Dissertations / Theses: 'Maori cultural studies'

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Simon, Judith A. "The place of schooling in Maori-Pakeha relations." Thesis, University of Auckland, 1990. http://hdl.handle.net/2292/2328.

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Recognizing the continual restructuring of Pakeha-Maori relations as dominance and subordination, this thesis sets out to gain an understanding, through a critique of ideology, of the place of schooling in the securing and maintenance of those relations. Theoretically, it draws mainly upon the concept of ideology as interpreted by Jorge Larrain but also upon Gramsci's concept of hegemony, the notion of social amnesia as presented by Jacoby and the concept of resistance as developed by Giroux. It also examines the historical development of the concepts of 'race' and 'culture' which are employed ideologically to rationalize educational policies concerning the Maori. Tracing the progression of policies and practices in Maori education from the 1830s to the present day, the research shows the schooling of the Maori to have contributed significantly to the securing of Pakeha economic and political dominance in the nineteenth century and to the maintenance of that dominance through much of the twentieth century. Of particular significance has been the control of Maori access to knowledge. With Maori resistance playing a considerable part in the shaping of these policies and practices, the school is recognized as one of the sites of Maori-Pakeha struggle. Widespread underachievement of Maori within education - revealed in 1960 by the Hunn Report - is recognized as an outcome of these processes. Taking account of policies in recent years directed at improving Maori educational achievement, the thesis examines fieldwork research conducted within Auckland primary and secondary schools, in order to understand the extent to which current policies and practices of schools contribute towards overcoming the asymmetry in social relations. Focussing upon teacher perceptions of Maori children and their needs, the way schools sort and classify their pupils, provisions for a Maori dimension in schooling, including 'taha Maori', and the place of history in social studies programmes, the research finds that the struggle still continues, with tensions surrounding the efforts of the minority of teachers and other educationists working within the education system towards Maori interests. While a significant number of teachers, particularly in primary schools seem concerned to implement the 'taha Maori' policy and other aspects of 'multicultural education', these efforts are not matched by a concern to address the problem of Maori educational under-achievement, with teachers either explaining away the problem or accepting it as a quasi-natural state of affairs. Over all the research shows that schools in general continue, in a variety of ways, to control and limit Maori access to knowledge-power and thereby help to maintain the asymmetry in Maori-Pakeha relations. Maori children who do succeed within the education system are seen to do so primarily because they and their families have learned to deal with the system. The multicultural policies of education as presented by the Department of Education are recognized as ideological responses to Maori resistance and challenges, creating an appearance of change and of commitment to Maori interests while, in essence, functioning to maintain the asymmetry in social relations.
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O'Connor, Tony 1972. "Governing bodies: a Maori healing tradition in a bicultural state." Thesis, University of Auckland, 2008. http://hdl.handle.net/2292/2327.

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Biculturalism is a relationship in government between the British Crown and the indigenous [Māori] people of New Zealand. I show that this relationship permeated some Māori healing practitioners’ healing knowledge and perception. A key way in which this occurred was through the practitioners recognizing biological and social boundaries between Māori and Pākehā [New Zealanders of European descent]. A second was through the practitioners’ embodiment of connections with social groups including the nation, a history and present shared between Māori and Pākehā and an idealized pre-contact past. A fundamental principle of Te Oo Mai Reia was that for the practitioners to harness the power of the various forces that sustained life they had to be in touch with their whakapapa [genealogy] for it was through their ancestors that they could commune with the Ultimate Deity, Io, the source of the most potent of all forces of life. A further key principle was that spiritually inspired and traditional Māori culture heightened the wellbeing of Māori, not modern, Pākehā culture. Spiritual and ancient knowledge was supra-conscious and made knowable through an embodied awareness of self and other. To make my argument I draw on literature inspired by Foucault that shows how states govern by implementing their operations and securing their penetration into the citizenry by drawing and building upon pre-existing bodies of knowledge and relations of power. I also draw on literature that shows how the human body bears the effects of such practices of government. To this literature I integrate perception by showing how, in this Māori healing context, the government of the bicultural nation-state worked through the ways the practitioners made sense with the body (especially through feeling, seeing and touching).

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Johnston, Patricia Maringi G. "He ao rereke : education policy and Maori under-achievement: Mechanisms of Power and Difference." Thesis, University of Auckland, 1998. http://hdl.handle.net/2292/2194.

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In acknowledging continual educational under-achievement of Maori children, this thesis investigates the relationship between education policy and Maori under-achievement. It argues that under-achievement is framed within boundaries of changing recognitions and realisations of power and difference: that conceptions of difference have influenced education policy and schooling practices for Maori. Theoretically, the thesis examines 'what counts as difference' and 'what differences count'. In recognising that unequal power relations between dominant and subordinate groups produce distinct views about difference, 'what counts as difference' encompasses the perspectives of dominant groups and 'what differences count', subordinate groups. The former view is developed to expand the basis for investigating 'Pakeha conceptions of difference', and the latter, 'Maori conceptions'. The thesis traces the interactions and relationships of 'difference' and 'power', and examines, historically, how they have contributed to and sustained Maori educational under-achievement. The contribution of these conceptions of difference to informing schooling practices is investigated through four sequential 'Classification Schemes' of Assimilation, Integration, Multiculturalism and Biculturalism. The thesis argues that Biculturalism is based on a positive view of Maori cultural differences, and examines the extent of Maori influence on four recent education policy making processes. The thesis also acknowledges a Maori focus on the importance of structural differences for addressing their needs. On the basis of those two different perspectives, the thesis develops the concepts 'Maori-friendly' and 'Maori-centred', to examine processes, and structures and the relative influence of Maori on mainstream policy forming processes. The thesis shows that Tomorrow's Schools, Education for the Twenty-First Century and the Maori Affairs Select Committee Inquiry encapsulate different degrees of both Maori-friendly and Maori-centred approaches, though arguing that ultimately, it is Pakeha conceptions of difference that inform and influence all the policy forming processes. However, the fourth policy process examined was originally a wholly Maori-centred initiative - Te Kohanga Reo. The thesis points to and traces the incorporation of Te Kohanga Reo into the mainstream education system and its consequences for Maori, and concludes that structural differences ensure continuing Pakeha control over Maori conceptions of difference and henceforth Maori educational under-achievement.

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Bennett, Adrian John Te Piki Kotuku. "Marae : a whakapapa of the Maori marae : a thesis submitted [in fulfilment of the requirements] for the degree of Doctor of Philosophy in [Cultural Studies] at the University of Canterbury /." Thesis, University of Canterbury. Culture, Literature and Society, 2007. http://hdl.handle.net/10092/1027.

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A whakapapa of the marae Whakapapa, a Maori word, is often abstracted to the English language as the word genealogy. Whakapapa however has a more subtle and comprehensive meaning in Maori. In that language it has complex connotations of genealogical lines, yes, but also the history of the people involved and perhaps most importantly, the inter-relationships between those people. Degrees of consanguinity are all important when establishing relationships within Te Ao Maori - the Maori world. Marae, the basis of this thesis, is another Maori word. A marae, at its simplest, might be referred to as an agglomeration of separated, functional buildings on an area of reserved land, usually deemed to be sacral to some extent. Marae have an ancient history both in New Zealand Maori culture, but really originating at least in part, in the older cultures from which our Maori culture was eventually derived, from other, earlier settled, Pacific Islands. This thesis then is a genealogy, a sort of cultural history of marae, but is based on the idea and Maori sense of the whakapapa and so partakes of the nuances involved. It is these additional complexities that are referred to by the use of the word whakapapa in the title of this thesis. This thesis investigates the lineage of the marae, tracing it back to legendary roots, but it also examines the relationships between the components of the marae and also the place the marae has established within Maori (and other) communities. Beyond the historical forms of the marae that this thesis investigates are the other aspects that delineate what a marae really is. It is not simply a group of buildings at all, although this is a common non-Maori understanding of its disposition. A marae is a tapu or sacred space, and within or nearby that space are buildings whose form, function and meaning have only come to their present conjunction in (written) historic times. What makes the marae is the combination of the people and the ritual that is involved on a marae, the marae space and lastly, the physical buildings. The buildings, particularly carved houses, have additional meaning that they lend to the thread of the story. They themselves represent the whakapapa of the marae, and specifically of the hapu (or sub-tribe) who inhabit that marae. They do this by direct representation, but also by analogy and by spiritual means that are little dealt with in most literature. Ancestors in Te Ao Maori are deemed to exist within the very fabric of the building and have a renewed or continuing existence that is created in the first instance by a melange of ritual and belief. This thesis discusses both the usage of ritual to create such physical interjacence, utilised in modern times within whare (houses), and the continued use of regular ritual on marae for human functions. It is only together that a complete modern marae is created. With any of these elements missing the marae form is truncated or lessened and diminished in some ways. So, marae which have been recreated in preserved forms, such as those in museums, are discussed at length in this thesis, by contrast with marae in regular usage for 'traditional' purposes. In essence then, this is an investigation of the marae, but in terms, manners and ways, which have not always been fully or comprehensively dealt with before.

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Edwards, Shane. "Titiro whakamuri kia marama ai te wao nei : whakapapa epistemologies and Maniapoto Maori cultural identities : a thesis submitted in fulfilment of the requirements of the degree of Doctor of Philosophy, Massey University." Massey University, 2009. http://hdl.handle.net/10179/1252.

