Goals for adding philosophy to the school curriculum centre on the perceived need to improve the general quality of critical thinking found in society. School philosophy also provides a means for asking questions of value and purpose about curriculum content across and between subjects, and, furthermore, it affirms the capability of children to think philosophically. Two main routes suggested are the introduction of philosophy as a subject, and processes of facilitating philosophical discussions as a way of establishing classroom ‘communities of (...) inquiry’. This article analyses the place of philosophy in the school curriculum, drawing on three relevant examples of school curriculum reform: social studies, philosophy of science and Kura Kaupapa Māori. (shrink)

Drawing on select works of Adorno, we will first rehearse his reasons for a rejuvenation of philosophy and apply them to philosophers working on world philosophical traditions. We will then analyse Adorno’s arguments pertaining to the theory–praxis relation to ascertain whether his thought could accommodate a study of world philosophical traditions for the simple reason that they are present in a particular society. Shifting our focus slightly, we reflect upon how current ways of professional philosophizing affect the study of world (...) philosophical traditions. As the example of Māori philosophy demonstrates, current philosophical practices seem to delimit the search for the unconventional in academic philosophy. Through its philosophical appropriation, the so-called unconventional tends to mimic conventional patterns in academic philosophy. We will then attempt to find reasons to critique this process within the Adornoian framework itself. The conclusion draws together different strands of the discussion and delineates some paths to take forward the world philosophies project in an Adornoian spirit. (shrink)

‘The Gift’ is the English title of a small book first published in French in 1925 by sociologist Marcel Mauss, which catalyzed an ongoing debate linked to a wide range of scholarship. Mauss’s gift theory included the Māori example of the ‘hau of the gift’ which Mauss explained as a spiritual force, seeking to return to its original owner or place of origin. This article brings a critical Māori perspective to Mauss’ notion of the hau of the gift, (...) in an indigenous philosophical response to Eurocentric social science that combines critical discourse analysis with Kaupapa Māori theory and principles of research. The paper introduces Mauss’ arguments about gifting, and the role of hau in those arguments, before turning to a close examination of the concept of ‘hau’ as presented in the original Māori letters, the primary data used by Elsdon Best to write his anthropological articles, from which Mauss developed his ideas about hau. These letters, which sparked the whole debate, are material artefacts of the cross-cultural educational relationship between Tamati Ranapiri as teacher, and Elsdon Best as student. Common-sense Māori readings of Ranapiri find no mystery in what he wrote about hau, but reinforce the significance of his correspondence, from the perspective of Kaupapa Māori versions of the history of Māori education. (shrink)

Drawing on select works of Adorno, we will first rehearse his reasons for a rejuvenation of philosophy and apply them to philosophers working on world philosophical traditions. We will then analyse Adorno’s arguments pertaining to the theory–praxis relation to ascertain whether his thought could accommodate a study of world philosophical traditions for the simple reason that they are present in a particular society. Shifting our focus slightly, we reflect upon how current ways of professional philosophizing affect the study of world (...) philosophical traditions. As the example of Māori philosophy demonstrates, current philosophical practices seem to delimit the search for the unconventional in academic philosophy. Through its philosophical appropriation, the so-called unconventional tends to mimic conventional patterns in academic philosophy. We will then attempt to find reasons to critique this process within the Adornoian framework itself. The conclusion draws together different strands of the discussion and delineates some paths to take forward the world philosophies project in an Adornoian spirit. (shrink)

This paper documents the beginning of a conversation about what it means to be Mäori within a larger, mainstream research project. This larger project was conceived by a team of researchers that included a Mäori principal investigator, and funding was gained from a funding agency that has established criteria for Mäori responsiveness. The Mäori component of the project was, however, not initially conceived of as separate from the non-Mäori component. Discussions about this were initiated approximately one year into the project (...) in response to Mäori team members' desires to undertake Kaupapa Mäori research. This effectively means that the Mäori team colects and analyses the Mäori research data prior to re-engaging with the full research team. While there is a level of uncertainty about how this process will play itself out, there is a commitment to continue a constructive conversation within the team and to journey together in good faith and trust. (shrink)

The aim of this paper is to examine the current state of development of Mäori science curriculum policy, and the roles that various discourses have played in shaping these developments. These discussions provide a background for suggestions about a possible future direction, and the presentation of a new concept for Mäori science education.

