معرفی
Professor Carl Mika (Tuhourangi iwi) is Head of School and Professor at Aotahi School of Maori and Indigenous Studies, University of Canterbury. He has held these positions since July 2023 and September 2021 respectively, and is actively engaged in research, teaching, and leadership within the field of Indigenous philosophies.
Professor Mika's research focuses on Indigenous metaphysics and ontologies, particularly Māori concepts of nothingness and darkness as counterpoints to Enlightenment thinking. His scholarly work examines the intersections of colonization, reductionism, and Indigenous knowledge systems. He is currently exploring how Māori philosophical concepts can inform academic writing and contribute to discussions around mātauranga Māori and science.
His research interests span Indigenous metaphysics, decolonial theory, Māori philosophy, educational philosophy, and the intersections of Western and Indigenous thought traditions. Professor Mika's work consistently challenges colonial frameworks while advancing Indigenous knowledge systems and perspectives.
Professor Mika has received significant recognition for his scholarly contributions, including the 2024 University of Canterbury Research Medal and the 2024 University of Canterbury Faculty of Arts Kairangahau Māori Award. He is also a Fellow of the Philosophy of Education Society of Australasia (PESA) and received the PESA annual book award in 2017.
As an active supervisor, Professor Mika has guided numerous Master's and Doctoral students through research projects exploring diverse aspects of Māori and Indigenous philosophies, metaphysics, identity, and cultural revitalization. His supervision portfolio demonstrates a commitment to fostering the next generation of Indigenous scholars.
Professor Mika has contributed to significant research projects, including serving as a named investigator for the 'Sámi mánná jurddavázzin – Sámi Children as Thought Herders' project funded by the Swedish Research Council (2020-2023), which focused on storytelling and philosophical inquiries in Indigenous Early Years Education.
