Journal articles on the topic '180203 Te Tiriti O Waitangi (The Treaty of Waitangi)'
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1
Herd, Ruth Ann. "WAI 1909 – The Waitangi Tribunal Gambling Claim." Critical Gambling Studies 2, no. 2 (September 28, 2021): 141–50. http://dx.doi.org/10.29173/cgs91.
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In 2008, I lodged a claim with the Waitangi Tribunal in regard to problem gambling and its negative impacts on Māori people. The Tribunal is tasked with hearing grievances related to Te Tiriti o Waitangi (The Treaty of Waitangi) signed in 1840 between Māori and the British Crown. It is a historical claim focused on the lack of adequate protection of taiohi Māori (young people of Māori descent) and the intergenerational harm caused by problem gambling among their whānau, hapū, iwi (extended families and relatives) and urban Māori communities. However, this begs the question how can a Treaty claim improve the health outcomes of a generation of taiohi Māori who have been exposed to commercial gambling and its aggressive and targeted expansion and marketing? This paper frames the WAI-1909 claim as a Kaupapa Māori (Māori research approach) derived from the research of three wahine toa (warrior women) supporting the claim; and refers to epistemological standpoints of Māori women working in the gambling research space. I demonstrate how the gambling claim challenges the New Zealand government to honour the promises in the articles of Te Tiriti o Waitangi and to protect the rights of its citizens, especially taiohi Māori. The WAI-1909 gambling claim concludes that whilst the New Zealand Gambling Act (2003) includes a public health approach to problem gambling, it has not adequately addressed the rights of tangata whenua (Māori, the first people of Aotearoa/New Zealand) under Te Tiriti o Waitangi.
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O’Sullivan, Dominic, Heather Came, Tim McCreanor, and Jacquie Kidd. "A critical review of the Cabinet Circular on Te Tiriti o Waitangi and the Treaty of Waitangi advice to ministers." Ethnicities 21, no. 6 (December 2021): 1093–112. http://dx.doi.org/10.1177/14687968211047902.
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The New Zealand state developed from a treaty between the British Crown and hapū (sub-tribes) in 1840. The te Reo (Māori language) text and the English version of the agreement are fundamentally different. Breaches of this treaty and tension over how the political relationship between Māori and the Crown should proceed are ongoing. In 2019, the Cabinet Office issued a Circular instructing bureaucratic advisers of the questions they should address when providing advice to ministers on the agreement’s contemporary application. In this article, we use Critical Tiriti Analysis (CTA) – an analytical framework applied to public policies – to suggest additional and alternative questions to inform bureaucratic advice. The article defines CTA in detail and shows how using it in this way could protect Māori rights to tino rangatiratanga (a sovereignty and authority that is not subservient to others) and substantive engagement, as citizens, in the formation of public policy. This article’s central argument is that the Circular reflects an important evolution in government policy thought. However, in showing how the Circular privileges the English version (the Treaty of Waitangi) over the Māori text (Te Tiriti o Waitangi), the article demonstrates how Māori political authority remains subservient to the Crown in ways that Te Tiriti did not intend. We show through the conceptual illustration of the care and protection of Māori children, despite the significant evolution in government thought that it represents, these rights are not fully protected by the Circular. This is significant because it was Te Tiriti, with its protection of extant Māori authority and sovereignty, that was signed by all but 39 of the more than 500 chiefs who agreed to the British Crown establishing government over their own people, but who did not agree to the colonial relationship which may be read into the English version.
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Ruru, Jacinta, and Jacobi Kohu-Morris. "‘Maranga Ake Ai’ The Heroics of Constitutionalising Te Tiriti O Waitangi/The Treaty of Waitangi in Aotearoa New Zealand." Federal Law Review 48, no. 4 (October 5, 2020): 556–69. http://dx.doi.org/10.1177/0067205x20955105.
