Articles | Volume 8, issue 3
https://doi.org/10.5194/esurf-8-595-2020
© Author(s) 2020. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
https://doi.org/10.5194/esurf-8-595-2020
© Author(s) 2020. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
Review article
| Highlight paper
| 
16 Jul 2020
Review article | Highlight paper |
| 16 Jul 2020
| 16 Jul 2020
Mātauranga Māori in geomorphology: existing frameworks, case studies, and recommendations for incorporating Indigenous knowledge in Earth science
Clare Wilkinson
CORRESPONDING AUTHOR
School of Earth and Environment, University of Canterbury,
Christchurch, 8140, New Zealand
Daniel C. H. Hikuroa
Department of Māori Studies, The University of Auckland, Auckland,
1142, New Zealand
Angus H. Macfarlane
College of Education, Health & Human Development, University of
Canterbury, Christchurch, 8140, New Zealand
Matthew W. Hughes
Civil & Natural Resources Engineering, University of Canterbury,
Christchurch, 8140, New Zealand
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Total article views: 11,069 (including HTML, PDF, and XML)
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| HTML | XML | Total | BibTeX | EndNote | |
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| 7,975 | 2,948 | 146 | 11,069 | 120 | 172 |
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Total article views: 9,229 (including HTML, PDF, and XML)
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| 7,422 | 1,690 | 117 | 9,229 | 92 | 144 |
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- XML: 117
- Total: 9,229
- BibTeX: 92
- EndNote: 144
Total article views: 1,840 (including HTML, PDF, and XML)
Cumulative views and downloads
(calculated since 12 Feb 2020)
| HTML | XML | Total | BibTeX | EndNote | |
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Total article views: 11,069 (including HTML, PDF, and XML)
Thereof 9,488 with geography defined
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Total article views: 9,229 (including HTML, PDF, and XML)
Thereof 7,989 with geography defined
and 1,240 with unknown origin.
Total article views: 1,840 (including HTML, PDF, and XML)
Thereof 1,499 with geography defined
and 341 with unknown origin.
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Cited
34 citations as recorded by crossref.
- Towards diverse representation and inclusion in soil science in the United States T. Carter et al. 10.1002/saj2.20210
- Understanding the Rights of Nature: Working Together Across and Beyond Disciplines J. Gilbert et al. 10.1007/s10745-023-00420-1
- Soil erosion and sediment dynamics in the Anthropocene: a review of human impacts during a period of rapid global environmental change P. Owens 10.1007/s11368-020-02815-9
- Decolonizing bird knowledge: More-than-Western bird–human relations B. Thomsen et al. 10.1093/ornithapp/duad053
- Truths of the Riverscape: Moving beyond command-and-control to geomorphologically informed nature-based river management G. Brierley & K. Fryirs 10.1186/s40562-022-00223-0
- The dark art of interpretation in geomorphology G. Brierley et al. 10.1016/j.geomorph.2021.107870
- Reanimating the strangled rivers of Aotearoa New Zealand G. Brierley et al. 10.1002/wat2.1624
- Bringing science communication skills into the university classroom and back out again: What do palaeoscience educators think? N. Barbolini 10.3389/feduc.2022.852122
- Geology uprooted! Decolonising the curriculum for geologists S. Rogers et al. 10.5194/gc-5-189-2022
- Foundations of indigenous knowledge on disasters due to natural hazards: lessons from the outlook on floods among the Bayira of the Rwenzori region B. Bwambale et al. 10.1111/disa.12529
- Co‐Creating Ethical Practices and Approaches for Fieldwork J. Ryan‐Davis & D. Scalice 10.1029/2022AV000762
- Landscape change as a platform for environmental and social healing C. Wilkinson et al. 10.1080/1177083X.2021.2003826
- Taking taniwha seriously J. Kingsbury 10.1007/s44204-022-00052-0
- River conversations: A confluence of lessons and emergence from the Taieri River and the Nechako River M. Parkes 10.1002/rra.3907
- Re-Imagining Wild Rivers in Aotearoa New Zealand G. Brierley et al. 10.3390/land11081272