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The work I have presented here pulls together Maori epistemologies as evidenced in the whakapapa knowledge particularly of Ngati Maniapoto to see if and where connection lies with understandings of Maori cultural wellbeing. Whakapapa knowledge is the unbounded collection of theory, observation and experience as seen through Maori eyes. It is intricately connected by whakapapa, a tool for working with and extrapolating understanding and is the common thread that binds hapu, whanau and iwi (O’Regan, 2001). The aim is to investigate contemporary Maori realities with a strong interest in these traditions of wisdom and knowing. The rangahau presented here is of necessity both deconstructive and reconstructive. As a deconstructive project the rangahau seeks to place under the microscope of indigenous gaze the colonial theoretical, ethical, moral and political construction of Maori ways of knowing and being and the ontological orders of western paradigms and non-Maori worldview (Romero-Little, 2006). As a constructive project I am concerned with placing on the record and opening up sites for, but not defining, Maori epistemology as legitimate and ‘tika’ and at the same time putting forward ‘alternate epistemologies’ (Collins, 1991; Lopez, 1998; Smith, 1999; Marsden, 2003) that challenge certified knowledge and critically challenges dominant constructions of the truth as related to knowing. The implications of these explorations of epistemologies for Maori lives, opportunities and experience are also considered. This work argues for the maintenance of Maori cultural identities via whakapapa knowledge using connections to Maori ways of knowing. This includes examination of the effects of coming to terms with, of encountering, coming to terms with and engaging with Maori cultural practices, as well as, processes commonly referred to as ‘culture shock’ (Weaver, 1993) the psychological, emotional and physical responses to the phenomenon of identity reclamation and how these realities can be negotiated. What I found is that Maori knowledge systems are replete with elements that contribute positively to the maintenance of cultural identities and these identities are uniquely and distinctively contextually and culturally relevant. These systems have been and continue to be threatened by the impacts of colonisation and colonial ideologies. The work has found that elders and relevant contexts retain and provide a large volume of knowledge that when engaged with can provide useful insights into living within Maori paradigms that can enhance wellbeing in the present. Maori communities and whanau are under high levels of stress with the pressures of contemporary living and the dis-location from ancestral lands, and the living activities, knowledge sharing opportunities and learning practices they support. This work seeks to offer up solutions via the maintenance, enhancement and advancement of cultural identities as a way for mediating and removing some of the effects of the stresses. The implications are that the continued disconnection of Maori from unique cultural identities informed by whakapapa korero knowledge may serve to weaken important elements and connections to an individual’s and group’s cultural identity, including personal history, stories, land and people. The potential exists for further investigation of how crucial cultural connections that acknowledge contemporary realities and yet support the maintenance of cultural identities with strong and vibrant connections to whakapapa korero knowledge connections might be maintained, enhanced and advanced. Additionally, the work here opens up the space for and advocates for much deeper exploration of distinctive elements of a groups identity through contextually located knowledge in forms such as waiata, purakau, pakiwaitara, whakairo, rongoa, wairua and the many other knowledge forms of tea o Maori to further depths/heights not yet achieved to reclaim (k)new and subjugated knowledge forms. This potential is exciting but there are a range of risks involved (including appropriations of indigenous knowledge) that requires certain minimum standards of knowledge protection such as discerning which knowledge is suitable for public consumption and that which is not. This is most suitably done after receiving guidance from the knowledge holders as to what the appropriate forums for such knowledge might be and analysing risks for abuse, risks of misinterpretation and risks of unintended use that might cause whakama. The enquiry suggested above as being of benefit is of course a deeply personal exploration and ideas of what is appropriate for public consumption and what is not is something that must be explored at the time of enquiry. As in my work here I was asked to include some things and to exclude others as a result of views by the elders that the public consumption of some knowledge they contributed was inappropriate to be shared beyond our korero because it could be perceived in a number of ways, some helpful and some not, for the people concerned, or for different groups of people. The knowledge that has been shared here and that which has not has therefore been discerned.

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Connor, D. Helene. "Writing ourselves 'home' : biographical texts : a method for contextualizing the lives of wahine Maori : locating the story of Betty Wark." Thesis, University of Auckland, 2006. http://hdl.handle.net/2292/53.

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This thesis consists of two sections. The intention of Section One, 'Biographical Texts: Theoretical Underpinning', is to explore and discuss the theoretical underpinnings of Maori feminism and Kaupapa Maori as they relate to biography as a research method into the lives of Maori women. Biography, as a literary genre is also examined with particular reference to feminist, women of colour and Maori biography. Section One is a wideranging section, encompassing a broad sweep of the literature in these areas. It both draws from existing literature and contributes to the discourse regarding Maori feminism, Maori biography and Maori research. It is relevant to but unconstrained by the content of Section Two. The intention of Section Two, 'Locating the Story of Betty Wark; A Biographical Narrative with Reflective Annotations', is to provide an example of the biographical method and what might constitute Maori biography. The subject of the biographical narrative, Betty Wark, was a Maori woman who was actively involved with community-based organisations from the 1950s until her death in May 2001. Several major themes which emerged from Betty's biographical history occur throughout her narrative and provide a framework in which her story is located. One of the most significant themes was the notion of 'home'; both literal and metaphorical. This theme is reflected in the title of the thesis, Writing Ourselves 'Home'.

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Johnston, Emma Anne. "Healing maori through song and dance? Three case studies of recent New Zealand music theatre." Thesis, University of Canterbury. Theatre and Film Studies, 2007. http://hdl.handle.net/10092/980.

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This thesis investigates the way "healing" may be seen to be represented and enacted by three recent New Zealand music theatre productions: Once Were Warriors, the Musical-Drama; The Whale Rider, On Stage; and Footprints/Tapuwae, a bicultural opera. This thesis addresses the ways each of these music theatre productions can be seen to dramatise ideologically informed notions of Maori cultural health through the encounter of Maori performance practices with American and European music theatre forms. Because the original colonial encounter between Maori and Pakeha was a wounding process, it may be possible that in order to construct a theatrical meeting between the "colonised" Maori and the "colonial" non-Maori, "healing" is an essential element by which to foster an idea of the post-colonial, bicultural togetherness of the nation. In all three productions, Maori song and dance forms are incorporated into a distinctive form of western music theatre: the American musical; the international spectacle; Wagnerian opera. Wagner's attempts to regenerate German culture through his music dramas can be compared to Maori renaissance idea(l)s of cultural "healing" through a "return" to Maori myths, traditions and song and dance.

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Allen, Chadwick 1964. "Blood as narrative/narrative as blood: Constructing indigenous identity in contemporary American Indian and New Zealand Maori literatures and politics." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289022.

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Following the end of World War II and the formation of the United Nations organization, indigenous minorities who had fought on behalf of First World nations--including record numbers of New Zealand Maori and American Indians--pursued their longstanding efforts to assert cultural and political distinctiveness from dominant settler populations with renewed vigor. In the first decades after the War, New Zealand Maori and American Indians worked largely within dominant discourses in their efforts to define viable contemporary indigenous identities. But by the late 1960s and early 1970s, both New Zealand and the United States felt the effects of an emerging indigenous "renaissance," marked by dramatic events of political and cultural activism and by unprecedented literary production. By the mid-1970s, New Zealand Maori and American Indians were part of an emerging international indigenous rights movement, signaled by the formation and first general assembly of the World Council of Indigenous Peoples (WCIP). In "Blood As Narrative/Narrative As Blood," I chronicle these periods of indigenous minority activism and writing and investigate the wide range of tactics developed for asserting indigenous difference in literary and political activist texts produced by the WCIP, New Zealand Maori, and American Indians. Indigenous minority or "Fourth World" writers and activists have mobilized and revalued both indigenous and dominant discourses, including the pictographic discourse of plains Indian "winter counts" in the United States and the ritual discourse of the Maori marae in New Zealand, as well as the discourse of treaties in both. These writers and activists have also created powerful tropes and emblematic figures for contemporary indigenous identity, including "blood memory," the ancient child, and the rebuilding of the ancestral house (whare tipuna). My readings of a wide range of poems, short stories, novels, essays, non-fiction works, representations of cultural and political activism, and works of literary, art history, political science, and cultural criticism lead to the development of critical approaches for reading indigenous minority literary and political activist texts that take into account the complex historical and cultural contexts of their production--local, national and, increasingly, global.

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Turner, Marianne. "The function, design and distribution of New Zealand adzes." Thesis, University of Auckland, 2000. http://hdl.handle.net/2292/26.

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The main objective of this thesis was to understand the function, design and distribution of New Zealand adzes, aspects little studied in Polynesia as a whole. Methodology involved functional and manufacturing replication experiments and comparisons of these results with statistics derived from the analysis of almost 12,000 archaeological adzes. Methodology was guided by technological organization theory which states that technological strategies reflect human behaviours and that artefacts like adzes are physical manifestations of the strategies employed by people to overcome problems posed by environmental and resource conditions. Variability in adze morphology was discovered to be the outcome of ongoing technological adjustments to a range of conditions that were constrained by a set of functionally defined parameters. The nature of the raw material, both for the adzes themselves and to make them, had a major influence on adze technology and morphology within these functional parameters. Four basic functional adze types were identified fi-om distinct and consistent combinations of design attributes not previously recognized explicitly in previous adze typologies. It was found that design attributes previously considered significant like crosssection shape and butt reduction were more heavily influenced by raw material quality than functional specifications. It was also important to recognize that form and function changed over time with use, and because adzes were so valuable due to manufacturing costs, they were intensively curated. The majority of archaeological specimens studied for this thesis had seen major morphological and functional change. This dynamic was included ,in a typology based on 'adze state7 as findings suggested (1) that extending adze use-life and optimizing reworking potential was incorporated in initial design strategies, (2) that intensive curation may have played a major role in changes in adze morphology over time, and (3). that it had a major influence on distribution and discard patterns in the archaeological record. Having identified these influences on adze discard and distribution, two complex production and distribution networks were observed for the North Island based around Tahanga basalt and Nelson~Marlborough argillite. Each was complimentary to the other and involved other major and minor products and materials. Influential factors in the roles different settlements played in distribution included where people and raw materials were in relation to one another and the mode of transportation. The coastal location of early period settlements and important stone sources was an important aspect of these networks.

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Mutu, Margaret. "Aspects of the structure of the Ùa Pou dialect of the Marquesan language." Thesis, University of Auckland, 1990. http://hdl.handle.net/2292/2086.

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This thesis is made up of three parts; the first is an outline and discussion of the various approaches taken in the description of Polynesian languages in the last 30 years. It provides background discussion of the model of description used in the rest of the thesis. The second deals with the phonology of the 'Ua Pou dialect, concentrating in particular on two areas; the phonetics of the glottal stop phoneme, and penultimate vowel extension. The latter is a feature which has received no mention in any literature to date but is the most noticeable suprasegmental phonetic difference between the Marquesan dialects and the other Eastern Polynesian languages. The last four chapters describe the structure of phrases in the 'Ua Pou dialect. The first two of these deals with the centripetal particles of the noun and verb phrase respectively, that is, the particles within phrases which modify the base of that phrase. Particles which relate phrases to other phrases, that is, the prepositions and ai, are dealt with separately in the last two chapters since their description requires some comments on the syntax of the language.
Thesis now published as a book. Margaret Mutu with Ben Teʻikitutoua (2002). Ùa Pou : aspects of a Marquesan dialect. Canberra, ACT: Research School of Pacific and Asian Studies. ISBN 0858835266.

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Butts, David James. "Maori and museums : the politics of indigenous recognition : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Museum Studies at Massey University, Palmerston North." Massey University. School of Maori Studies, 2003. http://hdl.handle.net/10179/251.