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In 1840, some of the sovereign nations of Māori signed te Tiriti o Waitangi (the Māori language version of the Treaty of Waitangi) with the British Crown. Hone Heke was the first Māori leader of the northern nation of Ngāpuhi to sign, but by 1844 he was leading a significant revolt against British colonialism in Aotearoa New Zealand by chopping down British flagpoles erected on his lands. While Māori may have initially welcomed the intent of te Tiriti as a means for seeking British help to protect their international borders, the British prioritised the English version of the Treaty which recorded the transfer of sovereignty from Māori to the British. As the British transposed their dominant legal traditions of governance, including bringing to the fore their doctrine of parliamentary supremacy, Māori have been seeking their survival ever since. We extend this by focusing on why the doctrine of parliamentary sovereignty needs to adapt to the Treaty’s promise of bicultural power sharing.
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Salmond, Anne. "Where Will the Bellbird Sing? Te Tiriti o Waitangi and ‘Race’." Policy Quarterly 18, no. 4 (November 6, 2022): 3–25. http://dx.doi.org/10.26686/pq.v18i4.8019.
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This article investigates deep philosophical differences between the complex relational networks that underpin te Tiriti o Waitangi as originally written, debated and signed by the rangatira of various hapū and British officials in New Zealand in 1840, and the canonical re-framing of the Treaty as a binary ‘partnership between races’, or ‘between the Crown and the Maori race’, in the 1987 ‘Lands’ case judgment by the Court of Appeal, at the height of the neo-liberal revolution in New Zealand.After exploring comparative analyses of the colonial origins and uses of the idea of ‘race’, and the risks associated with binary framings of citizenship by race, ethnicity or religion in contemporary nation states, the article asks whether relational thinking and institutions – including tikanga and marae – might not offer more promising ways of understanding and honouring te Tiriti o Waitangi, and fostering cross-cultural experiments in Aotearoa New Zealand.
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Giles, Rebecca, and Shirley Rivers. "Caucusing: Creating a space to confront our fears." Aotearoa New Zealand Social Work 21, no. 1-2 (July 17, 2017): 60–71. http://dx.doi.org/10.11157/anzswj-vol21iss1-2id321.
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Learning does not occur in a vacuum and this reality challenges all educators to provide for the differing learning needs that exist because of students’ particular relationship to the course material. Teaching Te Tiriti o Waitangi and the colonial history of Aotearoa New Zealand to adult students of social work and counselling in mainstream tertiary education programmes provides particular challenges and opportunities for tutors and students alike. When teaching this topic, it is essential that the nature of the relationships that exist today between the peoples that represent the signatories of the Tiriti / Treaty of Waitangi in 1840 is explored. Yet, at the same time, the learning needs of all students must be met.The authors have extensive experience in the teaching of Te Tiriti o Waitangi to adult learners. They have found the practice of caucusing helpful in creating a process that affords an opportunity for a transfer of learning to take place. How this process operates is the subject of this research study. In it, the authors identify distinct differences between Maaori and non-Maaori students’ experiences of caucusing. Worthwhile explanations of these differences are provided and linked to literature findings. Excerpts from research relating to the hidden dynamics of white power and domination are provided and assist in increasing an understanding of the intense reactions expressed by students during the transfer of knowledge process. Comments from students are included to highlight the shifts in understanding as the caucusing experience proceeds. The authors suggest that this topic has quite different implications for students within the same classroom, dependent upon whether they are located within the group that has experienced colonisation and domination (Maaori) or the other group, i.e. the colonising group (non-Maaori). They highlight the need to go beyond an intellectual fact-gathering exercise to achieve significant and worthwhile educational outcomes in this topic area.
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Fitzpatrick, Katie, Hayley McGlashan, Vibha Tirumalai, John Fenaughty, and Analosa Veukiso-Ulugia. "Relationships and sexuality education: Key research informing New Zealand curriculum policy." Health Education Journal 81, no. 2 (November 10, 2021): 134–56. http://dx.doi.org/10.1177/00178969211053749.
