July 26 Keynote: 1:30 pm Graham Hingangaroa Smith

2017 summer intensive

Keynote address: 12 noon, Wednesday, July 26, University Theatre (ADM026)
Academic Work as Transforming Praxis: From Discourse to Enactment (Show me the blisters on your hands!)

This presentation will critically examine an indigenous example of ongoing struggle to transform the social, cultural and economic condition of persistent, high and disproportionate levels of under-development often in the face of new formations of colonization. In particular, I will examine the Maori case in NZ as a subset of indigenous struggle more broadly, the implications of which have wider application across other colonizing jurisdictions. I argue for the veracity of a Kaupapa Maori (a Maori/ indigenous centered) transformative approach that moves from discursive struggle to enacted struggle. Indigenous academics should not engage in struggle as simply an externalized issue, that is, as a struggle against the ‘other’. In order to ‘speak a more true word’ (Freire, P. 1972) indigenous academics and commentators need to simultaneously interrogate the veracity of their own academic ‘positioning’ and ‘criticality’.

Suggested Readings:

i. Smith, G.H. 2009. Mai i te maramatanga, ki te putanga mai o te tahuritanga: From Conscientisation to transformation. In, Andrzejewski, J., et al (Ed). Social Justice, peace and environmental education: transformative standards. Routledge, New York and London.

ii. Smith, G.H. 2015 ‘Equity as Critical Praxis: The Self-Development of Te Whare Wananga o Awanuiarangi’ in Paulo Freire: The Global Legacy. (Eds.) M. Peters & T. Besley 2015. Peter Lang: New York; pp 55 – 79.

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Distinguished Professor Smith is an internationally renowned Māori educationalist who has been at the forefront of Māori initiatives in the education field and beyond. His academic background is within the disciplines of education, social anthropology and cultural and policy studies, with recent academic work centred on developing theoretically informed transformative strategies for intervening in Māori cultural, political, social, educational and economic crises. He is involved in the development of Tribal Universities and has worked extensively with other indigenous peoples across the world, including Canada, Hawaii, USA mainland, Taiwan, Chile, Australia and the Pacific nations. He is a regular contributor to national forums on indigenous issues and has also been an authoritative voice to international forums on indigenous education issue. Institution: Te Whare Wananga o Awanuiarangi

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