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As a result of colonialism indigenous peoples have been marginalised within their own customary territories. In an analysis of the politics of cultural recognition Tully (1995) proposes the reconceptualisation of the 'common ground': sites, including public museums, within which different cultures negotiate their relationships within the modern nation-state, where the rights of indigenous peoples can be recognised on the basis of the principles of mutual recognition, continuity and consent. This thesis examines the impact of the politics of indigenous recognition on the evolving relationships between Mäori and museums, focusing on Mäori participation in the governance of regional charitable trust museums in New Zealand.The international context is explored through an investigation of indigenous strategies of resistance to museum practices at the international, national and local levels. The national context within which Mäori resistance to museum practices has evolved, and subsequent changes in practice are then outlined.Two case studies of regional charitable trust museums, which began to renegotiate Mäori participation in their governance structures in the late 1990s, are examined. The different governance models adopted by Whanganui Regional Museum, Whanganui, and Tairawhiti Museum, Gisborne, both effected major shifts from the historical pattern of limited Mäori participation in the museums to the representation of all tangata whenua iwi on the new trust boards. The governance negotiation processes and the responses of interested parties are analysed. The case studies demonstrate the importance of understanding the historical context within which public institutions are embedded and the forces that lead to contemporary adjustments in power relationships.Both new governance models have resulted in genuine power sharing partnerships between tangata whenua and the museums. Finally, the extent to which the two institutions have subsequently moved towards becoming 'common ground' where the recognition of the rights of indigenous peoples can be realised is analysed.

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Freilich, Emily. "Restoration of Mauri (Life-Force) to Okahu Bay: Investigation of the Cultural, Social, and Environmental Restoration." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/pomona_theses/188.

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This thesis investigated the restoration of mauri (life-force) to Ōkahu Bay, Auckland New Zealand. Ōkahu Bay is part of the land and waters of Ngāti Whātua Ōrākei, a Māori hapū (sub-tribe). Ngāti Whātua Ōrākei has been driving the restoration, restoring Ōkahu Bay based on their worldview, visions, and concerns. This vision and control of the restoration process allows them to bring in the hapū in sustainable engagement and have the long-term vision and commitment necessary for self-determination. However, while there has been progress with projects and improved decision-making authority, hapū members are still not seeing their whānau (family) swimming in and caring for Ōkahu as much as they would like. Interviewees wanted to see an explicit focus on encouraging hapū members to use the bay, such as more educational programs and water-based activities, and continued efforts to improve water quality. Shellfish populations have also not recovered after a decade of monitoring due to structural aspects such as existing stormwater pipes. Changing these requires Auckland City Council to make stronger commitments to supporting Ngāti Whātua’s restoration. Overall, this investigation showed that in this restoration, a clean environment is essential to build community and a community is essential to build a clean environment. This community-driven restoration, while not perfect, has great potential to truly reconnect people with their environments, decolonize the land and the people, and create thriving ecosystems and people that benefit themselves, their communities, and the wider Auckland community.

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Black, Taiarahia. "Kāore te aroha-- : te hua o te wānanga : a thesis presented for the degree of Doctor of Philosophy in Māori Studies at Massey University, Palmerston North, Aotearoa, New Zealand." Massey University, 2000. http://hdl.handle.net/10179/1117.

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Te Ora Ē noho anā nō i te koko ko Ōhiwa, kia whakarongo rua, Aku taringa ki te Tai o tuarā e o Kanawa, E āki ana mai ki uta r o Ōhakana. Ki te whānau a Tairongo, Kai Tāuwhare rā ko te kopua-o-te ururoa, Ko te kai rāria noa mai te raweketia e te ringaringa, Me whakarangi-pūkohu e au ki Tītītangi ao ki te Te Aitanga-ā-Wheturoa, Kia whītikiria taku hope ki te maurea whiritoi, Kia noho au ki Puhi-nui tonu ki Te Maungarongo a Te Rangiāniwaniwa, Ka mawhiti tonu rā taku haere ki ngā tihi tapu ki Maungapōhatu kia Taiturakina; Kia titiro iho au ki Ruatāhuna ki Manawarū ē ko Te Aitanga-ā-Tūhoe.... Ko te hua o te wānanga o a Tūhoe kōrero tuku iho hāngai ki ana waiata tawhito te pūtake o tēnei tuhinga roa kia auhi noa mai te wairua o ngā tūtakinga kōrero kia riro ko ēnei kōrero tuku iho hei matua hikihiki, whakataratara i te hinengaro, i te wairua, e mau ai tēnei o ngā whare whakairo kōrero o te hua o te wānanga a Tūhoe. Kia kaiaohia aua kōrero ki te ura mai o te motu ki runga i ngā pae maunga o Huiarau tau iho ki a tātau e pōkai kaha nei, e tau awhi nei ki runga i te mata o tēnei whenua ātaahua. Ka paenga rā ngā tau ka kitea, ka rangona tēnā pu kōrero, tēnā whare whakairo kōrero, whakairo waiata. Mea rawa ake kua whakangaro atu ki te tira e tauwhare mai rā. Hika rawa ake, kua mawhiti kē te haere ki te mākau nui o te iwi e tīraha mai rā, tē whakaaratia! Kia rangona, kia kitea noa e tātau te mata kōrero kia eke rā ki runga, taihoa rawa ēnei taonga e ngaro, taihoa rawa nei taonga e haukotia. Ka huri whakauta ki te hua o te wānanga, ko te waiata tawhito tēnā, ko te momo rerenga kōrero i hua mai ai i roto i ngā noho tahitanga a te tangata. He kupu ēnei hei whakaata i te hinengaro, wairua, te taiao, ngā rākau, te wai, te moana, ngā whetu, te whenua, ngā pakanga, te kawa o te marae, te noho tahitanga a ngā tūākana\tāina\tuāhine. Te reo o mātua, o kuia, koroua, ngā kaipupuri i te ahi kā roa o te wā kāinga. Inā hoki ko nga āhuatanga o te tangata tēnā tōna hanga, tōna whakatipu, ōna whakaaro, tōna ngākau, tōna wairua, me ngā momo hāhi i tipu ake ai te pono, ka titiro iho te tika i te rangi ka oti nei he waiata e tipuria ai te hua o te wānanga ki roto i a tātau katoa. Waihoki ko aua waiata nei te ahi whakakā roa o te ngākau,kei kona ōna timatatanga, engari kāore nei ōna whakamutunga. Ka pikitia ake te toi huarewa kia kite noa atu i te kaha o te whakaaro. Ko te wāhanga nui ia kia hapaina tēnei tuhinga roa, hei whakaoho, hei tuku, hei tātari i ngā whiriwhiringa kōrero ā-tuhi, ā-wāha kei roto i te whare kōrero o te whānau, hapū, iwi e timata ai, e mau ai te hua o te wānanga o te whaitua whenua. Tae atu ki ngā takahanga whakaewa ka oti nei he waiata tawhito hei kaiarataki ki ngā tihi maunga o te whakaaro. Ko te kapunga whakaaro ko te whātoro, i te tātari i te kupu, ki te whakamārama i te hua o te wānanga hei tumu whakarae kōhikohi mōhiotanga ki runga, ki raro ki ngā tai timu o te hua o te wānanga. I roto i tēnei tuhinga roa ka takea mai te wānanga i te kore, i te pō, i te ao mārama e tohea ai ngā kete e toru o te wānanga hei anga tohutohu, piki tūranga whakaakoranga ki hea mai nei! Mai i roto i aua kete ka nanahu te hinengaro kōkoi o tātau tīpuna mai anō i te ao Māori. Ko te ao mārama tēnā, ko te ao whenua tēnā, ko ngā pakanga tēnā, ko ngā tinihanga ēnā, ko te apakura, ko te hakamomori ka hua nei te wānanga. Nō reira he mahi, he kaupapa nui tā tēnei tuhinga roa ki te whakakao mai i ngā waiata e mohio ana tātau hei papa kōrero, hei wānanga mā te hunga kei te piki ake i ngā takutai moana o te whakaaro, o tēnei ao e wehi mai nei ki a tātau. Kāre e mihi kei te hopo te iwi, te hunga mau i ēnei waiata ki runga i o tātau marae kei ngaro memeha noa ēnei taonga a tātau. Ae! Kei te tika tā rātau hopo. Inā hoki kua riro kē te reo whakaarorangi i te oro o te waiata i ngā tai nenehawa, whakapōrearea e hukahuka mai nei. Ahakoa tēnei kei te whakaara ake ēnei waiata i runga tonu i te kaha o tēna, o tēna ki te whakaara. Kei te tahuri nui mai te hunga rangatahi, taiohi ki ēnei waiata koia tēnei te tūmatanui o tēnei tuhinga roa, hei tāhu whakaea mo te hinengaro, mo te ngākau o aua whakatipuranga e hiahia nei rātau ki ēnei taonga. Mā te karakia hei waere te whenua, mā te taki i ngā kōrero mo ngā atuā te whakataukī, te whakapepeha ka pupuke mai te hihiri o te mahara i ō tātau tipuna kōkoi e whakakitea nei tātau i ēnei rā ki aua tohu. Ka huia rnai aua pitopito kōrero katoa hei kākahu maeneene ki roto i te kupu o te waiata tawhito, kā mau. He whakaatu tēnei tuhinga roa kei te ora tēnei o ngā momo whare pupuri kōrero i te pū; i te more, te weu me ngā pātaka iringa kōrero o te ao ō Tūhoe ō neherā, tae noa mai ki ēnei rā. Kāti he wā anō i roto i taua ora ka tōia te whakaaro ō Tūhoe, ō te Māori e tauiwi hei tinihanga māna. Engari e kitea ai i roto i tēnei tuhinga roa, ko te toki hei kaupare atu i taua tinihanga ko te kōrero i tuarātia rā: 'Hokia ki o maunga kia purea koe e ngā hau o Tāwhirimātea' Koia tēnā te kaupapa o tēnei tuhinga roa he tātari i te hānuitanga, te taiwhakatū o taua kōrero: Hokia ki o maunga... Ma taua kōrero Hokia ki o maunga ... ka rangona te mātaotao o te hua o te wānanga o te pakanga o te whenua, o ngā pikikōtuku i tukitukia, kātahi ka kōrero ai ki roto i tā Tūhoe whakatau i ana whakaaro, e taea ai te ruruku ka puea ake. Koia tēnei ko te mana i roto i ngā whakatakotoranga kōrero e mau ai te kurataininihi, te kurataiwawana o te whakaaro. He hua wānanga tēnei e whakaatungia ai e te hinengaro ngā takahanga motuhake, me te hāngai o ā rātau kupu mo ngā whakaaro e tau nei ki tēnei Ao Hurihuri. Nā ngā mahi a ō tātau tīpuna, te para i te huarahi kia takahuritia ai ngā mahi kikino o te riri Pākehā i tū ake ai ngā poropiti o aua tau kikino i rnurua ai ngā whenua, i tukua ai te iwi ki raro. I tū ake ai rātau te hunga poropiti ki te rapu i te ora i te kaupapa tōrangapū mo ngā whenua i hahanitia. Mai i ēnei kaupapa ka hau te rongo o te waiata tawhito hei tūāpapa whakaohooho, whakanekeneke i a tātau katoa, ahakoa ko wai. Whā tekau katoa ngā waiata o tēnei tuhinga roa rnai i tēnā kokona o Tūhoe, rnai i tēnā kokona o Tūhoe e kawe ana i te hua wānanga hei whakaata, hei kōwhiri i te hunga i kaha i rnau tonu te ngangahau i ngā totohe kōrero, totohe tangata, totohe whenua. I kona ka hua te wānanga ka tohea te riri ka mau, i ea ai tētahi wāhi o te mamae. Koia tēnei ko te whakaatu i te kaha o te tohe i te pō, i te awatea. Ko te kawa o te marae te ātamira whakatāhu, tuku i aua hua wānanga i nei rā e rangona ai te kōrero ā-iwi, te hī o te mita o te reo waiata hei hokinga atu ki te nohoanga o te kupu. Ko tētahi anō kaupapa o tēnei tuhinga roa he whakahoki mai anō i te rnatapihi o Matariki, kia meinga ai ki te kairangi o te kawa o te marae, ka tau ki te whenua i maringi ai te toto. Ko ēnei hua wānanga te oro o te ngākau o Te Ūrewera, te whītiki o te kī mo te tuakiri mo tēnā whakatipuranga, rno tēnā whakatipuranga. Ae! Mā te hua wānanga a Tūhoe e whakaea te mamae e puta ai te pātai. Ko wai rā au? I ahu mai taku wānanga i whea? E ahu ana au ki whea? No te rā nei kua riro mā tēnei tuhinga roa e whakaatu ētahi o ngā hau kikino i whakawhiua kirunga i te iwi e te kāwanatanga i a ia e āki mai ana mo ngā rawa a te iwi, hei tuku he tangatakē. Nō reira i tikina ai te tauparapara a Te Kapo o te Rangi hei whakatauira i te takenga mai ongā kōrero mai i te koko ki Ōhiwa ki te pō, ki te pouri, ki te ao mārama. 'Hokia ki maunga' ko te tangata, ko te iwi, ko te hapū, ko te whānau te tīmatanga o te hua o te wānanga. Koia tēnei tētahi anō kaupapa o tēnei tuhinga roa, he āhuru i aua pukenga tautōhito kōrero kia mau te rangi, kia mau te hā, kia rangona te hua wānanga, oho ake ki te ao ka oti nei he waiata tawhito hei hoa haere whakamua. Ko te kōpae o te whare tēnā e tautokona ana hoki te ahu whakamuatanga o ngā mōrehu kōrero e arohatia nei e tātau. He huarahi atu tēnei hei āwhina, hei tohu i te kei o te waka ki ngā ngaru kokoti e pukepuke rnai nei. Ko te whakapae o tēnei tuhinga roa e titikaha ai ki te hinengaro o Tūhoe me mau ana momo kōrero ki ngā momo hangarau o tēnei ao hurihuri kā tika. Kua roa ēnei taonga e ārikarika ana hei whakarei i te kupu kōrero ki te hunga mate, ki te tira e tatari rnai rā i te waharoa o te marae ki te whakaeke. Kei roto i te wairua o tēnei mahi ka tukua āianei ēnei taonga kia kore ai tātau e taka ki roto i te korekore o te hinengaro, hei whakamahi mā te tamaiti o Tūhoe e hiki ake nei i ngā pae tata, i ngā pae tawhiti. Ko tēnei tuhinga roa te kura kimihia o te ura rnai o te motu i tua atu o Huiarau. Kia hau ai te rongo o a tāitau kōrero ki mua i a tātau hei homai i te aroha kia au ai te matatū tonu, ka maranga kei runga. Kia taria te roanga o te kōrero. Ae! Me hoki rā kā tika: Kā hoki nei au ki te mauri o taku waka a Mātaatua Ko Pūtauaki ki a Ngāti Awa Ko Tāwhiuau, ko Tangiharuru Ko te rae rā o Kohi ki a Awatope Ko Mānuka tūtahi ki Whakatāne, kia Apanui Ko te mauri haria mai nei hei whakaoho i taku moe Ē kō kō ia e ara ē!