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Background and purpose: In 2020, the New Zealand Ministry of Education updated the national curriculum policy for sexuality education, broadening the focus to ‘relationships and sexuality education’ and strengthening guidance for both primary (Years 1–8) and secondary (Years 9–13) schools. The resulting guides detail how schools might take a ‘whole school approach’ to this area, including dedicated curriculum time at all levels of compulsory schooling. Methods and conclusions: This article summarises the key thinking and research that informs the latest curriculum policy update and provides justification for the content in the policy. Significant aspects include a framework based on Te Tiriti o Waitangi (The Treaty of Waitangi), Indigenous knowledges and human rights; attention to issues of bullying and inclusion; and the responsibility of schools to address gender and sexual diversity in programmes and the whole school. This background paper discusses the evidence that informs the curriculum policy update, as well as aspects of the policy context in New Zealand that precede these changes.
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Winkelmann, Gregory. "Social work in health – The way ahead." Aotearoa New Zealand Social Work 25, no. 4 (May 15, 2016): 85–88. http://dx.doi.org/10.11157/anzswj-vol25iss4id66.
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In this opinion piece the challenges facing social workers working in the physical and mental health fields are outlined. These challenges include the growing emphasis on the more holistic approach to treatment that is gaining emphasis with the waning of the medical model, the application of te Tiriti o Waitangi to how we practise and the integration of bi-culturalism and multiculturalism into practice, and a greater emphasis on recovery and empowerment. The piece goes on to suggest how these challenges can be faced using an evidence-informed practice and interventions in a culturally and Treaty-responsive pathway.
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Chrystall, Andrew Brian. "Making Sense of Indigenous ⬄ Colonial Encounters: New Zealand’s Treaty of Waitangi in a Digital Age." Laws 10, no. 2 (June 4, 2021): 45. http://dx.doi.org/10.3390/laws10020045.
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This article explores how we interpret, write history, and make sense in a digital age. The study takes place at the intersection of three disciplines: Media and Communication Studies, Postcolonial Theory, and Law. This exploration is conducted in and through an examination of attempts to make sense of “official,” “legal” documents” that emerged out of indigenous ⬄ colonial encounters during the 19th century in New Zealand. Subsequently, this paper focuses on McKenzie’s seminal study of the New Zealand’s Treaty of Waitangi/Te Tiriti o Waitangi, and Jones and Hoskins’ study of The Second New Zealand Land Deed. These two studies are then interfaced with and considered in light of a recent governmental review of New Zealand’s ICT sector, infrastructure and markets. Here, the focus is on Regulating communications for the future: Review of the Telecommunications Act 2001, and the Telecommunications (New Regulatory Framework) Amendment Bill. This article finds that in a digital age—a world of deep fakes and total manipulability of mediated or recorded space—the hermeneut is required to enter and negotiate a (constrained) creative relationship: as an artisan, architect, or artist, with an interpretative context and/or medium.
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Kapa-Kingi, Eru. "Kia Tāwharautia Te Mātauranga Māori: Decolonising the Intellectual Property Regime in Aotearoa New Zealand." Victoria University of Wellington Law Review 51, no. 4 (December 17, 2020): 643. http://dx.doi.org/10.26686/vuwlr.v51i4.6701.
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This article explores ways to decolonise aspects of the intellectual property system in Aotearoa New Zealand, primarily in respect of trade marks. It considers the seminal Wai 262 report of the Waitangi Tribunal and builds upon its findings and recommendations, while also offering new ideas of legal reform for protecting mātauranga Māori (Māori knowledge and expertise) from undue exploitation. This article also measures those ideas against the objectives and principles of the Agreement on Trade-Related Aspects of Intellectual Property Rights (TRIPS Agreement), as well as other internationally recognised rights. Essentially, this article maintains that for any mechanism to be effective in recognising and upholding the tino rangatiratanga (unqualified self-determination) of Māori over their own mātauranga, that mechanism must be founded upon the principles of tikanga Māori (Māori laws and customs), which is a notion crystallised within the Treaty of Waitangi/Te Tiriti o Waitangi. It must also find its own meaningful place in the law of New Zealand that surrounds us today. It is only in this way that the extractive and thereby oppressive binds of the western intellectual property regime can be unpicked and put aside and the tapu (high status and associated sanctity) of mātauranga can be upheld. These words are also an honouring of those who spent countless hours on the Wai 262 report. It is hoped this article gives new and much needed life to the issue of protecting mātauranga Māori, which is still as relevant today as it was then. Kei aku rangatira, kei aku tapaeru, kei aku whakaruakākā, tēnei e ngākau whakaiti nei (an acknowledgement of all those who took part in Wai 262).