- Beyond Deep Disagreement: A Path Towards Achieving Understanding Across a Cultural Divide J. Evans & J. Kingsbury 10.1080/02691728.2022.2123261
- The OECD and epistemic (de)colonisation: Globalising visions for knowledge in the Learning Compass 2030 T. Hughson 10.1080/03057925.2022.2078955
- Managing at source and at scale: The use of geomorphic river stories to support rehabilitation of Anthropocene riverscapes in the East Coast Region of Aotearoa New Zealand I. Fuller et al. 10.3389/fenvs.2023.1162099
- Large floodplain river restoration in New Zealand: synthesis and critical evaluation to inform restoration planning and research J. Abell et al. 10.1007/s10113-022-01995-z
- Negotiating greater Māori participation in Antarctic and Southern Ocean research, policy, and governance V. van Uitregt et al. 10.1080/2154896X.2022.2058222
- How far have management practices come in ‘working with the river’? K. Fryirs & G. Brierley 10.1002/esp.5279
- Towards an educational praxis for planetary health: a call for transformative, inclusive, and integrative approaches for learning and relearning in the Anthropocene N. Redvers et al. 10.1016/S2542-5196(22)00332-1
- Traditional Ecological Knowledge and Inclusive Pedagogy Increase Retention and Success Outcomes of STEM Students A. Alexiades et al. 10.1002/bes2.1924
- Pursuing Plurality: Exploring the Synergies and Challenges of Knowledge Co-production in Multifunctional Landscape Design R. Chakraborty et al. 10.3389/fsufs.2021.680587
- Equality, diversity, inclusion: ensuring a resilient future for geomorphology S. Tooth & H. Viles 10.1002/esp.5026
- Our past creates our present: a brief overview of racism and colonialism in Western paleontology P. Monarrez et al. 10.1017/pab.2021.28
- Wil Luunda ‘Waada aks (Where the Waters Meet): Deep-time histories of shifting estuarine landscapes and human settlement in Laxgalts’ap watershed, northern British Columbia, Canada B. Letham et al. 10.1080/15564894.2023.2202154
- Braiding knowledges of braided rivers – the need for place‐based perspectives and lived experience in the science of landscapes M. Koppes 10.1002/esp.5380
- A horizon scan for novel and impactful areas of physical geography research in 2023 and beyond K. Anderson et al. 10.1177/03091333231217881
- A Pedagogy of Unbecoming for Geoscience Otherwise C. Reimer et al. 10.1080/24694452.2022.2151406
- Knowledge, mātauranga and science: reflective learning from the interface C. Saunders et al. 10.1080/03036758.2023.2202408
- Beyond x,y,z(t); Navigating New Landscapes of Science in the Science of Landscapes M. Koppes & L. King 10.1029/2020JF005588
- Restoration as reconnection: A relational approach to urban stream repair L. Samuelson et al. 10.1111/nzg.12372
- A place-based virtual field trip resource that reflects understandings from multiple knowledge systems for volcano hazard education in Aotearoa NZ: Lessons from collaborations between Māori and non-Māori S. Saha et al. 10.1080/10899995.2022.2109397
31 citations as recorded by crossref.
- Towards diverse representation and inclusion in soil science in the United States T. Carter et al. 10.1002/saj2.20210
- Understanding the Rights of Nature: Working Together Across and Beyond Disciplines J. Gilbert et al. 10.1007/s10745-023-00420-1
- Soil erosion and sediment dynamics in the Anthropocene: a review of human impacts during a period of rapid global environmental change P. Owens 10.1007/s11368-020-02815-9
- Decolonizing bird knowledge: More-than-Western bird–human relations B. Thomsen et al. 10.1093/ornithapp/duad053
- Truths of the Riverscape: Moving beyond command-and-control to geomorphologically informed nature-based river management G. Brierley & K. Fryirs 10.1186/s40562-022-00223-0
- The dark art of interpretation in geomorphology G. Brierley et al. 10.1016/j.geomorph.2021.107870
- Reanimating the strangled rivers of Aotearoa New Zealand G. Brierley et al. 10.1002/wat2.1624
- Bringing science communication skills into the university classroom and back out again: What do palaeoscience educators think? N. Barbolini 10.3389/feduc.2022.852122
- Geology uprooted! Decolonising the curriculum for geologists S. Rogers et al. 10.5194/gc-5-189-2022
- Foundations of indigenous knowledge on disasters due to natural hazards: lessons from the outlook on floods among the Bayira of the Rwenzori region B. Bwambale et al. 10.1111/disa.12529
