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I roto i te tuhinga nei ka āta whakamātauria te take
"He aha ngā hua ake o te rangahau?" Kua kūmea mai e
ahau ōku ake whēako mai i tōku orokohanga atu hei
Māori, hei wahine, hei pukenga mātauranga hoki. Ka
whakaatu hoki ahau i nga tātā me ngā matawaenga i pā
mai ki ahau i taku whai i te tohu Tākuta i roto i ngā
kaupapa mātauranga mō te Iwi Māori.
Ka āta wānangahia hoki tā te Whare Wānanga Pākehā
titiro ki tēnei mea te rangahau, ngā wero e whiua mai
ana ki te Māori i roto i ēnei horopaki, me te kore aro mai
ki tā te Māori titiro.
Ko te mea kē, ka whakamātauria i konei ko te haepapa
me te kawenga i ngā kaupapa rangahau e pā ana ki te
Iwi Māori me te whai anō i te āhua o te rangahau o Tauiwi,
kāore e tino aro ana ki ngā tikanga, ki ngā uara me ngā
whakapono a te Māori.

This paper examines 'what counts as research'. It
draws from my experiences as a Māori / woman /
academic to explore the contradictions and dilemmas that
I encountered as a PhD student researching in the area of
education policy for Māori. The paper examines how the
notion of research is defined and represented in academic
context, the challenges directed at Māori in those contexts,
and how representations and definitions do not necessarily
address or meet the needs of Māori. In particular, the paper
examines issues of accountability and responsibility to
and for Māori, including the contradictions for Māori of
research paradigms ensconced within Western
frameworks, views, values and beliefs.