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Johnson Santamaria, Lorri, Andres Peter Santamaria, and Gurdev Kaur Pritam Singh. "One against the grain." International Journal of Educational Management 31, no. 5 (June 12, 2017): 612–21. http://dx.doi.org/10.1108/ijem-11-2016-0237.
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Purpose The purpose of this paper is to reframe transformative and culturally sustaining leadership for a diverse global society by addressing the need for educational systems to better serve people of color, situated in the urban Auckland area of Aotearoa New Zealand (NZ), who have been marginalized by the societies to which they immigrate. Design/methodology/approach Grounded in an applied critical theoretical framework, this qualitative inquiry uses raw auto-ethnographical data gleaned from a case study featuring the voice of Deva, a Malaysian Punjabi woman educator, who is also an aspiring school leader. In aspects of her auto-ethnography, she candidly shares experiences of racism, discrimination, and oppression germane to her professional educational experiences in Aotearoa NZ. Findings Findings inform practice and policy to foster more inclusive school improvement in a bicultural and increasingly multicultural context that has historically recognized Maori (indigenous to Aotearoa NZ), Pakeha (of European descent), and Pacific Islander (e.g. Samoa, Tonga, Fiji, Niue, Cook Islands) achievement in a national context. Global and international implications are included. Originality/value This contribution presents a unique perspective showcasing Deva’s direct experiences with acknowledgment of and professional positioning around Te Tiriti o Waitangi – The Treaty of Waitangi, the principles of which are now being applied not only to the rights of Maori and Pakeha, but also Pacific Islander and immigrants to the country.
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Griffiths, Veronica, Erin Hall, Derek Hartley, Fleur Hohaia-Rollinson, Jenny Malcolm, Kerry Purdue, and Alice Tate. "Attracting diverse kaiako to and retaining them in early childhood education in Aotearoa New Zealand." Teachers' Work 19, no. 2 (December 17, 2022): 104–18. http://dx.doi.org/10.24135/teacherswork.v19i2.342.
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Aotearoa New Zealand is a bicultural nation with a superdiverse society, a feature which presents opportunities and challenges for our early childhood education (ECE) sector (Chan & Ritchie, 2020). A primary challenge within the sector is achieving, in accordance with the partnership, protection and participation principles of te Tiriti o Waitangi and the Treaty of Waitangi, equitable educational outcomes for Māori tamariki (children) as well as for tamariki from the many other minority groups attending ECE services. An important over-arching policy initiative in this regard is growing and sustaining a quality ECE teacher workforce that reflects and represents Aotearoa New Zealand’s increasingly diverse society (Ministry of Education, 2019). Research evidence suggests that such a workforce can make a positive contribution to ensuring more equitable educational environments for diverse tamariki, their whānau (family and extended family) and their communities. Our study investigated barriers to and facilitators of attracting diverse kaiako (teacher) to ECE in Aotearoa New Zealand and retaining them once there. Although our research showed some positive developments in this regard, it also indicates much work is still needed to ensure our ECE teacher workforce and workplaces are representative of and inclusive towards diversity. We hope this research and its recommendations will create further discussion and reflection around the opportunities and challenges still ahead of us in working towards a world-class inclusive ECE education system for all (New Zealand Government, 2019).
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Wynyard, Matthew. "‘Not One More Bloody Acre’: Land Restitution and the Treaty of Waitangi Settlement Process in Aotearoa New Zealand." Land 8, no. 11 (October 31, 2019): 162. http://dx.doi.org/10.3390/land8110162.
