This paper surveys a selection of pictorial artworks that treat the blending of Māori motifs and Christian themes. It critically evaluates the artwork’s interculturality based on Christianity as a culture intersected by diverse cultural expressions. The artwork’s form, content and subject matter are considered as indicators of relations between Māoritanga and Pākehā cultures connected by the currents of a common religion. Has something new and appropriate been achieved here or is this just another form of cultural appropriation? Conclusions affirm that by extracting Māori motifs to reference Christian themes, a unique form of pictorial art has been produced, a kind of pictorial interculturality, one that bridges more than Māoritanga and Pākehā culture. It generates a ‘third space’ for dialogue, an equitable and respectful interaction of diverse cultures through art, that is, the Christian-Māoriesque. 

The research informing this paper, conducted in Australia in 2022, sought to examine how critical reflection through spiritual direction could support teachers in developing resilience, teacher formation and wellbeing, particularly in these uncertain times. This paper presents a summary of the results of the research. Spiritual direction is an ancient practice within Christianity, first practiced by the desert fathers and mothers. Spiritual direction is a practice that enables a person to be connected to their authentic self which can, in turn, foster and strengthen a sense of purpose and vocation. Our personal history and spirituality are a deep well of accumulated values and experiences from which we can draw wisdom and strength. We also accumulate experiences and disordered tendencies that distort decision making and limit personal freedom. In exploring our spiritual identity through spiritual direction, we explore our sense of connection to something bigger than ourselves, our purpose and meaning in life. Spiritual direction provides a safe place for critical reflection to become conscious of what limits and what enables a person’s freedom to make life-giving choices. Teacher education courses focus largely on curriculum content and pedagogical knowledge and skills. The greatest resource in the cultivation of wellbeing and enhanced learning outcomes for students, the teacher’s self, is given minimal attention. Yet, we teach who we are, for better or worse. The complexity of the work of teachers continues to grow. Teachers carry high expectations from their school leaders, parents, students, the wider community, and themselves. They carry heavy, demanding workloads. In such a climate it is easy to see how, without a robust sense of vocation and the nurturing of this, teachers suffer from high stress, become disillusioned and disconnected from their vocation. Current research shows these factors contribute to high attrition rates, particularly of early career teachers.