Post‐Marxist critical sociology of education has influenced the development of indigenous (‘kaupapa’) Maori educational theory and research. Its effects are examined in four claims made for Maori education by indigenous theorists. The claims are: indigenous kaupapa Maori education is a revolutionary initiative; it is a cultural solution to Maori educational under‐achievement; it has reversed the decline of the Maori language; it provides a valid educational alternative for an ethnically and culturally distinctive population. The analysis suggests that the indigenous (...) theory approach is representative of the position‐taking strategy that characterises post‐Marxist critical sociology of education, concluding that claims made in kaupapa Maori voice discourse are not supported by the empirical evidence which indicates a more complex social reality. (shrink)

The need for ethical leadership in navigating today’s complex, global and competitive organisations has been established. While research has confirmed the importance of ethical leaders in promoting positive organisational and employee outcomes, scant research has examined the antecedents of ethical leadership. Furthermore, there has been a call for further examination of leadership models, particularly indigenous leadership models. Responding to these issues, this study suggests Māori leaders’ values add insights into enhancing ethical leadership. Three studies confirm the role of (...) class='Hi'>Māori values and ethical leadership. Study one, based on kaupapa Māori research methods, is an exploratory 22-interview study of Māori leaders and identifies five values, as common to successful indigenous leaders. In study two, 249 employees rate their leaders on these five dimensions in relation to their ethical leadership and exchange relationships. Structural equation modelling shows strong support for the distinct nature of the five values and their positive influence on ethical leadership perceptions and quality exchange relationships. Study three, on 122 employees, reinforces the findings of study two—and demonstrates that LMX predicts job outcomes both indirectly and directly, with humility and collectivism also directly predicting outcomes. Our findings suggest that indigenous leaders’ values enhance perceptions and outcomes of ethical leadership for employees. (shrink)

This second research paper on science education in Māori‐medium school contexts complements an earlier article published in this journal (Stewart, 2005). Science and science education are related domains in society and in state schooling in which there have always been particularly large discrepancies in participation and achievement by Māori. In 1995 a Kaupapa Māori analysis of this situation challenged New Zealand science education academics to deal with ‘the Māori crisis’ within science education. Recent NCEA results (...) suggest Pūtaiao (Māori‐medium Science) education, for which a national curriculum statement was published in 1996, has so far increased, rather than decreased, the level of inequity for Māori students in science education. What specific issues impact on this lack of success, which contrasts with the overall success of Kura Kaupapa Māori, and how might policy frameworks and operational systems of Pūtaiao need to change, if better achievement in science education for Māori‐medium students is the goal? A pathway towards further research and development in this area is suggested. (shrink)

In Maori thought, the possibility exists for a sort of lateral thinking that does not necessarily directly respond to another’s utterance or opinion but that considers some of the creative and arbitrary themes that arise. In this article, I employ this counter-colonial speculation, keeping in mind a Maori worldview whilst thinking in the wake of Elizabeth Rata’s “Ethnic Ideologies in New Zealand Education: What’s Wrong with Kaupapa Maori?” The speculative powers that Maori have at our disposal here have undoubtedly (...) been employed in a number of ways throughout Maori history; here, I use them in a way that does not directly respond to a prompt. Although Rata’s true aim is to critique kaupapa Maori, she inadvertently brings my attention to a particular characteristic of her writing—the suffix -ism. The fact that it saturates her writing in this article leads me to consider the broader issues associated with instrumentalist language, and the impact of the -ism on a Maori relationship with things in the world. It emerges that, although Rata may be controversial for Maori in her views, her writing is useful for some unintended reasons, as it prompts some thinking around the appropriateness of the -ism for Maori. (shrink)

Iho/abstractThe idea of the ‘intercultural hyphen’ is likened to a gap or bridge between ethnic groups, created from the ongoing intertwining of sociopolitical and intellectual histories. This ‘gap or bridge’ wording captures the paradoxical nature of the intercultural space, for which the ‘hyphen’ is a shorthand symbol or sign. There are options on either side to engage or disengage across the intercultural space represented by the hyphen—but how, and with what results? In Aotearoa New Zealand, tensions invoked by the indigenous-settler (...) hyphen are worked through every day in a multitudinous range of real-world scenarios. The purpose of this article is to combine critical Māori readings with critical Pākehā readings to discuss the intercultural hyphen as a theoretical concept in education, showing how Māori and Kaupapa Māori benefit from this concept, and arguing for stronger engagement of critical Māori scholarship in the field of philosophy and theory of education. (shrink)