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Te Tiriti o Waitangi, signed between Māori rangatira (chiefs) and the British Crown in 1840 guaranteed to Māori the ‘full, exclusive and undisturbed possession of their lands’. In the decades that followed, Māori were systematically dispossessed of all but a fraction of their land through a variety of mechanisms, including raupatu (confiscation), the individualisation of title, excessive Crown purchasing and the compulsory acquisition of land for public works. Māori, who have deep cultural and whakapapa (genealogical) connections to the land, were left culturally, materially and spiritually impoverished. Land loss has long been a central grievance for many Māori and the return of land has been a guiding motivation for whānau (extended family), hapū (sub-tribe) and iwi (tribe) seeking redress from the Crown. Since the 1990s, many groups have entered into negotiations to settle their historical grievances with the Crown and while land loss and the deep yearning for its return are central to many Māori claims, precious little land is typically returned to Māori through the settlement process. This paper seeks to critically examine the Treaty settlement process in light of land restitution policies enacted elsewhere and argues that one of the many flaws in the process is the paucity of land returned to Māori.
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Tane, Taria, Vanessa Selak, Kyle Eggleton, and Matire Harwood. "Understanding the barriers and facilitators that influence access to quality cardiovascular care for rural Indigenous peoples: protocol for a scoping review." BMJ Open 12, no. 12 (December 2022): e065685. http://dx.doi.org/10.1136/bmjopen-2022-065685.
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IntroductionMāori (the Indigenous peoples of New Zealand) are disproportionately represented in cardiovascular disease (CVD) prevalence, morbidity and mortality rates, and are less likely to receive evidence-based CVD healthcare. Rural Māori experience additional barriers to treatment access, poorer health outcomes and a more significant burden of CVD risk factors compared with non-Māori and Māori living in urban areas. Importantly, these inequities are similarly experienced by Indigenous peoples in other nations impacted by colonisation. Given the scarcity of available literature, we are conducting a scoping review of literature exploring barriers and facilitators in accessing quality CVD healthcare for rural Māori and other Indigenous peoples in nations impacted by colonisation.Methods and analysisA scoping review will be conducted to identify and map the extent of research available and identify any gaps in the literature. This review will be underpinned by Kaupapa Māori Research methodology and will be conducted using Arksey and O’Malley’s (2005) methodological framework. A database search of MEDLINE (OVID), PubMed, Embase, SCOPUS, CINAHL Plus, Australia/New Zealand Reference Centre and NZResearch.org will be used to explore empirical research literature. A grey literature search will also be conducted. Two authors will independently review and screen search results in an iterative manner. The New Zealand Ministry of Health Te Tiriti o Waitangi (Treaty of Waitangi) Framework principles will be used as a framework to summarise and construct a narrative of existing literature. Existing literature will also be appraised using the CONSolIDated critERia for strengthening the reporting of health research involving Indigenous Peoples (CONSIDER) statement.Ethics and disseminationEthical approval has not been sought for this review as we are using publicly available data. We will publish this protocol and the findings of our review in an open-access peer-reviewed journal. This protocol has been registered on Open Science Framework (DOI:10.17605/osf.io/xruhy).
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Manning, Suzanne. "Democracy meets rangatiratanga: Playcentre's bicultural journey 1989-2011." History of Education Review 43, no. 1 (May 27, 2014): 31–45. http://dx.doi.org/10.1108/her-10-2012-0033.
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Purpose – The purpose of this paper is to trace the implementation of biculturalism in the New Zealand Playcentre Federation between 1989, when a public commitment to The Treaty of Waitangi was made, and 2011, when Tiriti-based co-presidents were elected. Design/methodology/approach – The data were drawn from the Playcentre Journal and papers from Playcentre National meetings, as well as from the author's experience as a Pākehā participating in Playcentre. The events are analysed using democratic theory. Findings – Despite a willingness to encompass biculturalism, the processes of democracy as originally enacted by Playcentre hindered changes that allowed meaningful rangatiratanga (self-determination) by the Māori people within Playcentre. The factors that enabled rangatiratanga to gain acceptance were: changing to consensus decision making, allowing sub groups control over some decisions, and the adult education programme. These changes were made only after periods of open conflict. The structural changes that occurred in 2011 were the result of two decades of persistence and experimentation to find a way of honouring Te Tiriti within a democratic organisation. Social implications – The findings suggest that cultural pluralism within a liberal democratic organisation is best supported with an agonistic approach, where an underlying consensus of world view is not assumed but instead relies on a commitment by the different cultures to retaining the political association within the structure of the organisation. Originality/value – Many organisations in New Zealand, especially in education, struggle to implement biculturalism, and the findings of this study could be useful for informing policy in such organisations. This history of Playcentre continues from where previous histories finished.