- Co‐Creating Ethical Practices and Approaches for Fieldwork J. Ryan‐Davis & D. Scalice 10.1029/2022AV000762
- Landscape change as a platform for environmental and social healing C. Wilkinson et al. 10.1080/1177083X.2021.2003826
- Taking taniwha seriously J. Kingsbury 10.1007/s44204-022-00052-0
- River conversations: A confluence of lessons and emergence from the Taieri River and the Nechako River M. Parkes 10.1002/rra.3907
- Re-Imagining Wild Rivers in Aotearoa New Zealand G. Brierley et al. 10.3390/land11081272
- Beyond Deep Disagreement: A Path Towards Achieving Understanding Across a Cultural Divide J. Evans & J. Kingsbury 10.1080/02691728.2022.2123261
- The OECD and epistemic (de)colonisation: Globalising visions for knowledge in the Learning Compass 2030 T. Hughson 10.1080/03057925.2022.2078955
- Managing at source and at scale: The use of geomorphic river stories to support rehabilitation of Anthropocene riverscapes in the East Coast Region of Aotearoa New Zealand I. Fuller et al. 10.3389/fenvs.2023.1162099
- Large floodplain river restoration in New Zealand: synthesis and critical evaluation to inform restoration planning and research J. Abell et al. 10.1007/s10113-022-01995-z
- Negotiating greater Māori participation in Antarctic and Southern Ocean research, policy, and governance V. van Uitregt et al. 10.1080/2154896X.2022.2058222
- How far have management practices come in ‘working with the river’? K. Fryirs & G. Brierley 10.1002/esp.5279
- Towards an educational praxis for planetary health: a call for transformative, inclusive, and integrative approaches for learning and relearning in the Anthropocene N. Redvers et al. 10.1016/S2542-5196(22)00332-1
- Traditional Ecological Knowledge and Inclusive Pedagogy Increase Retention and Success Outcomes of STEM Students A. Alexiades et al. 10.1002/bes2.1924
- Pursuing Plurality: Exploring the Synergies and Challenges of Knowledge Co-production in Multifunctional Landscape Design R. Chakraborty et al. 10.3389/fsufs.2021.680587
- Equality, diversity, inclusion: ensuring a resilient future for geomorphology S. Tooth & H. Viles 10.1002/esp.5026
- Our past creates our present: a brief overview of racism and colonialism in Western paleontology P. Monarrez et al. 10.1017/pab.2021.28
- Wil Luunda ‘Waada aks (Where the Waters Meet): Deep-time histories of shifting estuarine landscapes and human settlement in Laxgalts’ap watershed, northern British Columbia, Canada B. Letham et al. 10.1080/15564894.2023.2202154
- Braiding knowledges of braided rivers – the need for place‐based perspectives and lived experience in the science of landscapes M. Koppes 10.1002/esp.5380
- A horizon scan for novel and impactful areas of physical geography research in 2023 and beyond K. Anderson et al. 10.1177/03091333231217881
- A Pedagogy of Unbecoming for Geoscience Otherwise C. Reimer et al. 10.1080/24694452.2022.2151406
- Knowledge, mātauranga and science: reflective learning from the interface C. Saunders et al. 10.1080/03036758.2023.2202408
3 citations as recorded by crossref.
- Beyond x,y,z(t); Navigating New Landscapes of Science in the Science of Landscapes M. Koppes & L. King 10.1029/2020JF005588
- Restoration as reconnection: A relational approach to urban stream repair L. Samuelson et al. 10.1111/nzg.12372
- A place-based virtual field trip resource that reflects understandings from multiple knowledge systems for volcano hazard education in Aotearoa NZ: Lessons from collaborations between Māori and non-Māori S. Saha et al. 10.1080/10899995.2022.2109397
Discussed (final revised paper)
Latest update: 29 Jun 2024
Short summary
This review highlights potential contributions that Indigenous knowledge can make to geomorphic research. We evaluate several frameworks and models for including Indigenous knowledge in geomorphic research and discuss how they can be adapted for use with Indigenous communities across the world. We propose that weaving Indigenous knowledge with geomorphic science has the potential to create new solutions and understandings that neither body of knowledge could produce in isolation.
This review highlights potential contributions that Indigenous knowledge can make to geomorphic...