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14

Stephenson, Maxine Sylvia. "Creating New Zealanders: Education and the formation of the state and the building of the nation." Thesis, University of Auckland, 2000. http://hdl.handle.net/2292/30.

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Educational activity preceded official British presence in New Zealand. The development of the New Zealand state from crown colony, to a system of relatively autonomous provincial councils, to a centralized administration took place within a period of four decades. Co-terminous with and essential to the state's progressive securing of its authority was the institutionalization of separate national systems of education for Maori and Pakeha. Whilst the ascendancy of the state and the securing of education as a central state concern proceeded ultimately with the sanction of the state and in accordance with its objectives it was not a straight forward process in a young nation which was born democratic, but was struggling to consolidate political and cultural unity. The various stages and the ultimate form that education in New Zealand took were closely linked to shifts in the nature and role of the state in its formative years, in the nature of its relationship with civil society, and in its official relationship with Maori. This provided the context and dynamic of the shift to state control as public schooling came to dominate over private or voluntary efforts, and as the particularism of isolated provincial settlements was replaced by a system designed to serve the nation as a whole. Positing conceptual links between the development of national education and the processes of state formation and nation building in a colonizing context, this thesis argues that the institutionally differentiated form that universal education took in New Zealand produced a site through which socially, culturally and ideologically determined conceptions of “normality” would be legitimated and become hegemonic. By nationalizing education to legitimate a culture of uniformity based on a specific set of norms, individual New Zealanders were differentially created according to class, gender and ethnicity, and to physical, intellectual, behavioural and sensory functioning.

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15

Wakefield, Benita. "Haumanu taiao ihumanea: collaborative study with Te Tai O Marokura Kaitiaki Group : Tuakana Miriama Kahu, Teina Benita Wakefield." Lincoln University, 2008. http://hdl.handle.net/10182/1335.

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The health of the environment is integral to the health and wellbeing of the people. When the balance between Atua, whenua and tangata is disrupted, desecrated, disturbed or violated, it can have a detrimental impact on these relationships. This research study explored alternative indigenous paradigms for conceptualizing an environmental health framework that would improve the potency and health of all living things. A key question of the research study was to explore how Ngati Kuri sought to strengthen their relationship and connection with the natural world. The Hapu established Te Tai O Marokura health and social services as a vehicle to improve potency: healthy environments, healthy people. The specificity of Ngati Kuri experiences provided a broader context for researching and theorizing about restorative models that utilized traditional knowledge localized to a particular area. Another key question was to examine how Maori cultural values that were embedded within a worldview, could offer insights and constructs for new ways of being and thinking in the modern world. Kaupapa Maori philosophical positioning and theorizing informed the approaches and practices underpinning the study. The key aspects of the methodology were constructed around the tikanga principles of tinorangatiratanga, whakapapa and kaitiakitanga to provide a rationale for the collaboration formed with the Hapu. At the heart of the thesis is the validity given to the collective ownership of indigenous knowledge which challenges the fictional notion of a singular, temporally bound authorship. The thesis reflects the whakawhanaungatanga (reciprocal understanding) relationship between the Tuakana represented by Miriama Kahu and the Teina, Benita Wakefield working collaboratively with the Kaitiaki construct group formed to ensure that the use of indigenous knowledge and its transmission processes had honest transparency. The Tuakana was responsible for providing guidance, wisdom and mentoring to the Teina, the enrolled academic student responsible for producing the written thesis. These innovative collaborative Kaupapa Maori methods and practices in the study have tested the boundaries of conventional doctoral processes, breaking university academic regulations and challenging the western academy in the political nature of collective knowledge production and validity of indigenous knowledge. Qualitative and quantitative processes, approaches and methods were also utilized to inform the study and to ensure reflexivity of research practices. The key findings of the study were: • Improving potency requires a depth of intimacy and connection with all living things that involves a reciprocal understanding of the relationship between Atua, whenua and tangata. • Indigenous knowledge is localized to a spatial area and embedded within a worldview that validates and affirms cultural values and beliefs which continue to have relevance in more contemporary times. • The transformative nature of alternative indigenous paradigms must encompass the totality of creation, humanity and their genealogical and inter-generational linkages to all life. A major contribution of this PhD has been to create new knowledge, ways of thinking and meaning for restoring potency through the environmental health conceptual framework grounded in cultural and spiritual values. The specific focus on Ngati Kuri traditional knowledge authentic to the Hapu and their application, has significantly contributed towards constructing alternative indigenous approaches for meeting the challenges within the modern world.

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Séra, Jasmin. "The Appropriation of Māori identities in the nation branding and public diplomacy of Aotearoa New Zealand: an attempt to understand how cultural identities are self-constructed, planned and projected for specific communication purposes." Doctoral thesis, Universitat Pompeu Fabra, 2020. http://hdl.handle.net/10803/669317.

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This interdisciplinary research investigated the construction of cultural identities in the Nation Branding and Public Diplomacy in Aotearoa New Zealand. On the example of New Zealand’s indigenous population, the Māori, this study examined convergences and divergences of the self-image which describes the construction of cultural identity from Māori perspectives with the planned and projected Māori identities in selected Nation Branding and Public Diplomacy channels. Ethnographic methods like participant observation and informal interviews with members of the Ngāti Awa tribe were conducted based on Kaupapa Māori theory which is a theoretical framework developed by Māori. This data was contrasted with expert interviews with representatives from governmental institutions, diplomatic representations, cultural tourism operators and cultural or art institutions. Results of this research show that the construction of planned and projected Māori identities in selected Nation Branding and Public Diplomacy channels and the self-image of members of Ngāti Awa coincide to some extent. In Nation Branding, information about Māori is often simplified and Māori are presented as one single entity. On the contrary, the information about Māori offered by Public Diplomacy is more profound and approaches by Māori shaping their representation could frequently be observed. Increased efforts to shape the representation of Māori in Nation Branding and Public Diplomacy by Māori could be detected. This thesis demonstrates various examples, such as touristic and cultural experiences offered by the Māori community or the self-promotion of Māori tribes to foreign publics in diplomatic functions. This ’bottom-up’ construction of cultural identities enables Nation Branding and Public Diplomacy to create a unique differentiation to other nations directly constructed from the community. It provides a stronger identification for the members of a nation with Nation Branding and Public Diplomacy and produces a more authentic and credible image of the nation to foreign audiences.

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17

Wright-St, Clair Valerie A. "'Being aged' in the Everyday: uncovering the meaning through elders' stories." Thesis, University of Auckland, 2008. http://hdl.handle.net/2292/3080.