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Renwick, William (Bill). "Te Tiriti o Waitangi : One Treaty among Others?" Journal of New Zealand Studies 1, no. 1 (October 1, 1990). http://dx.doi.org/10.26686/jnzs.v1i1.231.
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Lythberg, Billie, Jamie Newth, and Christine Woods. "Engaging complexity theory to explore partnership structures: Te Tiriti o Waitangi/The Treaty of Waitangi as a structural attractor for social innovation in Aotearoa-New Zealand." Social Enterprise Journal ahead-of-print, ahead-of-print (August 4, 2021). http://dx.doi.org/10.1108/sej-12-2020-0131.
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Purpose The purpose of this paper is to explore how a complexity informed understanding of Indigenous–settler relationships helps people to better understand Indigenous social innovation. To do this, this paper uses the attractor concept from complexity thinking to explore both the history and possible futures of Indigenous Maori social innovation as shaped by Te Tiriti o Waitangi/Treaty of Waitangi. Design/methodology/approach This paper frames Te Tiriti as a structural attractor for social innovation in Aotearoa-New Zealand and explores the dynamics at play in the social and economic activities related to Te Tiriti and the ongoing settlement process in Aotearoa-New Zealand. This paper outlines this as an illustrative case study detailing the relevant contextual spaces and dynamics that interact and the emergence of social innovation. Findings This paper suggests that the convergent, divergent and unifying dynamics present in a structural attractor provide a useful framework for building ongoing engagement between Indigenous and non-Indigenous people whereby Indigenous worldviews are given space to be articulated and valued. Originality/value In spite of the increase in research into social innovation, including in Indigenous contexts, the “context” of “postcolonial” context remains under-theorised and people’s understanding of the power dynamics at play here limits the understanding of how the mechanisms of Indigenous–settler partnerships structure social innovation and its impact.
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Rolleston, Anna K., Judy Bowen, Annika Hinze, Erina Korohina, and Rangi Matamua. "Collaboration in research: weaving Kaupapa Māori and computer science." AlterNative: An International Journal of Indigenous Peoples, September 13, 2021, 117718012110431. http://dx.doi.org/10.1177/11771801211043164.
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We describe a collaboration between Māori (Indigenous people of Aotearoa/New Zealand) and Tauiwi (non-Māori) researchers on a software engineering project. Te Tiriti o Waitangi (The Treaty of Waitangi) provides the basis for Māori to lead research that involves Māori as participants or intends to impact Māori outcomes. Through collaboration, an extension of the traditional four-step software design process was created, culminating in a nine-step integrated process that included Kaupapa Māori (Māori ideology) principles. The collaboration experience for both Māori and Tauiwi highlighted areas of misunderstanding within the research context based on differing worldviews and our ability to navigate and work through this. This article provides context, guiding principles, and recommended research processes where Māori and Tauiwi aim to collaborate.
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Achmad, Claire. "Realising treaty-based protection in Aotearoa’s child welfare system." Policy Quarterly 16, no. 1 (March 13, 2020). http://dx.doi.org/10.26686/pq.v16i1.6457.
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The year 2019 represented a watershed moment for Aotearoa New Zealand’s child welfare system, as a public spotlight was shone on systemic ethnic inequities during ongoing legislative changes aimed at centering Te Tiriti o Waitangi and whänau, hapü, and iwi considerations in policy and practice. In the midst of this dialogue, Victoria University of Wellington’s School of Government hosted the “Children, Families, and the State”– a seminar series focused on the historical, current, and future role of the state in the lives of families and children. The seminars, and the discussion it generated, was due to the calls to action from speakers across the system, including leadership at Oranga Tamariki, within the family court, non-profit providers, commissioners and advocates, and academics.
The four brief essays in this edition of Policy Quarterly capture viewpoints from several of the seminar speakers. Despite their different perspectives, common threads unite them. A greater recognition of the structural causes of the historical and current patterns of ethnic inequities in child welfare system contact, a commitment to whänau, hapü, and iwi-centred policy, practice, and partnership, the authors argue, are vital for a more just and empowering system.