Lack of attention to definitions of indigeneity is a problem in both political theory and practice. Defining indigeneity has at least two important consequences: it affects who has access to resources or rights reserved for Indigenous peoples; and it shapes the kinds of privileges and resources available to Indigenous peoples. In this article, I draw on Theodor Adorno’s concept of ‘nonidentity’ as a resource for exploring the power and limits of conceptions of indigeneity. I argue that recognizing the non-identical aspects (...) of indigeneity enables critical engagement with constellations of concepts that attend to the distinctive aspects of indigeneity in particular moments and locations. To illustrate my argument, I draw on one conception of indigeneity that could be characterized as non-identity thinking – a research approach called Kaupapa Māori. I suggest that non-identity is a promising resource for conceptualizing indigeneity as it has potential to respond to some of the key problems with current responses to indigeneity; notably, that universal definitions may not best represent what it means to be Indigenous, and that unreflective acceptance of current definitions fails to produce just outcomes. (shrink)

This book is a concise introduction to Maori philosophy, covering the symbolic systems and worldviews of the indigenous people of Aotearoa, New Zealand. This book addresses core philosophical issues including Maori notions of the self, the world, epistemology, the form in which Maori philosophy is conveyed, and whether or not Maori philosophy has a teleological agenda. The book introduces key texts, thinkers and themes and includes pedagogical features including: - A Maori-to-English glossary; - Accessible English translations of primary source material; (...) - Teaching notes, and reflections on how the studied material engages with contemporary debates - End-of-chapter discussion questions that can be used in teaching - Comprehensive bibliographies and guided suggestions for further reading. Maori Philosophy is an ideal text for students studying World Philosophies, or anyone who wishes to use indigenous philosophies or methodologies in their own research and scholarship. (shrink)

Māori (Indigenous people of New Zealand (NZ)) suffer food insecurity disproportionately in New Zealand. Some research suggests that Māori value mātauranga Māori (traditional Māori knowledge) when it comes to the collection, preparation and eating of kai (food). This study explores the connections between mātauranga Māori and kai in regional NZ schools for potential pathways to impact food security for children. Semi-structured interviews were undertaken with five primary school principals in the Hawke’s Bay region. Principals were (...) purposively selected on commitments to proactively incorporating mātauranga Māori into their school environment. Reflective thematic analysis was used to analyse the data. Three main themes were identified: teaching and learning around mātauranga Māori and kai; environmental sustainability and the sustainability of kai initiatives; and school values. A strong emphasis was placed on the learning of traditional Māori values around kai and the whenua (land) and the sustainability of teaching programs. School values were invariably bound in Te Ao Māori (a Māori worldview) however, schools felt challenged in aligning their values and their mātauranga Māori-bound teaching practices with the current food provision programme in their schools (Ka Ora, Ka Ako). The programme’s strict nutritional guidelines appeared to challenge traditional Māori approaches to kai. Schools remain an ideal environment for the incorporation of mātauranga Māori to support food security and food education, and future work should explore a demonstration project that incorporates the knowledge gained in this study and ways to integrate mātauranga Māori into Ka Ora, Ka Ako. (shrink)

Psychological research and practice in New Zealand has a long history of a positivist inspired epistemology and a pragmatic evidence-based approach to therapeutic treatment. There is a growing realization that a more meaningful interface between research and practice is required to accommodate indigenous Maori knowledge of wellbeing and living. The dominant Western psychological view in New Zealand of world, time, illness and wellbeing results in practices that do not make sense in cultural terms. The medicalisation and classification of psychological disorders (...) cannot account for the degree to which cultural and spiritual factors are associated with problems of living. Heidegger’s analysis of Being and his phenomenological method of understanding these matters ontologically reflect a persuasion not dissimilar to the worldview of the Maori and their notion of wellbeing. It offers some direction to the question of how to better integrate psychological research and practice in New Zealand. Indo-Pacific Journal of Phenomenology , September 2008, Volume 8, Edition 2. (shrink)