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It’s like the sun and the tide. The aim of this study was to understand the meaning of ‘being aged’ through the everyday experiences of those who are aged. Philosophically, this interpretive study was informed by hermeneutics and interpretive phenomenology. The writings of two twentieth-century philosophers, Hans-Georg Gadamer and Martin Heidegger, guided the study’s design and research methods. The phenomenon of interest is ‘being aged;’ a thing which is ordinarily taken-for-granted in the everyday. However, much is already spoken and empirically ‘known’ about the phenomenon by those who are not yet aged. Methodologically the study’s design sought to ‘put aside’ those voices and listen in closely to what elders themselves had to say about being in their everyday lives. Individual research conversations were conducted with fifteen participants; four Maori elders aged 71 to 93 and eleven non-Maori elders aged 80 to 97 years. All were living in private residences on Auckland’s North Shore and recruited by way of the general electoral roll. The conversations were focused on gathering the stories of particular everyday events as well as the person’s reflections on aging. Anecdotes drawn from the conversations formed the research text. Hermeneutics informed the interpretive engagement with this text. As a non-Maori researcher, cultural integrity of the text and the interpretations was enhanced through partnership with a Maori advisor. Dwelling hermeneutically with the anecdotal text was a way of listening to the spoken and unspoken words. Four overarching notions were illuminated and form the study’s findings. They are my interpretive descriptions of the ordinary ways of ‘being in the everyday,’ the experiences of ‘being with others’ in advanced age, the announcing of being aged in the uncomfortableness of ‘experiencing the unaccustomed’ and how ‘aging just is’ there in an everyday way. Reflecting phenomenologically on the findings, the meaning of being aged is in its ordinariness. My thesis is that being in the ordinary everyday in advanced age both conceals and reveals the phenomenon of being aged.

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18

Lambert, Simon J. "The expansion of sustainability through New Economic Space : Māori potatoes and cultural resilience." Lincoln University, 2008. http://hdl.handle.net/10182/309.

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The return of Māori land to a productive role in the New Economy entails the innovation and diffusion of technologies relevant to the sustainable development of this land. Sustainable development requires substantive changes to current land and resource use to mitigate environmental degradation and contribute to ecological and sociological resilience. Such innovation is emerging in 'New Economic Space' where concerns for cultural resilience have arisen as political-economic strategies of the New Economy converge within a global economic space. New Economic Space comprises policy, technology and institutional innovations that attempt to influence economic activity, thus directly engaging with local 'place-based' expressions of geohistorically unique knowledge and identity. This thesis approaches contemporary Māori development from three perspectives. First, by viewing the changing links between ecosystems and communities as examples of innovation diffusion, the evolution of relevant policies, technologies and institutions can be examined for their impact upon Māori resilience. Second, such innovation diffusion can be described as a form of regional development, acknowledging the integral role of traditional territories in Māori identity and culture as well as the distinct legislative and governance contexts by which this land is developed. Third, by incorporating the geohistorical uniqueness of Māori ideas, values and beliefs, standard concepts of political-economy can be reformulated to show an explicit cultural economy – Māori Traditional Economic Space – in which Māori horticulturalists participate in parallel with the New Economy. Two methods are used in the analysis of the participation by Māori horticulturalists in New Economic Space. Fuzzy set/Qualitative Comparative Analysis (fs/QCA) allows the rigorous investigation of small-N studies of limited diversity for their partial membership in nominated sets. This thesis uses fs/QCA to organise theoretical and substantive knowledge of each case study to score its membership in agri-food networks, Māori institutions and post-production strategies, allowing the identification of causal configurations that lead to greater resilience for Māori growers and their communities. The second method is Actor-Network Theory (ANT) that incorporates elements of nature and society, showing the extensive and dynamic entwinement that exists between the two. ANT describes the enrolment of diverse 'actants' by a range of eco-social institutions and the subsequent translation of the resulting assemblages into resilience strategies. The results of this research first show a 'System of Provision' (SOP) in which Māori development strategies converge with non-Māori attempts to expand research and marketing programmes. These programmes seek to implement added-value strategies in supplying novel horticultural products within New Economic Space; parallel 'cultural logics' ensure food is supplied to traditional Māori institutions according to the cultural logics of Māori. In addition to this finding, results also show that the participation of Māori growers in New Economic Space can paradoxically lead to an expansion of the Traditional Economic Space of Māori. This expansion is not simply contingent upon configurations of policy, technology, and institutional innovations that originate in New Economic Space but is directed by Māori cultural logics, located in Māori territories but seeking innovations from an amorphous universal 'core'. The interface between the global New Economy and the localities of a Māori cultural economy is defined by the 'interrogation' of these innovations, and innovators, through eco-cultural institutions in their diffusion to and from Māori land, Māori resources and Māori people. Within the boundaries of this interrogation border resides a malleable assemblage of actants, enrolled by Māori as components of resilience strategies, which can lead to the endurance of Māori culture.

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19

Deso, Gaëtan. "Entre émergence et affirmation de l’art contemporain au sein du Triangle Polynésien : étude comparée de la Polynésie française et d’Aotearoa – Nouvelle Zélande." Thesis, Montpellier 3, 2016. http://www.theses.fr/2016MON30067/document.

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Cette thèse de doctorat en Histoire de l’Art, spécialité art contemporain, tend à repositionner l’Histoire de l’Art contemporain insulaire de la Polynésie Française et d’Aotearoa – Nouvelle Zélande au sein de son histoire locale tout autant qu’au niveau international. Par le biais d’une approche combinant Histoire de l’Art et Anthropologie, sont abordés les mondes de l’art respectifs à ces deux territoires afin de mettre en évidence les spécificités historiques et artistiques de localités trop souvent couplées du fait d’un passé commun. Faite de particularismes issus de la contraction des cultures au lendemain de la colonisation, la notion d’art international ne paraît jamais aussi ethnocentrée et occidentale que lorsqu’elle est transposée et apposée au Pacifique insulaire. Par l’étude des tentatives d’émancipation à l’égard du modèle occidental et des luttes de regards, ce travail de recherche confronte les postures des divers acteurs officiant dans l’affirmation et l’intégration de l’Océanie au sein du circuit international de l’art
This PhD thesis, in contemporary Art History, aims to resituate Pacific contemporary art of French Polynesia and Aotearoa – New Zealand as much into their own history as international history. Through an Art History and Anthropological approach, the purpose of this research is to highlight the historical and artistic specificities of these two territories often paired up due to a common past. When the concept of international art is transposed and applied to Pacific islands, it appears ethnocentric and Western. The aim of this study is to show that contemporary societies, and thus also art, are the result of cultural hybridization. With a thorough examination of the emancipation attempts towards the Western model and postcolonial gaze, this research compares the positions of actors involved in the affirmation and integration of Oceania within the international art field

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20

Bellett, Donella Frances, and n/a. "Contradictions in culture : 8 case studies of Maori identity." University of Otago. Department of Anthropology, 1996. http://adt.otago.ac.nz./public/adt-NZDU20070531.122612.

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This thesis investigates the phenomenon known as a Maori ethnic identity. The topic is investigated using personal interviews and the findings are reported by way of personal narrative. Eight informants were interviewed. All presently identify as Maori and have arrived at this point following a diverse range of experiences. The thesis documents these experiences and those things that are important to them on a personal level. As such, this thesis investigates the topic of Maori ethnicity as it pertains to a group of individuals, not to Maoridom as a whole. It was found that no single paradigm could be applied to my informant�s conception of identity. Each constructed their identity in a unique way. Integral to all identities, however, was the use of both cultural and biological factors. In constructing and maintaining their identities as Maori my informants looked firstly to the presence of ancestry and, following from this cultural practices were employed. The use of ancestry as a basis of identity, and the causal attributes associated with it (such as natural leanings towards the use of Maori language), represent essentialist tendencies on the part of many of my informants. Also of great interest was the perception, by many of my informants, that cultural traits were innate. This is described as a Lamarckian way of viewing ethnicity.

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21

Hayes, Dorothy Maora. "Wāhine kaihautū, wāhine whai mana navigating the tides of change : Whakatōhea women and tribal socio-politics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Māori Studies at Massey University." Massey University, 2003. http://hdl.handle.net/10179/1111.

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This thesis explored the socio-political experiences and views of seven Maori women from the tribe of Whakatahea. The project adopted a Maori-centred theoretical and research approach that included the researcher as a member of the researched group. It aimed to draw out the common themes, from the women's recollections of their experiences and views of the socio-political decision-making affairs within whanau, hapu, and iwi. The women identified barriers to participation and strategies to overcome these barriers. Qualifications reflected traditional Maori values and practices. Rights according to whakapapa, and the principle "he kanohi kitea", being seen, were the obvious criterion. Poor information channels, minimal consultation, gender bias, age and time constraints were some of the issues identified as barriers to participation. It was found that whanau governance committees more closely reflected traditional values and customs that saw women and men as sharing power, more so than hapu and iwi organisations. The gender imbalance was viewed, by the women participants, as problematic. They concluded that better gender balance at all levels of the socio-political affairs of Whakatohea would ensure greater informed decision-making for the social, educational, economic, and spiritual well-being of the tribe today and for future generations.

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22

Pacey, H. A. "The benefits and barriers to GIS for Māori." Lincoln University, 2005. http://hdl.handle.net/10182/655.

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A Geographic Information System visually communicates both spatial and temporal analyses and has been available for at least twenty years in New Zealand. Using a Kaupapa Māori Research framework, this research investigates the benefits and barriers for Māori if they were to adopt GIS to assist their development outcomes. Internationally, indigenous peoples who have adopted GIS have reported they have derived significant cultural development benefits, including the preservation and continuity of traditional knowledge and culture. As Māori development continues to expand in an increasing array of corporate, scientific, management and cultural arenas, the level of intensity required to keep abreast of developments has also expanded. GIS has been used by some roopū to assist their contemporary Māori development opportunities; has been suggested as a cost effective method for spatial research for Waitangi Tribunal claims; has supported and facilitated complex textual and oral evidence, and has also been used to assist negotiation and empowerment at both central and local government level. While many successful uses are attributed to GIS projects, there are also precautionary calls made from practitioners regarding the obstacles they have encountered. Overall, whilst traditional knowledge and contemporary technology has been beneficially fused together, in some instances hidden or unforeseen consequences have impeded or imperilled seamless uptake of this new technology. Challenges to the establishment of a GIS range from the theoretical (mapping cultural heritage) to the practical (access to data) to the pragmatic (costs and resources). The multiple issues inherent in mapping cultural heritage, indigenous cartography and, in particular, the current lack of intellectual property rights protection measures, are also potential barriers to successful, long-term integration of GIS into the tribal development matrix. The key impediments to GIS establishment identified by surveyed roopū were lack of information and human resources, and prioritisation over more critical factors affecting tangata whenua. Respondents also indicated they would utilise GIS if the infrastructure was in place and the cost of establishment decreased. Given the large amount of resources to be invested into GIS, and the opportunity to establish safe practices to ensure continuity of the GIS, it is prudent to make informed decisions prior to investment. As an applied piece of Kaupapa Māori research, a tangible outcome in the form of an establishment Guide is presented. Written in a deliberately novice-friendly manner, the Guide traverses fundamental issues surrounding the establishment of a GIS including investment costs and establishment processes.