In this essay, Claire Achmad discusses how Te Tiriti o Waitangi and the United Nation Convention on the Rights of the Child can be frameworks for policy change aimed at making the child welfare system both child-centred while reducing ethnic inequities.
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Ka'ai-Mahuta, Rachael. "The impact of colonisation on te reo Māori: A critical review of the State education system." Te Kaharoa 4, no. 1 (December 1, 2011). http://dx.doi.org/10.24135/tekaharoa.v4i1.117.
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By 1979, merely 139 years after the signing of Te Tiriti o Waitangi (The Treaty of Waitangi), the loss of te reo Māori was so great that it was believed it would suffer language death (Walker 1990: 147-148). This can be attributed to colonisation and the State policy of assimilation which eroded the status of the language. The mechanism of the Government’s agenda of assimilation and language domination was the State education system. This was, therefore, the primary cause of Māori language loss. In some cases the legislation regarding the State education system can be directly linked to language loss. However, in many cases the education system has negatively affected te reo Māori indirectly through aspects of Eurocentric education. These include assimilation, cultural invasion, cultural subordination, language domination, hegemony, the curriculum, class structures, racism, meritocracy, intelligence testing, and negative teacher expectations.
In the study of Māori language decline one must critically review the New Zealand State education system, including a discussion of the key events and legislation in the history of Pākehā colonisation and assimilation in Aotearoa/New Zealand. This will form the chronological map of the deterioration of the status of the Māori language.
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Scobie, Matthew, and Anna Sturman. "Economies of Mana and Mahi Beyond the Crisis." New Zealand Journal of Employment Relations 45, no. 2 (October 30, 2020). http://dx.doi.org/10.24135/nzjer.v45i2.22.
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In this short article, we explore the implications of Covid-19 and its response for employment in Aotearoa | New Zealand, focusing on the potential effect in Māori communities. To prevent the foreclosure of possible alternative futures, we emphasise the need to envisage economies in different ways, and the potential for alternative understandings of work within these visions. We argue that, rather than creating conditions for economic transformation in Aotearoa | New Zealand, Covid-19 has merely revealed pre-existing conditions with strong transformative potential. The pre-existing conditions that we will focus on in this paper are the enduring understandings of economy and work within Te Ao Māori (the Māori world) and at the meeting place of worlds represented by Te Tiriti | The Treaty of Waitangi. We write as an exploratory partnership between a Ngāi Tahu/Pākehā scholar living and working in the Ngāi Tahu takiwā (territory) and a Pākehā scholar living and working on the lands of the Gadigal people of the Eora Nation.
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Simon, Hemopereki Hoani. "Te Arewhana Kei Roto i Te Rūma: An Indigenous Neo-Disputatio on Settler Society, Nullifying Te Tiriti, ‘Natural Resources’ and Our Collective Future in Aotearoa New Zealand." Te Kaharoa 9, no. 1 (February 2, 2016). http://dx.doi.org/10.24135/tekaharoa.v9i1.6.
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This practice-research based article explores the relationship between mana motuhake and white patriarchal sovereignty in Aotearoa New Zealand, focusing on Ngāti Tūwharetoa as a case study. It seeks to find the relevance of Aboriginal academic Aileen Moreton-Robinson’s white possessive doctrine to the Aotearoa New Zealand context. In particular, it highlights the racist nature of the law and planning systems and their inadequacies to provide for hapū and iwi. It provides a key theoretical analysis regarding the nature of white patriarchal sovereignty in Aotearoa and the need of the state to appear virtuous, to continue the legacy that started with the Treaty of Waitangi to maintain this whenua as a white possessive. Lastly, the piece questions the position of Britishness within Aotearoa New Zealand and asks key philosophical questions for all about the need to find common understandings or māramatanga about our collective future as a society.
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Showden, Carisa R., Karen Nairn, and Kyle R. Matthews. "‘So people wake up, what are we gonna do?': From paralysis to action in decolonizing activism." Ethnicities, February 1, 2022, 146879682110629. http://dx.doi.org/10.1177/14687968211062916.