For Māori, a real opportunity exists to flesh out some terms and concepts that Western thinkers have adopted and that precede disciplines but necessarily inform them. In this article, we are intent on describing one of these precursory phenomena—Foucault’s Gaze—within a framework that accords with a Māori philosophical framework. Our discussion is focused on the potential and limits of colonised thinking, which has huge implications for such disciplines as education, among others. We have placed Foucault’s Gaze alongside a (...) Māori metaphysics and have speculated on the Gaze’s surveillant/expectant strategies with some key Māori primordial phenomena in mind, such as ‘te kore’ and ‘āhua’. We posit the Gaze as an entity and thus aim to render it more relevant to Māori, so that it can be addressed appropriately. We also preface that discussion by theorising on some of the challenges that confront us as Māori authors in even referring counter-colonially to the Gaze. Whilst we do not seek to destabilise the Gaze by positing it as a metaphysically based entity, we do hint at the possibility that critical indigenous philosophy may even for a short time bring the Gaze into focus for Māori. By introducing an awareness of an alternative metaphysics, we may have unsettled the self-certainty of the Gaze. (shrink)

The standard sources for Maori ethics are the traditional narratives. These depict all things in the environment as sharing a common ancestry, and as thereby required, ideally, to exhibit certain virtues of respect and responsibility for each other. These environmental virtues are expressed in terms of distinctively Maori concepts: respect for mauri and tapu, kaitiakitanga, whanaungatanga, manaakitanga, and environmental balance. I briefly explore these Maori environmental virtues, and draw from them some messages for the world at large.

Where has all the hilarity gone – and, with it, the ethics of the dark? In this article, I engage with our metaphysical entities of darkness (in Maori, Te Po) and nothingness (Te Kore). Undermining and re-declaring (only to un-declare once again) are more than just pleasurable exercise for my own indigenous group – Maori; they are ethical necessities that keep one’s certainties in check. Whether it is agreeable or uncomfortable, this acknowledgement of those first beings is necessary if we (...) are to avoid taking ourselves too seriously. I then consider one controversial statement about trauma and lend my perverse, indigenous sense to it, reinterpret it and recalibrate it in light of our inherent fallibility as human citizens who are always destabilised by our own metaphysical entities. This drive to undercut ourselves by making our statements contingent on other things, I shall argue, is an ethical one. (shrink)

Where has all the hilarity gone – and, with it, the ethics of the dark? In this article, I engage with our metaphysical entities of darkness and nothingness. Undermining and re-declaring are more than just pleasurable exercise for my own indigenous group – Maori; they are ethical necessities that keep one’s certainties in check. Whether it is agreeable or uncomfortable, this acknowledgement of those first beings is necessary if we are to avoid taking ourselves too seriously. I then consider one (...) controversial statement about trauma and lend my perverse, indigenous sense to it, reinterpret it and recalibrate it in light of our inherent fallibility as human citizens who are always destabilised by our own metaphysical entities. This drive to undercut ourselves by making our statements contingent on other things, I shall argue, is an ethical one. (shrink)

The standard sources for Maori ethics are the traditional narratives. These depict all things in the environment as sharing a common ancestry, and as thereby required, ideally, to exhibit certain virtues of respect and responsibility for each other. These environmental virtues are expressed in terms of distinctively Maori concepts: respect for mauri and tapu, kaitiakitanga, whanaungatanga, manaakitanga, and environmental balance. I briefly explore these Maori environmental virtues, and draw from them some messages for the world at large.

The Indigenous Māori of Aotearoa New Zealand have a knowledge system embedded with understandings related to consciousness, soul, and spirit. Although the effects of colonization are vast and ongoing, these knowledges have not been completely lost, and endure as an essential part of Māori comprehensions about the nature of everyday life and reality. We provide an overview of the socio-historical context of Māori, before briefly summarizing Māori cosmogony. We then discuss some of the more popularized ways (...) the constructs of consciousness, soul, and spirit are interpreted from an Indigenous Māori perspective, while importantly highlighting that there are no single words in the Māori language that readily translate to these concepts, making the task of elucidating what the terms mean for Māori somewhat complex. Our articulations are intended as a brief overview, rather than an extensive extrapolation. (shrink)

