Dr Adreanne Ormond
Senior Lecturer, Victoria University of Wellington
About Me
I am Indigenous Māori from the nation of Rongomaiwāhine. I was fortunate to be raised on the sacred land-sea-sky scape of my Maori community. The experiences of life within my Maori community are a part of me and deeply influence the ways I experience the world. For me the personal segues seamlessly into the professional and my passion for my nation and the wider Maori world is what my work revolves around. I am curious about our young Maori people and the various ways they make sense of their contemporary world. My recent studies have explored indigenous young Maori (10 - 30 years of age) who reside upon our ancestral homeland, their experiences as indigenous people and the intersection with the contemporary world. An ontology, epistemology, methodology and axiology drawn from the Maori world underpins my research as I seek to understand young Maori through a Maori worldview. My research positions me within my ancestral nation Rongomaiwahine, Maori society and the academic institution. These various interfaces provide an intellectual stimulation that is challenging, exciting and meaningful.
Indigenous Maori youth, decolonisation, indigenous epistemology and ontology
More Information:
Selected Publications
Ormond, A., Kidman, J., & Tomlins-Jahnke, H. (2020). An indigenous Māori perspective of rangatahi personhood. In Sharlene Swartz, Adam Cooper, Clarence M Batan & Laura Kropoff Causa (Eds.), The Oxford Handbook of Global South Youth Studies. (pp. TBC). DOI: 10. 1093/oxfordhb/9780190930028.013.7
Tomlins-Jahnke, H., Kidman, J. & Ormond, A. (2020) “Into the future by, with and for indigenous youth: Rangatahi Māori leading youth conversations.” In Linda Hogg, Kevin Stockbridge and Charlotte Achieng-Evensen & Suzanne Soohoo (Eds.). Pedagogies of With-ness: Students, Teachers, Voice and Agency. (pp. 69-78). Goreham, ME: Myers Educational Press. ISNN 9781975503086
Kidman, J., Ormond, A., MacDonald L., (2018) Everyday Hope: Indigenous Aims of Education in Settler-Colonial Societies. In Petrovic, J. & Mitchell, R., (Ed) Indigenous philosophies of education. The university of Alabama press.
Ormond, A. & Ormond, J. (2018). An iwi homeland: Country of the heart. MAI Journal (Online). Vol 7.,1, (pp. 79 – 91). DOI: 10.20507/MAIJournal.2018.7.1.7
Projects
Academy of Tangata Whenua civic and scholarly leadership. Victoria university of Wellington.
In alignment with the community aspirations of Tangata Whenua this project aims to make a critical difference in the lives of Maori young people. An ongoing issue within these community is the intergenerational educational inequality caused by across the board low recruitment, retention and completion within secondary and tertiary institutions. In unison with community, we seek to address these issues by scoping, developing and trailing an academy of scholarship and civic leadership. The objective been to generate an educational pipeline underpinned by a strength-based position created through connection with family dreams, community goals, strategic career planning and cultural civic leadership to uplift their engagement within educational institutions and beyond into the wider society. Notable outcomes include, successful interaction with educational institutions as Māori youth, through the facilitation of the academy, move fluidly through formal education into deliberately planned pathways including partnership in creating the future through culturally appropriate civic leadership. Resultant in an enhancement of human, social and economic capital within community and the amplification of collective and individual wellbeing.