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23

Smith, Ailsa Lorraine. "Taranaki waiata tangi and feelings for place." Lincoln University, 2001. http://hdl.handle.net/10182/2137.

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The occupation of Moutoa Gardens in 1995 highlighted efforts by Whanganui iwi to draw attention to the non-settlement of long-standing land grievances arising out of land confiscations by the Crown in New Zealand in the 1860s. Maori attitudes to land have not been well understood by successive New Zealand governments since that time, nor by many Pakeha New Zealanders. In an effort to overcome that lack of understanding, this thesis studies a particular genre of Maori composition; namely, waiata tangi or songs of lament, which contain a strong indigenous sense of place component. The waiata used in this study derive from my tribal area of Taranaki, which is linked historically and through whakapapa with Whanganui iwi. These waiata were recorded in manuscript form in the 1890s by my great-grandfather Te Kahui Kararehe, and are a good source from which to draw conclusions about the traditional nature of Maori feelings for place. Two strands run throughout this thesis. The first examines the nature of Maori feelings for place and land, which have endured through primary socialisation to the present day. By focusing upon a form of expression that reveals the attachment of Maori towards their ancestral homelands, it is hoped that the largely monocultural Pakeha majority in New Zealand will be made aware of that attachment. It is also hoped that Pakeha may be suitably informed of the consequences of colonialist intervention in the affairs of the Maori people since 1840, which have resulted in cultural deprivation and material disadvantage at the present day. In the current climate of government moves to address the problems bequeathed them by their predecessors, it is important that the settlement of land claims and waterways under the Treaty of Waitangi should proceed unhindered by misapprehension and misinformation on the part of the public at large. The second strand of my thesis concerns the waiata texts themselves, which I wish to bring to the attention of the descendants of the composers of those waiata, who may or may not know of their existence. Since so much of value has been lost to the Maori world it is important that the culturally precious items that remain should be restored as soon as possible to those to whom they rightfully belong. Key themes examined in this thesis are the nature of Maori "feelings" for place and a "sense" of place; Maori research methodologies and considerations, including Maori cosmology and genealogical lines of descent; ethical concerns and intellectual property rights; ethnographic writings from the nineteenth century which tried to make sense of Maori imagery and habits of thought; the Kahui Papers from which the waiata were drawn; and the content and imagery of the waiata themselves. I also discuss the use of hermeneutics as a methodological device for unlocking the meanings of words and references in the waiata, and present the results both from a western sense of place perspective and a Maori viewpoint based on cultural concepts and understandings.

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24

Gallegos, Carina. "Paradigms on indigenous language revitalisation : the case of te reo Māori in Aotearoa New Zealand and Mapudungun in Chile : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Development Studies /." ResearchArchive@Victoria e-Thesis, 2007. http://hdl.handle.net/10063/1041.

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25

Battista, Jon Lois. "Me he korokoro kōmako = ’With the throat of a bellbird’ : a Māori aesthetic in Māori writing in English." Thesis, University of Auckland, 2004. http://hdl.handle.net/2292/2233.

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The primary aim of this thesis Me he korokoro kōmako [‘With the throat of a bellbird’] is to demonstrate the existence of a distinctive Māori aesthetic in Māori literature written in English. Its introductory section, of three chapters, investigates the ways in which mainstream critical discourse in various ways appropriates Māori literature to its own Western-derived models of meaning and values, and proposes instead a definition of a Māori aesthetic grounded in the principle of whakapapa, whose whole cultural components for Māori literature include distinctive textual functions for myth, orality, acts of naming, other aspects of language, and symbolism. The concept of whakapapa also provides the organizing principle and methodology of the central chapters of the thesis, which are divided into two Parts – each of six chapters. These are framed by a Prologue and Epilogue, whose subject is the profound cultural symbolism of the waka in the work of a founding figure for Māori writing in English, Jacqueline Sturm, and in Star Waka, by a major later writer in English, Robert Sullivan. Part One devotes three chapters each to the adult fiction of one female writer, Patricia Grace (Potiki and Baby No-Eyes), and one male writer, Witi Ihimaera (The Matriarch). Part Two, following the principle of whakapapa, devotes six chapters to Māori literature for children. Its primary text is the major anthology of such writing – Te Ara O Te Hau: The Path of the Wind, Volume 4 of Te Ao Mārama, edited by Witi Ihimaera, with Haare Williams, Irihapeti Ramsden and D.S. Long. It grounds its reading of the volume’s many texts (literary and visual, in Māori and in English) in the many distinctive cultural behaviours and meanings attached to the figure of Māui. Each of the authors and texts has been chosen in order to study and exemplify a particular aspect of the Māori aesthetic defined in the Introduction, through close readings which draw strongly on the work of major Māori social historians, authors of iwi histories and genealogies, and interpreters of cultural meanings attaching to the natural worlds, and recent work on literary stylistics by Geoffrey Leech and others. It also draws on conversations with numerous Māori informants, including some of the authors discussed. The readings are designed to reveal the rich, culturally contextualised knowledges which Māori readers bring to the texts, and which their authors share and invoke through their deployment of the values and practices of whakapapa. While such representations and explorations of self offer new interpretive possibilities for Pākehā readers, they are also part of a global movement in which indigenous peoples engage in the politics of decolonisation from a position of strength, the stance of self-knowledge. E kore e hekeheke he kākano rangatira Our ancestors will never die for they live on in each of us.
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26

Woodman, Karen. "A study of linguistic, perceptual and pedagogical change in a short-term intensive language program." Thesis, University of Victoria, 1998. https://eprints.qut.edu.au/102184/1/__qut.edu.au_Documents_StaffHome_StaffGroupW%24_woodmank_Desktop_PhDthesis.pdf.

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This study investigates linguistic, perceptual, and pedagogical change (LPPC) in a short-term, study abroad English immersion program. It proposes the LPPC Interactive Model of second language acquisition based on Gardner's 1985 socioeducational model and Woods' 1996 beliefs, attitudes, and knowledge (BAK) structure. The framework is applied in a cross-cultural context, highlighting participants in the 1993 Camosun Osaka Aoyama English Language Institute involving Japanese English-as-a-Second-Language (ESL) students from Aoyama Junior College in Osaka, Japan, and non-Japanese ESL teachers at Camosun College and Canada's University of Victoria in British Columbia. The study examined the definition of teacher achievement; distinctions between language activation and language acquisition in the short-term, study abroad context; development of the constructs student BAK+, teacher BAK+, and class BAK+ to describe interactions in "class fit"; and the influence of temporal parameters on linguistic, perceptual, and pedagogical change. Data from teacher and student surveys and interviews suggest that change occurs in each of the linguistic, perceptual, and pedagogical dimensions and support constructs proposed for the model.

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27

Myers, Antoinette L. "From a Xicanadyke Imagination: An Examination of Queer Xicanidad, Citizenship and National Identity through The L Word, The Hungry Woman, and Mosquita y Mari." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/124.

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This thesis examines the ways in which popular media forms explore ideas of national identity, citizenship, and the politics of representation with regards to queer Xicana women, especially those residing in Los Angeles. Specifically, through an analysis of the television show The L Word, Cherrie Moraga’s play The Hungry Woman and Aurora Guerrero’s film Mosquita y Mari, this thesis argues that the queer Xicana experience is best represented in popular culture by queer Xicanas themselves.

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28

McRae, Jane. "Whakataukii: Maori sayings." 1988. http://hdl.handle.net/2292/2502.

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The texts of Maori oral tradition preserve special information for communication within Maori society. The forms in which that information is communicated are varied and in named types. Whakataukii are one of those types and they are one means of making public and preserving knowledge about Maori society. The knowledge which is contained in whakataukii, or referred to by them, ranges from simple observations of daily life, to philosophical concepts and records of history. This thesis proposes that whakataukii are a genre of Maori oral tradition. By examination and interpretation of a selection of sayings arranged in two categories, one which relates to Maori society as a whole and the other which relates to individual tribes, it considers the role of these texts in transmitting cultural information. Oral texts are often represented as unsophisticated forms of language, dependant for sophistication on a development to writing. Sayings are generally studied as colloquial texts and are seldom the subject of the serious interpretative study given to written literature. In this thesis the sayings of Maori oral tradition, with their culturally distinct but highly developed use of language, are regarded as comparable in their own sphere to compositions of written literature.

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29

Spring-Rice, Wynne. "Maori Settlement on South Kaipara Peninsula." 1996. http://hdl.handle.net/2292/2020.

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This thesis is a regional study using several kinds of evidence, The focus of the work is the South Kaipara peninsula, on the west coast north of Auckland and the successive Maori peoples whose home it was, There are four major sections: the social environment, the natural environment, archaeological research and, drawing these three together, a multi-disciplinary approach to analysis. The first section comprises three chapters. Chapter 1 traces the doings of the ancestors, using traditions and whakapapa gathered during the latter part of last century. Chapter 2 studies early eyewitness accounts, the advent of Europeans and the changes they effected. Chapter 3 considers the serious consequences of nineteenth century land alienation on the Maori inhabitants of the peninsula, and of population decrease through warfare, European diseases and economic change. The second section contains two chapters. Chapter 4 provides a background to subsequent chapters and covers geomorphology, soils, climate, flora and fauna. Chapter 5, using ethnographic material, explores the resources which would have been important to the Maori people, and the impact which successive groups made to the environment over time. Section 3, of two chapters, describes the archaeological research undertaken on the peninsula since the late 1950s. Chapter 6 includes results of the intensive site recording which began in 1975, and was largely completed in 1978. An overall analysis of the different kinds of sites and their locations is made in relation to soils, topography and height above sea level. Chapter 7 describes and analyses a midden sampling project which produced radiocarbon dates, palaeoenvironmental and shellfish species studies, and a detailed examination of the common cockle which occurred in all middens. The fourth section, Chapter 8, analyses settlement patterns. Because of the very large number and concentration of sites, the peninsula is divided into 14 geographic units so that aspects of these could be compared. Included are 1) landscape and topographic features, 2) historical settlement information, 3) the recorded sites and their frequencies, and 4) site type locations and frequencies. The findings for the areas are compared and conclusions drawn to suggest an overall culture history of the Maori people of the South Kaipara Peninsula.

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McCreanor, Tim. "Pakeha discourses of Maori/Pakeha relations." 1995. http://hdl.handle.net/2292/2391.