Within the New Zealand curriculum, hauora has been co-opted as an underlying and interdependent concept at the heart of the learning area of health and physical education. Hauora is identified as a Māori philosophy of well-being, advocating a Māori world view of hauora. Contemporary understandings of hauora as a Māori philosophy of health are constructed within dominant English-medium curriculum discourses. At first glance the juxtaposition of ‘hauora’ with ‘well-being’, and hauora being defined as ‘a Māori philosophy (...) of health’ seems like an opportunity to promote an indigenous perspective of health into English-medium curriculum, but the philosophical questions of what knowledge is valued, why we should teach it, and its worth of what is taught for human well-being, remain fraught. The notion of hauora is much richer than the word ‘health’ allows. I explore some issues associated with the equivalence between hauora and health, and some of the potential nuances of hauora in light of a counter-colonial Māori philosophy of holism. I invite the reader to consider the terms ‘whakapapa’ and ‘wairua’ in light of a proposed metaphysics. I show that the terms—and the objects they point to—share a relationship with each other and that recognition of that interdependence are necessary to their well-being. (shrink)

The aim of this paper is to examine the current state of development of Mäori science curriculum policy, and the roles that various discourses have played in shaping these developments. These discussions provide a background for suggestions about a possible future direction, and the presentation of a new concept for Mäori science education (note that in this paper this phrase refers to science that incorporates Mäori language and/or knowledge, rather than Mäori participation in science education).

This year’s Waitangi Day, 6 February 2021, saw the revival of a favourite zombie in New Zealand politics when Judith Collins, the leader of the Opposition, complained about not getting a chance to...

This article presents narratives from 13 Indigenous early career academics (ECAs) at one university in Auckland, New Zealand. These experiences are likely to represent those of Indigenous Māori and Pasifika ECAs nationally, given the small, centralised nature of the national academy of Aotearoa New Zealand. The narratives contain testimony, fictionalised vignettes of experience, and poetic expressions. Meeting the demands of an academic role in one’s first years of working at a university is a big deal for anyone; the extra (...) pressures and challenges for Indigenous Māori and Pacific staff are immense, yet little understood by White ‘others.’ A writing workshop was the initial catalyst of this collective writing project. Through these insider narratives, this article presents a collective description of, and response to, the experience of Māori and Pasifika early career academics. (shrink)

New Zealand has had free, state, secular education since 1877, but just what is meant by secularism is changing. Since the 1980s the growth of Maori education initiatives has mushroomed and these place emphasis on Maori values and beliefs, including spirituality. In addition, in 1999 a definition and statement on spirituality appeared in the health and physical education national curriculum document. This statement referred to values, beliefs, meaning and purpose. It also incorporated a Maori model of well‐being which places the (...) spiritual alongside other dimensions of humanity. This article explores the concept of spirituality in secular schooling in New Zealand. Some influences from Maori culture are explored with particular reference to values, ethical decision‐making and spirituality. Interviews with Maori teachers highlight how moral decisions often reflect spiritual beliefs and practices. It is argued that schooling has a moral obligation to reflect indigenous values if understanding, respect and cultural identity are to be promoted and cherished. It is also suggested that spirituality challenges what we have traditionally considered as learning at school. (shrink)

Within the New Zealand curriculum, hauora has been co-opted as an underlying and interdependent concept at the heart of the learning area of health and physical education. Hauora is identified as a Māori philosophy of well-being, advocating a Māori world view of hauora. Contemporary understandings of hauora as a Māori philosophy of health are constructed within dominant English-medium curriculum discourses. At first glance the juxtaposition of ‘hauora’ with ‘well-being’, and hauora being defined as ‘a Māori philosophy (...) of health’ seems like an opportunity to promote an indigenous perspective of health into English-medium curriculum, but the philosophical questions of what knowledge is valued, why we should teach it, and its worth of what is taught for human well-being, remain fraught. The notion of hauora is much richer than the word ‘health’ allows. I explore some issues associated with the equivalence between hauora and health, and some of the potential nuances of hauora in light of a counter-colonial Māori philosophy of holism. I invite the reader to consider the terms ‘whakapapa’ and ‘wairua’ in light of a proposed metaphysics. I show that the terms—and the objects they point to—share a relationship with each other and that recognition of that interdependence are necessary to their well-being. (shrink)

Governments in New Zealand have legislated a large number of settlements extinguishing many hundreds of claims taken by Māori against the Crown for breaches of the country’s founding document, Te Tiriti o Waitangi. They portray settlements as a great success for Māori and the Crown. Māori disagree. Settlements are government-determined and imposed on Māori using a smoke and mirrors approach that masks successive governments’ true intentions: to claw back Māori legal rights; to extinguish all claims; (...) and to maintain White control over Māori. In short, to uphold the Doctrine of Discovery in further breach of Te Tiriti o Waitangi. Māori claimants and negotiators report being enticed into the process by false promises only to become traumatised and disenchanted. Yet many take a pragmatic stance and sign settlements, making the best they can out of a bad deal that goes nowhere near compensating for their actual loss. They know that despite what legislation may say, the settlements are not full, not fair and not final and that, like all previous settlements, they will be revisited. They also know that unless fundamental changes are made to the constitutional makeup of the country, there is no prospect of justice and reconciliation for Māori. (shrink)

