Dr Te Kawehau Clea Hoskins

BA, MA(Hons), PhD

Biography

He pepeha

Ko Huruiki te maunga
Ko Whakapara te awa
Ko Ngati Hau te hapu
Ko Ngapuhi te iwi
Ko Whakapara te marae

Research | Current

  • Critical sociology of education
  • Indigenous studies in education
  • Maori education

Te Kawehau Hoskins is primarily engaged in qualitative social and educational research in the area of the politics and ethics of Indigene – Settler relations, and multicultural and bicultural education. In particular her research interests concern the Treaty of Waitangi in educational governance, policy and practice that includes a focus on issues connected to School – Māori Community relationships and Māori community participation.

Research Projects 2011 – 2012

Te Whare Kura Thematic Research initiative is a cross-disciplinary/faculty Indigenous research initiative hosted by the Faculty of Arts.

  • Project 1: Environmental governance and Maori
  • Project 2: Devolution, autonomy, responsibility – exploring the outcomes of Indigenous environmental governance

 

Teaching | Current

  • EDUC 207 Decolonising Education
  • EDUC 712 Race, Ethnicity and Education
  • EDUC 213 Social Justice and Education
  • SOCWORK 114 Treaty of Waitangi in Human Services

Postgraduate supervision

Current supervision:

  • Dam, Lincoln (PhD)
  • Fish, Lindsay (EdD)
  • McClutchie, Abigail (PhD)
  • Nathan, Whetuu (EdD)
  • Rankine, Jenny (PhD)

 

Completed supervision:

Doctoral:

  • Yukich, Rose. (2018). A story of entanglement: The 1987 Curriculum Review report and the Treaty of Waitangi. Doctor of Philosophy. Co-supervisor (with Professor Alison Jones).
  • Hancock, Frances. (2018). Becoming just, doing justice: The ethics and politics of Māori-Pākehā relations. Doctor of Philosophy. Co-supervisor (with Professor Alison Jones).

Masters:

  • Jacobs, Sivina. (2013). Hapai i te reo, hapai i te matauranga,  hapai te wairua: Uplifting language, unlifting knowledge, unlifting the spirit. MEd thesis. 
  • Paewai, Rewa (2013). The education goal of Māori succeeding ‘as Māori’: The case of time. MEd thesis.
  • Hemara, Natasha. (2012). Educational leadership for Māori student success: A critique of Kiwi Leadership for Principles. MEd thesis.
  • Smith, Lisa. (2012). Te mahana o te ahi kā roa. MEd thesis. 
  • Kirkland, Neil Glen (2007). The knowledgeable subject for the Tertiary Education Strategy 2007-12. MA in Education thesis. 
  • Barlow, Justin. (2006). The safest touch in the class is the Hi-5: Māori male teachers and touch. MEd thesis. 
  • Hopkins, Joanne K. (2005). The transformative potential of ‘whānau’ in kohanga reo as a vehicle to achieve change at multiple levels. MEd thesis. 
  • Maxwell, Tui Pirihira. (2004). The challenge of cultural safety diverse perceptions from diverse locations. MA in Education dissertation.

Honours:

  • Dam, Lincoln. (2014). Democracy and difference: Rethinking biculturalism and multiculturalism in Aotearoa-New Zealand. BA(Hons) in Education dissertation.   
  • Flavell, Jade. (2014). Making connections: Kaupapa Maori and Steiner education in the bicultural context of Aotearoa New Zealand. BEd(Hons) research portfolio.
  • Kelly Panapa (2014). MProfSt in Education dissertation. Te noho kotahitanga: Putting the ‘critical’ back in biculturalism.

Selected publications and creative works (Research Outputs)

  • Hoskins, T. K., & Jones, A. (Eds.) (2017). Critical conversations in kaupapa Māori. Wellington, New Zealand: Huia Publishers. Pages: 211.
    Other University of Auckland co-authors: Alison Jones
  • Dale, D. J. (2017). Kupu Whakataki [Preface]. In T. K. Hoskins, A. Jones (Eds.) Critical conversations in kaupapa Māori (pp. vii-vii). Wellington, NZ: Huia Publishers. Related URL.
    Other University of Auckland co-authors: Hemi Dale
  • Hoskins, T. K. (2017). Te ara whanaunga: Relations on the ground at Waitangi Tribunal hearings. In R. Bell, M. Kawharu, K. Taylor, M. Belgrave (Eds.) The Treaty on the Ground Where we are headed, and why it matters (pp. 133-150). Auckland, New Zealand: Massey University Press. Related URL.
  • Hoskins, T. C., & Edwards, T. (2016). The Waitangi Tribunal Te Paparahi O Te Raki Inquiry District Wai 1040 Wai 246. Related URL.
  • Jones, A., & Hoskins, T. K. (2016). A mark on paper: The matter of indigenous-settler history. In C. A. Taylor, C. Hughes (Eds.) Posthuman research practices in education (pp. 75-92). Basingstoke, Hampshire, UK: Palgrave Macmillan. 10.1057/9781137453082_6
    URL: http://hdl.handle.net/2292/29488
    Other University of Auckland co-authors: Alison Jones
  • Jones, A., Hoskins, T. K., & Jenkins, K. (12/3/2015). What can we learn about educational governance from our ancestors? Research works wonders.
    Other University of Auckland co-authors: Alison Jones
  • Stewart, G., Mika, C., Cooper, G., Bidois, V., & Hoskins, T. K. (2015). Introducing the Indigenous Philosophy Group (IPG). Educational Philosophy and Theory, 47 (9), 851-855. 10.1080/00131857.2014.991540
  • Santamaria, L. J., & Hoskins, T. K. (2015). Embracing the tension: Treaty responsiveness and decolonizing pedagogies in Aotearoa New Zealand to inform education in the United States and similar countries. In G. Jean-Marie, S. Sider, C. Desir (Eds.) Comparative international perspectives on education and social change in developing countries and Indigenous peoples in developed countries (pp. 65-82). Charlotte, NC, USA: Information Age Publishing.

Identifiers

Contact details

Primary office location

C - BLOCK. EPSOM - Bldg 6EC
EPSOM CAMPUS 74 EPSOM AVE
EPSOM
AUCKLAND 1023
New Zealand

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