Providing space for indigenous knowledge

• Published in: Journal of Management Education
• Main Authors: Tangihaere, Tracey Mininoa, Twiname, Linda J.
• Format: Article in Journal/Newspaper
• Language: English
• Published: Sage 2011
• Subjects: indigenous knowledge; self-determination and mutual floursing; bicultural policy and management practice; New Zealand; First Nations
• Online Access: https://hdl.handle.net/10289/5123; https://doi.org/10.1177/1052562910387890

Colonial influences have generally failed to respect indigenous knowledge, languages, and cultures. Determination to reclaim First Nations identity is visible in many jurisdictions. First Nations Peoples continue to call on governments to facilitate changes needed to revitalize their economic, social, cultural, and spiritual well-being. This article is a reflective article generated from our response to the situation of Mäori, the indigenous peoples of New Zealand. It provides a background on the historical attempts to weaken Mäori leadership and the resilience of Mäori in their resistance to such undermining. Using a description of a physical space, the Marae (the meetinghouse), the authors provide a glimpse into a distinctive Mäori psychology connected to Marae encounters and into Mäori ways of thinking, feeling, and behaving. Three examples of organizational practice at the incorporation of such values are provided. Four implications for management education are posited as relevant not only to the education of managers in Aotearoa but wherever engagement with indigenous people occurs.