.4135/9781412950589
Cornelissen, J. P., Oswick, C., Christensen, L. T., & Phillips, N. (2008). Metaphor in organizational research: context, modalities and implications for research - Introduction. Organization Studies, 29(1), 7–22. https://doi.org/10.1177/0170840607086634
Alvesson, M. (2003). Beyond Neopositivists, Romantics, and Localists: A Reflexive Approach to Interviews in Organizational Research. The Academy of Management Review, 28(1), 13. https://doi.org/10.2307/30040687
Manesh, R. (2017). Mistakes were made (by me). JAMA Internal Medicine, 177(10), 1422–1423. https://doi.org/10.1001/jamainternmed.2017.3781
Pauwels, L., Mannay, D., & Pauwels, L. (2020). An Integrated Conceptual and Methodological Framework for the Visual Study of Culture and Society. In The SAGE Handbook of Visual Research Methods. https://doi.org/10.4135/9781526417015.n2
Elliott, J. (2012). Gathering narrative data. In S. Delamont (Ed.), Handbook of Qualitative Research in Education (pp. 281–298). Edward Elgar Publishing Limited. http://ebookcentral.proquest.com/lib/aut/detail.action?docID=866984
Spector-Mersel, G. (2010). Narrative research: Time for a paradigm. Narrative Inquiry, 20(1), 204–224. https://doi.org/10.1075/ni.20.1.10spe
Fuluifaga, A. R. (n.d.). O FEOSOFA’IGA O LE VĀ: SAMOAN WOMEN NEGOTIATING VĀ RELATIONS IN AND AROUND AN ART CENTRE IN RURAL SAMOA.
Atkinson, P., & Delamont, S. (2007). Rescuing narrative from qualitative research. 1, 195–204. https://doi.org/10.1075/bct.6.20atk
Andrews, M., Squire, C., Tamboukou, M., Squire, C., Andrews, M., & Tamboukou, M. (2019). Introduction: What Is Narrative Research? Doing Narrative Research, 1–21. https://doi.org/10.4135/9780857024992.d2
Mollen, A., & Mollen, A. (2020). Research design and method. Digital Spaces of Civic Communication, 67–90. https://doi.org/10.1007/978-3-658-27515-0_5
Morley, C. (2014). Using Critical Reflection to Research Possibilities for Change. British Journal of Social Work, 44(6), 1419–1435. https://doi.org/10.1093/bjsw/bct004
Hickson, H. (2016). Becoming a critical narrativist: Using critical reflection and narrative inquiry as research methodology. Qualitative Social Work, 15(3), 380–391. https://doi.org/10.1177/1473325015617344
Tripp, D. (2012). Problematic and practice. In D. Tripp (Ed.), Critical incidents in teaching: Developing professional judgement (Classic ed, pp. 12–23). Routledge. https://ebookcentral.proquest.com/lib/aut/reader.action?docID=958710&
Morley, C. (2013). Critical reflection as a research methodology. Knowing Differently: Arts-Based and Collaborative Research Methods, January 2008, 265–280.
Tripp, D. (2012). Interpretation: creating critical incidents. In D. Tripp (Ed.), Critical incidents in teaching: Developing professional judgement (Classic ed, pp. 12–23). Routledge. https://ebookcentral.proquest.com/lib/aut/reader.action?docID=958710&
Delamont, S. (2009). The only honest thing: autoethnography, reflexivity and small crises in fieldwork. Ethnography and Education, 4(1), 51–63. https://doi.org/10.1080/17457820802703507
Larsson, P. (2010). Reflexive methodology: new vistas for qualitative research (second edition), by Mats Alvesson and Kaj Sköldberg. European Journal of Psychotherapy & Counselling, 12(1), 89–91. https://doi.org/10.1080/13642531003746857
Alvesson, M. (1996). Leadership studies: From procedure and abstraction to reflexivity and situation. Leadership Quarterly, 7(4), 455–485. https://doi.org/10.1016/S1048-9843(96)90002-8
Watts, L. (2019). Re fl ective Practice , Re fl exivity , and Critical Re fl ection in Social Work Education in Australia. 72(1), 8–20.
Fook, J., & Gardner, F. (2007). The critical reflection model and process. In J. Fook & F. Gardner (Eds.), Practising critical reflection : a resource handbook. (pp. 43–63). Open University Press. https://ezproxy.aut.ac.nz/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=cat05020a&AN=aut.b26169447&site=eds-live
Bozalek, V., & Zembylas, M. (2017). Diffraction or reflection? Sketching the contours of two methodologies in educational research. International Journal of Qualitative Studies in Education, 30(2), 111–127. https://doi.org/10.1080/09518398.2016.1201166
Morley, C. (2012). Some methodological and ethical tensions in using critical reflection as a research methodology. In J. Fook & F. Gardner (Eds.), Critical Reflection in Context : Applications in Health and Social Care (pp. 165–178). Taylor & Francis Group. http://ebookcentral.proquest.com/lib/aut/detail.action?docID=1039238
Hewson, S. (2007). “Researcher Know Thyself”. Critical Reflection on a Teacher’s Research Journey: If I Had Known Then ... TESOL in Context, 16(2), 25.