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This thesis uses a discourse analytic approach to the language used by Pakeha in talk about Maori in Aotearoa/New Zealand. The research begins with an assay of a large body of public submissions and, using the finding of common themes and patterns of ideas, images and usages running though the data, proceeds to examine texts arising from other contexts in order to comment on the generality of the original results. It is suggested that the commonalities described amount to an ideological and linguistic resource base for the construction of a powerful "standard story" of Maori/Pakeha relations, which underpins and legitimates the oppressive status quo. Further extensions of the investigation examine changes in the discourse in the contemporary setting and pursue origins of the themes in historical texts arising from the period of contact between Maori and Pakeha prior to the colonisation of the country.

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Hohepa, Margie Kahukura. "Hei tautoko i te reo : Maori language regeneration and whānau bookreading practices." 2000. http://hdl.handle.net/2292/517.

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I nga rua tekau ma rima tau nei ka puta ake ētahi kaupapa mātauranga hei whakaora i te reo tūturu o Aotearoa, i te reo Māori me ōna tikanga. Ka tirohia e tēnei tuhinga roa te kaupapa, arā, ma te kōrero Māori o te hunga tata ki ngā tamariki e ako ana i roto i te reo e puawai ai te kaupapa ako i te reo Māori. Ka tirohia te kaupapa nei, te ārohi i nga kōrero pukapuka-a-whānau hei tautoko i te reo. He huarahi te 'ao tuhi' i roto i nga mahi o ia rā hei whakawhānui i te whakaora i te reo, ki te pupuri hoki i nga tikanga Māori. Ka rangahautia e rua nga mahi e pā ana ki nga ritenga kōrero pukapuka-a-whānau o ngā tamariki nohinohi kātahi anō ka uru ki te kura kaupapa Māori. Ko te māramatanga i puta mai i ēnei rangahau, ma te hāngai tonu ki te kōrero tahi i nga pukapuka ki nga tamariki kua rima nga tau, e tupu ai te kōrero i te reo Māori i nga kāinga, e hāpai ai hoki nga kōkiritanga ki te whakaora, ki te whakawhānui i te reo i roto i nga kura me nga whānau. In the last quarter of the twentieth century a number of educational initiatives have emerged aimed at regenerating Māori, the indigenous language of Aotearoa-New Zealand. This thesis explores the premise that in order for such educational initiatives to be effective, those who have intimate contact with students in their personal domains of life also need to be interacting with them in the target language. It examines interactions in family literacy practices as a constitutive context for adult Māori language elaboration and acquisition processes. 'Literacy' is conceived as providing tools within sociocultural practices to amplify Māori language regeneration and cultural persistence. Across two separate studies the home literacy practices of ten families with new entrant children in a Māori medium sclooling initiative, kura kaupapa Māori, are examined. The results of the studies indicate that specific literacy-related strategies sited in bookreading with 5 year olds can increase the use of Māori language within homes, thereby increasing the effectiveness of Māori language regeneration programmes and initiatives across school and family settings.

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Healy, Susan. "The nature of the relationship of the Crown in New Zealand with iwi Maori." 2006. http://hdl.handle.net/2292/2930.

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This study investigates the nature of the relationship that the state in New Zealand, the Crown, has established with Māori as a tribally-based people. Despite the efforts of recent New Zealand Governments to address the history of Crown injustice to Māori, the relationship of the Crown with Iwi Māori continues to be fraught with contradictions and tension. It is the argument of the thesis that the tension exists because the Crown has imposed a social, political, and economic order that is inherently contradictory to the social, political, and economic order of the Māori tribal world. Overriding an order where relationships are negotiated and alliances built between autonomous groups, the Crown constituted itself as a government with single, undivided sovereignty, used its unilateral power to introduce policy and legislation that facilitated the dispossession of whānau and hapū of their resources and their authority in the land, and enshrined its own authority and capitalist social relations instead. The thesis is built round a critical reading of five Waitangi Tribunal reports, namely the Muriwhenua Fishing Report, Mangonui Sewerage Report, The Te Roroa Report, Muriwhenua Land Report, and Te Whanau o Waipareira Report.

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Phillips, Caroline. "The archaeology of Maori occupation along the Waihou River, Hauraki." 1994. http://hdl.handle.net/2292/1159.

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This is an archaeological study of Maori occupation along the lower Waihou River, Hauraki from the time of first settlement at about 1450 until 1850 AD. It identifies changes in the environment, economy, settlement distribution and demography over time, and details four pre-contact and three post-contact phases of occupation with differing economic, social, political and spatial responses. These are brought together in a developmental framework describing a series of cultural changes, thereby enabling the underlying processes to be ascertained. This research makes several arguments. Firstly, that Maori material culture has to be understood in the light of the functional and socio-political context in which the objects were made and used. Secondly, that regional analysis of this type employing a range of detailed environmental, settlement location, historical and excavation data are necessary in order to provide an historical developmental framework. Thirdly, that New Zealand settlement distribution studies have to adopt a more flexible approach using models more appropriate to Maori society. Fourthly, that cultural processes can best be analysed through the underlying ideological concepts of the society whose culture is being studied. The thesis concludes that the people of Hauraki displayed a range of dynamic socio-political responses to a variety of natural and human induced events that occurred over a four hundred year period.

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Hansen, Mei-Lin Te-Puea. "Aroha’s granddaughters: representations of Maaori women in Maaori drama and theatre 1980-2000." 2005. http://hdl.handle.net/2292/1420.

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This thesis explores representations of Maaori women characters in plays written by Maaori between 1980 and 2000, arguing that, as the level of self-determination in Maaori theatre has increased, these representations have become less stereotyped and more reflective of a range of Maaori women’s realities. The thesis suggests that waahine dramatists in particular represent contemporary Maaori cultural identity as flexible, diverse and changing. The Introduction gives reasons for the thesis' focus on Maaori women and outlines three major influences which have determined the approach to close-readings and analyses of waahine characters in the body of the thesis: an early Paakehaa representation of Maaori women, an increase of Maaori dramatists and the emergence of Maaori women's feminism. The thesis comprises a further six chapters. Chapter One contextualises the play analyses which appear in Chapters Four Five and Six by describing a Maaori theatre and drama whakapapa that stakes a significant and influential place for waahine theatre practitioners. Chapters Two and Three explore tino rangatiratanga/sel-determination and marae-concept theatre (respectively), arguing that between 1980 and 2000 these aspects of content and form have created theatrical conditions which facilitate Maaori women's representation. Chapters Four, Five and Six show that, as Maaori women such as Renee' Rena Owen, Riwia Brown, Roma Potiki and Briar Grace-Smith have become more active in the Maaori theatre whakapapa, contemporary representations of Maaori women have become more complex and diverse. A set of bibliographic appendices provides detailed lists of first productions of plays mentioned in the thesis. Throughout, the thesis maps the increased visibility and presence of Maaori women on the New Zealand stage, showing how in the years 1980-2000 the theatre has become a potent site for expression and exploration of Maaori cultural identity.

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Dyall, L. C. T. (Lorna Christine Te Aroha). "A Maori face to gambling = Kanohi ki te kanohi." 2003. http://hdl.handle.net/2292/3123.

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Background Prior to the commencement of this study, gambling was not considered a significant health issue for Maori, even though the first national gambling prevalence study in New Zealand in 1991, identified that Maori had at least three times the risk of problem gambling of non-Maori. In the early 1990s, through the provision of a gambling telephone helpline and gambling counselling services, it was identified that Maori and in particular Maori women, were increasingly seeking help with problems with gambling. Gambling is an integral part of the culture of New Zealand. To understand gambling and problem gambling requires an understanding of the social, economic and cultural context it plays in being Maori. Aim of Study This study investigated whether gambling and problem gambling is an emerging health issue for Maori and if so, the extent of the problem, its effects on Maori and health approaches, and interventions which are likely to be effective for Maori. A public health approach to address problem gambling has been investigated and a plan developed. Methodology This study has been undertaken from a Maori-centered and an action-oriented research approach. It has involved integrating existing and new information from the following sources: Maori patterns of gambling and expenditure, gambling prevalence data, Maori utilisation of gambling treatment services and gambling by indigenous people. Fifteen Maori problem gamblers have been interviewed to understand from the "inside looking out" their experience of problem gambling. Thirty key informants have also been interviewed to understand from the "outside looking in" their perspective as to whether gambling is an emerging health issue for Maori. This research has involved quantitative analysis and qualitative research. Findings This study has found that problem gambling is an emerging public health issue for Maori. The effects of problem gambling for Maori are invisible and masked by other health problems such as alcohol abuse or mental health problems. Maori prevalence of problem gambling is similar to other indigenous populations which have shared similar historical and socio-economic experiences. Problem gambling often leads to crime, imprisonment, development of other health problems and the break down of families. Focusing alone on problem gambling ignores the real issues for Maori, a wider perspective is needed which focuses on Maori and tribal development. A public health strategy is proposed to reduce Maori gambling related harm.

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Hunter, Ian Murray. "The particle ai in New Zealand Māori." 2007. http://hdl.handle.net/2292/343.

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This study looked at the functions and uses of the problematic particle ai in New Zealand Māori. Ai is described primarily as a verbal particle. It appears in a number of seemingly disparate constructions, has no parallel in English, and there has never been a satisfactory explanation of all its uses. The data consists of a large corpus of sentences containing ai that were extracted from selected texts written by native speakers from as early as the 19th Century up until 2005. Sentences were also solicited from fluent speakers. Analysis of the data and discussions with native speakers led to the conclusion that ai exists as two distinct particles, which were labelled habitual ai, and anaphoric ai. Habitual ai is a verbal marker that confers habitual aspect on its verb. It was found that it is mainly used by speakers from the Eastern regions of the North Island. Anaphoric ai refers back to some element earlier in the discourse. It has two forms, labelled resumptive ai and resultative ai. Resumptive ai is an anaphoric pro-form that resumes a specific noun phrase in its clause. It was found to have a grammatical function. When resumptive ai was deleted from its clause consultants judged the results ill-formed. An example of a construction with resumptive ai is a sentence with an adverbial of reason located before the verb. Resultative ai locates its clause in prior discourse, making a causal link between its clause and the prior element. It was found to have a mainly lexical function. When resultative ai was deleted from its clause consultants judged that the meaning had altered and that the causal link was weakened or lost. An example of a construction with resultative ai is a purpose clause which follows an action that has been carried out for that specific purpose. This thesis provides a unified explanation for all uses of ai. It also accounts for previously unexplained appearances, by showing that one form of ai may occur in environments restricted to another. Its appearance in non-verbal phrases are accounted for, and observations have been made about changes in its use over time.

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Findlay, Marama. "Māori tribal organisations and new institutional economics." 2006. http://hdl.handle.net/2292/2498.

