摘要：Āhuatanga Māori is at the forefront of an education students can expect to receive at a Māori tertiary organisation. Mainstreaming e-Education involves normalising electronic modes of teaching and learning into a conventional face-to-face teaching and learning tertiary environment. Conscientisation, resistance and transformative praxis are processes or stages that conventional teachers experience when faced with new electronic modes of course delivery. In a Māori tertiary organisation the conscientisation and resistance processes are amplified as a result of ako, the traditional Māori andragogical and pedagogical concepts of teaching and learning. These processes are imperative for the transformation of conventional praxis to electronic praxis (e-Praxis). The concept of e-Education complementing traditional methods of course delivery is not always readily adopted by traditional kaiako, making the transition from conventional face-to-face course delivery to one of mixed-mode delivery challenging. Resistance manifests as a result of fear of the unknown, fear of failure, of not wanting change, and not feeling confident to try something new. This article offers an insight into the conscientisation, resistance and the transformative e-Praxis processes that occur as a result of the introduction of mixed-mode course delivery with lecturers in a Māori tertiary teaching and learning context. .
