Paul Whitinui

Paul Whitinui
Associate professor

EdD (Auckland), MLS (Hons) (Waikato), BLS (Waikato), BEd (Waikato), Dip. Tchg. (Waikato)

Office: MCK 188


Dr. Paul Whitinui is an Indigenous Māori scholar from Aotearoa New Zealand and a grateful visitor here on the sacred lands of the Lekwungen and WSÁNEĆ peoples. He has a background in sport and leisure, Indigenous health and development, and teacher education.  Paul’s current scholarly work is broadly linked by relationships between Indigenous education, health and wellbeing, and the theorizing of socially just practices that benefit the future hopes and aspirations of Indigenous peoples, and their communities. He is also the current Chair for the World Indigenous Research Alliance (WIRA), and Editor-in-Chief for the World Indigenous Nations Higher Education Consortium (WINHEC) on-line journal.

Courses taught

  • EPHE 143 Multidisciplinary Foundations of Physical Activity (Spring)
  • EPHE 347 Sport in Society (Fall)
  • SDH 501A/SDH 601A Social Dimensions of Health Colloquium I (Fall) 
  • SDH 501B/SDH 601B Social Dimensions of Health Colloquium II (Spring)

Research interests

  • Indigenous health and development
  • Indigenous education
  • Indigenous sport, healing and wellbeing
  • Cultural Safety in Education 
  • Indigenous student mentoring in health sciences
  • Culturally inclusive and responsive pedagogy
  • Indigenous Treaty-based rights
  • Indigenous ethics and research methods
  • Critical ethnography
  • Indigenous autoethnography

Selected publications

Whitinui. P. (2017). Te Whakahōnere ngā Wawata o te Whānau: Honouring the Educational Aspirations of Whānau Māori in two English-Medium Primary Schools in the Otago-Southland regions in Aotearoa New Zealand. The Australian Journal of Indigenous Education, 1-14, Published online: 28 November 2017.

 Whitinui, P., Rodrigeuz de France, C., & McIvor, O. (2017).  Promising practices. Indigenous teacher education (20 chapters). Springer Publishers, Australia.   

 Whitinui, P. (2017). The price of equity working in Aotearoa New Zealand’s teacher education: A critical institutional ethnographic perspective. In P. Whitinui, C.  Rodrigeuz de France, & O. McIvor, (Ed.) Promising practices: Indigenous teacher education (pp. 291-304).  Springer Publishers, Australia.

 Kepa, M., Manu’atu, L., McIvor, O., Stephens, C., Kaimikaua, C., & Whitinui, P. (2017).  Publish or perish: Māori, Pāsifika and international Indigenous scholars’ critical contribution to public debates through the Invited NZARE Symposium, International Organisations Session, AERA, San Antonio, Texas.  In New Zealand Journal of Educational Studies, 1-8,

Whitinui, P., McIvor, O., Robinson, B., Morcom, L., Cashman, K. & Arbon, V. (2015).  The World Indigenous Research Alliance (WIRA): Mediating and Mobilizing Indigenous Peoples’ Educational Knowledge and Aspirations.  Education Policy Analysis Archives, 23(120), 1-25 DOI:

Whitinui, P. (2014). Indigenous autoethnography: Exploring, engaging, and experiencing “self” as a Native method of inquiry. Journal of Contemporary Ethnography, 43(4), 456-487. doi: 10.1177/0891241613508148

Whitinui, P., Glover, M., & Hikuroa, D. (Eds.). (2013). Ara Mai he Tētēkura - Visioning our futures: New and emerging pathways of Māori academic leadership. Otago University Press, Dunedin, NZ (13 chapters). University of Otago Press: University of Otago, Dunedin

Whitinui, P. (Ed.). (2011). Kia Tangi te Tītī- Permission to speak: Successful schooling for Māori students in the 21st century- Issues, challenges and alternatives (14 chapters). Wellington, NZ: New Zealand Council of Educational Research.

Whitinui, P. (2011). The ‘Treaty' and ‘treating' Māori health: Politics, policy and partnership. AlterNative: Special Edition, 7(2), 134-151.

Whitinui, P. (2010). Indigenous-based inclusive pedagogy: The art of Kapa Haka to improve educational outcomes for Māori students in mainstream secondary schools in Aotearoa New Zealand. International Journal of Pedagogies and Learning, 6(1), 3-22.

Whitinui, P. (2010). Kapa Haka voices: exploring the educational benefits of a culturally responsive learning environment in four New Zealand mainstream secondary schools. International Journal on Learning and Social Contexts, 1, 24-54.