The theoretical challenge posed by this paper is to find a conceptualisation of value for entrepreneurship theory grounded in Indigenous knowledge from a Māori perspective capable of guiding entrepreneurs operating for sustainability and wellbeing. We review Western and Māori theories of value, values, and valuation. We argue that Indigenous concepts of value centre on collective wellbeing as opposed to self-interest, and have spiritual and material elements. The paper proposes a tentative Māori theory of value we call manahau, (...) which combines mana (power, authority, and dignity) and hau (vitality of people, places, and objects). We define manahau as an axiological agent Māori entrepreneurs employ to synergistically negotiate cultural and commercial imperatives to achieve multidimensional wellbeing, human potential, and relational balance. We discuss research which illustrates manifestations of manahau in the Māori cultural ethics of utu (reciprocity) in Māori entrepreneurship and tauutuutu (reciprocity and balance) in Māori agribusiness. We argue that an Indigenous Māori theory of value has implications for entrepreneurship theory and practice. (shrink)

As AI technologies are increasingly deployed in work, welfare, healthcare, and other domains, there is a growing realization not only of their power but of their problems. AI has the capacity to reinforce historical injustice, to amplify labor precarity, and to cement forms of racial and gendered inequality. An alternate set of values, paradigms, and priorities are urgently needed. How might we design and evaluate AI from an indigenous perspective? This article draws upon the five Tests developed by Māori (...) scholar Sir Hirini Moko Mead. This framework, informed by Māori knowledge and concepts, provides a method for assessing contentious issues and developing a Māori position. This paper takes up these tests, considers how each test might be applied to data-driven systems, and provides a number of concrete examples. This intervention challenges the priorities that currently underpin contemporary AI technologies but also offers a rubric for designing and evaluating AI according to an indigenous knowledge system. (shrink)

Exosomatic memory is a crucial phase in the evolution of humanity because it enables learning to take place across groups and generations rather than exclusively through lived experience or one on one transmission. Exosomatic memory is the attribution of knowledge to objects, such as art or writing, which allows epistemology to be transmitted beyond the individual to subsequent generations of people. Exosomatic memory is the key to the transmission of culture and knowledge, beyond the individual who learns exclusively from personal (...) experience. This places technologies such as writing and art in a key position for the education of culture and knowledge. Stiegler develops these ideas, following Martin Heidegger, Leroi-Gourhan and Derrida from the Palaeolithic to the contemporary.Maori use of natural objects as exosomatic transmission of intergenerational learning exceeds the technological enframing of modernity outlined by Heidegger. For indigenous peoples, exosomatic memory is cultural, technological and ecological.Stiegler argues that the impact of cybernetics on knowledge production is accelerating the technological enframing of knowledge (2018). Consequently, information technologies are leaving the human mind behind, in passive receptivity rather than dynamic creativity. The prefrontal cortex is slower than the internet, exacerbating a widening lag in active understanding, in favour of passive absorption. Alienation and epistemological entropy are trapping us in climate change and the anthropocentric Capitalocene. Maori insight may cut the Gordian knot and sidestep the alienation and determinism of technological modernity. (shrink)

As an international framework with broad support, the Sustainable Development Goals help to focus nations’ efforts on major issues and help policy-makers to specify areas of need for policy. While the goals are ambitious, they help to channel leaders’ thinking and action when goals are visible and normative. The goals also provide opportunity for first world nations, such as New Zealand, to examine how they apply to them. In terms of the predecessors to the SDGs, the Millennium Development Goals, New (...) Zealand's efforts have been largely geared towards aid in the Pacific, especially to help address poverty throughout the region. Despite being a ‘developed’ country, however, New Zealand has its own poverty problems, especially amongst Māori, its indigenous peoples, as well as amongst people from small Pacific Island developing states living in New Zealand. The SDGs may make important contributions in New Zealand, not only by giving further emphasis or attention to poverty as an important national prio.. (shrink)