Morley, C. (2014). Using Critical Reflection to Research Possibilities for Change. British Journal of Social Work, 44(6), 1419–1435. https://doi.org/10.1093/bjsw/bct004
Murray, L., & Nash, M. (2017). The Challenges of Participant Photography: A Critical Reflection on Methodology and Ethics in Two Cultural Contexts. Qualitative Health Research, 27(6), 923–937. https://doi.org/10.1177/1049732316668819
Fook, J. (2009). Developing an integrated framework for critical reflection: from practice, to theory, towards research. University of Southampton.
Hickson, H. (2016). Becoming a critical narrativist: Using critical reflection and narrative inquiry as research methodology. Qualitative Social Work, 15(3), 380–391. https://doi.org/10.1177/1473325015617344
21 September 2020
Whānau transformation through education
There were so many key points that struck me so deeply and inspire me to do more each and every day.
- A piece of paper is important but it cannot replace lived experience
- If we don't tell our stories others will continue to tell them for us.
- Being otherised in my own country
- Whose voices are being privileged
- Mātauranga and Knowledge (different worldviews)
- I am an expert in my way of living, being and knowing
Whakapapa Korero for Rangahau
“The Whare-wananga of the Heavens. The house named Matangi-reia was that of the Supreme God IO. It was to this house that the god Tane went to secure from the Wananga-a-Rangi (heavenly knowledge), the knowledge of the wananga of Papa (knowledge of earthly things, laws, etc.).” p275Excerpt from Maginess, M. (2015, August 6). Rangahau, Research and Kaupapa Rangahau (as a Wananga response). Io-Maru-Taniwha Financial Freedom agent: GillionaireG. https://iomarutaniwha.wordpress.com/2015/08/06/rangahau-research-and-kaupapa-rangahau-as-a-wananga-response/
And here Walker (2004) explains in more detail, “According to Maori epistemology, humans have no knowledge of their own. All knowledge emanates from the celestial realm of the gods. Rangiatea, the storehouse of occult knowledge and prototype of the whare wananga, was situated in the uppermost realm of the heavens. Tanenuiarangi ascended to the uppermost heaven where he obtained the three baskets of knowledge from the Supreme Being. Tane brought the three baskets of knowledge – te kete tuauri, te kete tuatea and te kete aronui – down from the heavens for dissemination on earth. These baskets contained spiritual knowledge, celestial knowledge and knowledge of all the good things that men need to know for life on earth.” Pp344-345
TWoA searched for a Māori concept and Rangahau was the term they adopted. As TWoA was founded in the tribal area of Tainui (one of the major Māori groups in New Zealand), it is no wonder that they sought a concept to underpin the institution’s Rangahau Strategy with Tainui traditions. This was found in the pūrākau (creation narrative) of Hani and Puna. Hani and Puna created Tiki-āhua, a male figure. When Tiki-āhua was completed, a heart was given unto it which was called Ranga-hau (The Questing Breath of Life). When this heart was implanted, Io [the Supreme God and creator of all things] purified it with these words: “This is Ranga-hau (The Questing Breath of Life). This is Manawa-tina (The Beating Heart). It is Manawa-toka (The Throbbing Heart).”
Then Hani and Puni created a female figure and named her Tiki-apoa. It is said that Tiki-āhua and Tiki-apoa’s descendants married those of Rangi and Papa (Sky and Earth) and humankind descends from these inter-marriages. The Tainui tradition also states that “it is the blood of Tiki-āhua and Tiki-apoa in us all that inspires the soul of man and urges him on to aspire to and acquire the knowledge of the gods.”
12 September 2020
Nailing my topic! well trying too...
Defining topic
- What context are you interested in listening
- What sector/discipline?
- Who - which leaders/leaders of what/who?
- What context are you interested in listening (Primary schools or Early Childhood?)
- What sector/discipline? (Education)
- Who - which leaders/leaders of what/who? (Educational leaders with Māori or Pacific heritage)
- How does "listening" impact the leadership practices of Deputy Principals?
- What role does "listening" play in the leadership practices of Deputy Principals?
- How listening practices impact the leadership practices of Deputy Principals?
- How do leaders listen?: perspectives from Deputy Principals of Pacific descent?
- Leaders who listen: what impact does this have on their leadership practice?
- Leaders who listen: Reflections from educational leaders of Pacific descent.
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Listening |