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In Aotearoa New Zealand, social and ethical responsibilities to work towards decolonization are shaped by the principles set out in legislation aimed at honouring Te Tiriti o Waitangi (The Treaty of Waitangi). Our study with young settler activists in Aotearoa working on a range of social issues aimed to find out how these activists thought about and worked toward enacting these responsibilities. We found that most settler activists were hesitant to speak on behalf of Māori or in ways that centre Indigenous needs and experiences because they felt unsure of how to do so in a respectful way. Many settler activists suggested they met their decolonizing responsibilities if they included Māori members in their group or collaborated with Māori groups, but others put forth additional strategies. Overall, though, activists’ sense of ‘taking responsibility’ seemed to depend on Māori guidance and, if none was available, settler activists were often paralyzed. Yet Māori are not always able or willing to guide the process; still settlers must act. This imperative is our stepping off point to explore settler activists’ articulations of their responsibilities. Based on our participants’ fluid and complex thinking about and doing decolonizing work, we propose a ‘continuum of engagement’ to explore what creates possibilities for settler activists to take responsibility and action in ways that work toward decolonization but are not dependent on Māori to guide every step.
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Meinhardt, Inge, Tania Cargo, Ben Te Maro, Linda Bowden, Sarah Fortune, Sasha Cuthbert, Susanna James, et al. "Development of guidelines for school staff on supporting students who self-harm: a Delphi study." BMC Psychiatry 22, no. 1 (September 29, 2022). http://dx.doi.org/10.1186/s12888-022-04266-7.
Full textAbstract:
Abstract Objective Self-harm is a major public health issue that significantly impacts communities, making early intervention and prevention paramount in addressing this public health issue. This study aimed to develop evidence-based, culturally responsive, safe, and practical guidelines to assist school staff in effectively supporting students who self-harm. Methods This Delphi study comprised of a five-step process, oversighted by a Rōpū Mātanga Māori (Māori clinical and cultural governance group), and drawing on the expertise and knowledge gained from existing literature, interviews with stakeholders, and two panels of experts (youth and stakeholders). The Rōpū Mātanga Māori ensured accountability to the principles of Te Tiriti o Waitangi (Treaty of Waitangi) and kept Māori processes central to the research aims. The panels completed two rounds of questionnaires, rating their endorsement of each statement. Statements rated as important or essential by 80% or more of both panels and Māori participants were included in the final guidelines. The Rōpū Mātanga Māori reviewed any remaining statements to determine inclusion. Results Following the five-step process, 305 statements were included in the guidelines. These statements provided guiding actions that endorsed communication, collaborative responsibility, and wellbeing and a student-centred approach. Conclusion The guidelines provide guidance to all school staff that is culturally responsive and safe, consensus-based, and evidence-based. It is informed by the voices and experiences of young people and those who support them.
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Stevens, Craig L., Claire M. Spillman, Erik Behrens, Niall Broekhuizen, Paula Holland, Yvonne Matthews, Ben Noll, et al. "Horizon Scan on the Benefits of Ocean Seasonal Forecasting in a Future of Increasing Marine Heatwaves for Aotearoa New Zealand." Frontiers in Climate 4 (June 27, 2022). http://dx.doi.org/10.3389/fclim.2022.907919.
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With climate heating, Aotearoa New Zealand is expected to experience more marine heatwaves (MHW) in the coming decades. These extreme events are already impacting the island nation's marine and coastal environments and marine industries at a variety of scales. There will potentially be substantial benefits in developing an early warning system–specifically ocean seasonal forecast tools. This near-term 2,030 horizon scan reviews studies supporting the development of this capability and notes work needed to enable stakeholders to benefit from this knowledge. Review findings congregate around six themes; (1) MHW impacts, (2) mechanistic understanding, (3) observational basis, (4) seasonal forecast tools, (5) supporting Te Tiriti (The Treaty of Waitangi) and Māori aspirations, and (6) end-user engagement. The primary recommendation is a cross-institutional, cross-sector MHW Taskforce that would address, in a coordinated and effective fashion, the real, multi-faceted challenges associated with the committed pathway of warming. A range of sub-recommendations follow that connect with the United Nations Ocean Decade initiative.