Researcher’s Corner: Embracing Te Ao Māori to Rebuild a Sustainable Future for Chefs in Aotearoa New Zealand
Research and Innovation Corner shines the spotlight on research studies that have been published in the Journal of Innovation in Polytechnic Education (JIPE). Follow-up interview by Saran Davaajargal.
Abstract: The professional kitchen is a fast-paced environment often founded on hierarchical structures and stressful working conditions. Within this environment, tensions often run high resulting in aggressive behaviours, and at times, bullying and violence towards junior chefs. For the last decade the hospitality sector has been struggling to recruit and retain aspiring chefs into the professional kitchen. Compounding the recruitment issue is the social narrative that the hospitality industry is a poorly paid profession that works long and unsociable hours.
Due to the global pandemic the hospitality sector has suffered significant upheaval resulting in significant numbers of its workforce choosing to leave the industry. Like other countries around the globe, the hospitality sector in Aotearoa New Zealand is having to rethink and reset the way it operates in a new post covid landscape. Central to this is the questioning of established modes of practice and reimagining a new hospitality future.
In response to the changing landscape of hospitality, the Bachelor of Culinary Arts programme at Te Kura Matatini ki Otago (Otago Polytechnic), Aotearoa New Zealand developed a bicultural pedagogic framework that embraces te ao Māori values. As a strategy to educate chefs into alternative workplace behaviours and cultures the values of manaakitaka (care and integrity towards self and others), whānaukataka (integrity of relationship), and kotahitaka (a sense of collective unity and ownership) are deliberately integrated into the programmes pedagogy and the courses learning outcomes. In doing so, this pedagogic framework upholds the world views, values, and mana of Aotearoa’s takata whenua (Indigenous people), while also attempting to rebalance the historical practices of the professional kitchen.
Read the full article published in JIPE: Embracing Te Ao Māori to Rebuild a Sustainable Future for Chefs in Aotearoa New Zealand
How did you get started in your research journey?
Adrian Woodhouse (AW): My journey as a researcher began with the invaluable support and encouragement of my teaching and learning advisor, Maxine Alterio. It was Maxine’s guidance that ignited my interest in culinary arts education and the diverse pedagogic approaches within the field. This initial curiosity became the stimulus for my pursuit of bachelor’s, master’s, and doctoral degrees, which served as a catalyst for continued research.
Throughout my academic endeavours, I have been driven by the belief that research plays a crucial role in advancing our understanding of effective teaching and learning strategies in vocational education. It is through systematic investigation and analysis that we can make meaningful progress in this field. I am committed to using each piece of study as a catalyst for further research, continually pushing myself to contribute to the growth and development of culinary arts education.
Chloe Humphreys (CH): I have been involved in research since studying my Bachelor of Arts in Art History and Theory at the University of Otago. Since then, research has been a natural part of my life, but my research into integrative pedagogy began when I started here at Otago Polytechnic and became interested in the impact of different types of assessment on ākonga (learner) engagement and well-being.
Why did you choose this research topic?
AW & CH: We chose the research topic of biculturalism in culinary education because it aligns with the exciting shift New Zealand is making towards embracing biculturalism within its education system. Biculturalism not only signifies a pivotal step in acknowledging the rich Māori heritage but also provides an opportunity to tell the New Zealand food story through a culturally inclusive lens. At its core, biculturalism embodies values that promote positive interactions with both people and the environment, which are essential aspects of the hospitality industry.
What next? What is the perceived impact of this research study?
AW & CH: Currently, the team is working with national skill standards-setting agencies to embed te ao Māori values and perspective into the New Zealand culinary curriculum. By integrating the values of te ao Māori into culinary education, we believe we can create a more holistic and culturally sensitive approach, ensuring that our culinary traditions reflect the diverse and vibrant tapestry of New Zealand’s culture and history.
What are your favourite books?
AW: My current favourite book is Adam Grant’s book Think Again. It is a captivating and enlightening read that challenges the way we approach our beliefs and opinions. With remarkable insight and compelling examples, Grant explores the art of rethinking, encouraging readers to question their assumptions and embrace a mindset of continuous learning and growth. The book’s engaging storytelling, coupled with evidence-based research, inspires us to overcome our cognitive biases and develop a more open and flexible mindset.
CH: The Parihaka Woman by Witi Ihimaera and Freedom to Learn by Carl Rogers.
What does research and innovation mean to you?
About
Adrian Woodhouse is the Head of Programs at the Food Design Institute, Otago Polytechnic, Te Pūkenga, New Zealand. As a chef, educator and academic, Adrian’s research is positioned within Kaupapa Māori theory with a primary focus on kai (food), power and identity formation. Adrian’s research focuses on the power relationships that exist within the explicit and implicit institutional systems and structures of society.
Chloe Humphreys is the Academic Leader of the Bachelor of Culinary Arts program at the Food Design Institute, Otago Polytechnic, Te Pūkenga, Dunedin, New Zealand. Chloe’s research is focused on the subject area of education and well-being, and how, through mindful curriculum interventions, education can be a site of personal empowerment. Chloe’s current work is an intersection of her education and professional work in design, art, teaching and food design.