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This thesis investigates the iwi (Māori tribal) organisations established in New Zealand in the 1980s and 1990s to manage resources being transferred as a result of Treaty of Waitangi settlements and the devolution of government services. The research has two objectives. Firstly, it aims to document iwi organisations’ establishment and operation from the viewpoint of those working inside the organisations. Secondly, it compares insider perspectives with economic theories concerning the causes, consequences and development of economic institutions. To address the first objective, the research gathers qualitative data for three iwi organisations and uses these to construct case reports. An inductive comparison across cases finds that while the underlying motivation for creating the iwi organisations is a desire to live as Māori, the immediate stimuli are opportunities negotiated with government. Iwi are chosen, in preference to other Māori groups, because of their size and traditional status and organisational success is dependent on meeting the requirements of both members and external parties. To address the second objective, the research examines a number of theories from new institutional economics which assist understanding of the empirical findings. To adequately explain iwi organisations as a whole, however, and to assess the relative explanatory power of the theories, they must be connected into a single explanatory framework. The research constructs a framework using the concept of social capital, understood as the combination of all the socio-economic institutions operating to make collective action possible. The framework proposes that socio-economic institutions can have an influence and value independent of other forms of capital. Viewing new iwi organisations through the constructed theoretical framework casts them as intermediaries, managing relational contracts between tribal members and external parties. The relational contracts with members constitute bonding social capital and are characterised by informal institutions of high intrinsic value, considerable relationship-specific social capital, transferability across tasks but not persons, and a preference for voice over exit. Relational contracts with external parties are primarily instrumental in value and formal institutions play a significant role; they show variability in the importance of informal institutions, relationship-specific social capital, transferability and preference for exit over voice. The thesis presents an insider’s view of new iwi organisations and then translates this view into the concepts of new institutional economics. In doing so, it contributes to two discussions: first, on the appropriate way to understand new iwi organisations; second, on the appropriate way for new institutional economics to understand society’s economic institutions.

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Houkamau, Carla Anne. "Identity and socio-historical context : transformations and change among Māori women." 2006. http://hdl.handle.net/2292/404.

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ABSTRACT Several writers have argued that New Zealand’s colonial history has thwarted optimal identity development among Māori (Awatere, 1984; Lawson Te-Aho, 1998a; 1998b). In recent decades the view that Māori identity may be restored via enculturation has gained widespread acceptance (Broughton, 1993; Edwards, 1999). Recent research indicates, however, that many Māori perceive their identities in ways that differ from the enculturated ideal (Borrell, 2005; Te Hoe Nuku Roa, 1996; 1999). Relatively little is known of the diverse interpretations that comprise ‘alternative’ Māori identity forms. This thesis aims to contribute to current understandings of Māori identity by exploring identity change across three generations of Māori women. For the purposes of the research, identity was treated as ‘held’ within personal life-stories and transformations were investigated by comparing the life-stories of 35 Māori women from different age groups. Attention was given to the impact of three socio-historical processes on identity: the mass migration of Māori from rural to urban locations after the 1950s, the drive towards Māori assimilation which underpinned Government policy towards Māori until the late 1960s, and the Māori political and cultural renaissance which gathered momentum in New Zealand from the 1970s. Data analyses found participants born prior to urbanisation evaluated their Māori identities positively and this seemed to reflect their isolation from Pākehā and exposure to competent Māori role models during their formative years. Participants aged between 35 and 49 expressed disharmony and tension around their Māori identities which many attributed to their early exposure to negative evaluations of Māori people. ‘Post-renaissance’ Māori, aged between 18 and 35, reported prizing their cultural distinctiveness from a young age and affirmed Māori political, cultural and social equality despite what they perceived as enduring Pākehā prejudice. This interpretation appeared to reflect their early exposure to educational experiences which imparted a sense of cultural pride and a national news media which publicised Māori political activism. Women’s life-stories reveal distinct intergenerational differences, a multiplicity of interpretations of Māori identity not widely articulated in literature, and the need to expand current paradigms of Māori identity to incorporate the individuality of group members.

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Petrie, Hazel 1949. ""For a season quite the rage?" : ships and flourmills in the Māori economy 1840-1860s." 2004. http://hdl.handle.net/2292/2284.

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This thesis is a history of Maori ship and flourmill ownership set into the wider economic context of mid-nineteenth-century New Zealand. It examines why and how Māori purchased flourmills and trading ships in this period and questions the currently popular view that these were ill-advised investments driven by a desire for status symbols or mere fads resulting from a culturally characteristic neophilia. It argues that both industries were generally well-considered enterprises, appropriate to contemporary conditions, and that they made significant contributions to the New Zealand colonial economy at a particularly fragile stage. An examination of Māori trading practices from the time of European contact establishes that certain aspects of their social relationships and commercial practice were 'traditional' and therefore provide points from which to consider the process of change. It is argued that customary modes facilitated the optimisation of economic benefits presented by a hugely expanded marketplace but that contemporary Christian and western political economic ideas, which gave ideological support to flourmill and ship ownership, also contributed significantly to the involution of Māori commercial enterprise. Māori necessarily responded to these teachings, but a consideration of the rationale behind their acquisition of these assets supports the appropriateness of such investments under contemporary conditions. Evidence from a wide range of Māori and Pakeha sources forms the basis for examining the motivations and management of Māori shipping and flourmilling enterprises and for tracking changes in understandings of proprietary rights. In this context, philosophical and political intervention by missionaries and other Pakeha agents, including the valorisation of individual ownership and enterprise, can be seen to have enticed those from the lower echelons of Māori society to forsake the obligations of a communal economy. As well as undermining the communal nature of Māori society and the authority of traditional leaders, these interventions also fostered greater rigidity in Maori social, economic, and political structures so that the advantages of customary ways were lost. Combined with the loss of resources and a concomitant rise in the political power of the rapidly growing Pakeha population, these changes made it increasingly difficult for Māori to sustain their economic predominance.

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Benavides, Sebastian Pelayo. "The usage of traditional Maori narratives as cognitive models and educational tools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Social Anthropology at Massey University, Albany Campus, New Zealand." 2009. http://hdl.handle.net/10179/889.

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The present research consists of an interdisciplinary approach which combines mainly sub-disciplines from the anthropological and psychological perspectives as theoretical background. Regarding the latter, from the cognitive anthropology perspective the research highlights Bradd Shore’s (1996) view on cognitive models, together with the theories put forward by the sociocultural approach in psychology based on Vygotsky’s school of thought. The main objective of the study is to achieve a broad view on the use of traditional korero paki and korero o nehera (Maori folktales/legends and myths) as pedagogical tools and as cognitive models. The latter includes a bibliographical review which covers the analysis of narratives and their usage from different areas, such as Maori epistemology and education, cultural psychology and cognitive anthropology. Being a research stemmed from an anthropological concern –how do people from different sociocultural backgrounds construct and transmit knowledge- it considered as a fundamental element an empirical or “fieldwork” approach to the matter. Therefore, the research analyses –based on semi-structured interviews- the perspectives and understanding of the usage of traditional Maori narratives as educational tools of scholars in the Maori studies/education field and of a sample of Maori teachers, most of them connected to a Kura Kaupapa Maori school, constituting a “study case” for this qualitative study. A period of complementary participant observation was also carried out, focusing on the pedagogical practises and styles of the participant teachers. Through this, the research aims to contextualise the bibliographical and theoretical findings, considering the contemporary applications, limitations and understandings encountered through concrete experience.

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Robust, Te Tuhi. "Te kaitārei ara tāngata whenua mo te Whare Wānanga : ’Ēhara, he hara ranei?’ = Developing indigenous infrastructure in the University : 'Another era or another error?'." 2006. http://hdl.handle.net/2292/275.

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Abstract/ Whakarāpoto Take The specific aim of this study is to identify critical features of wānanga or the traditional Māori learning institution and how these might inform Māori education today in a University setting. It also examines the responsiveness of the tertiary institution in creating an indigenous infrastructure aimed at Māori educational participation. A number of ‘critical events’ relating to Māori educational development interventions in the 1980’s will be considered with the expectation that they will serve to inform the development of better educational outcomes for access, participation, recruitment, retention and the advancement of Māori in the conventional University setting. For the purpose of this study contemporary Māori academic sites, which include state funded wānanga, as well as other indigenous academic sites will be discussed, including the First Nations House of Learning at the University of British Columbia1. There is thus an international perspective in this study. Whare wānanga were a key institution in traditional Māori society and represented in all regions of Aotearoa/ New Zealand. The ability to travel and share each other’s knowledge attested or benchmarked by others was a key part of the maintenance of the tribal lore. Tōhunga were central to the entire process of controlling the knowledge and selecting to whom it was to be imparted. This raises a question of what a contemporary wānanga, as an intervention and an academic entity would look like at the University of Auckland and would it withstand international scrutiny? As a kaupapa Māori educational intervention, it is a theoretical test in the configurations of conscientization, resistance and transformative praxis. The inclusive approach in using existing material and people resources to maximize the impact of the intervention is to be discussed in this thesis. Specific case studies provide a means for checking the evidence for the processes and the predicted outcomes for kaupapa Māori theory. The recalling of events is central to both case studies. An event such as the rugby match that took place between both countries in 1927, discussed later in this thesis, combined with similar initiatives embarked upon by indigenous leaders from both tertiary communities to create a physical presence for First Nations and Māori, are identities at the core of the case studies. Cultural connection, and a style of operation that is inclusive, enact in part the values raised by Madeleine McIvor: respect, reciprocity, relevance and responsibility. The factors all converge to build this thesis into a series of conversations. The collaboration undertaken over long distances and periods of time has motivated the creation of this record of the stories of both institutions, that can be added to by others in the future. The markers of success for the University of Auckland include the arresting of the decline of Māori student enrolments alongside the growth of Māori participating in post-graduate study and research, therefore providing opportunity to contribute to the bank of knowledge in New Zealand society. While the regeneration of the language in New Zealand has been the driving force behind the wānanga development at the University of Auckland building further on the foundations of kohanga reo, kura kaupapa Māori, whare kura and wānanga, the development of Māori as with First Nations initiatives has been in the area of education. Tertiary institutions offer a context in which kaupapa Māori theory brings together common threads of communication for people. Whether this is through elements of struggle within societies or just survival, the main thing is that people need each other to develop and progress.

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Tamarua, Lavinia Tina. "Pathways to literacy and transitions to school : enabling incorporation and developing awareness of literacy." 2006. http://hdl.handle.net/2292/277.

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This study examines children’s development and incorporation of literacy expertise across multiple sites and the transitions to school by four Māori preschool children, their whānau (families) and their teachers in Aotearoa/New Zealand. This study is embedded in a Kaupapa Māori framework of understanding and explaining teaching and learning processes across multiple sites of learning for children whose practices reflect ways of being and acting Māori. Descriptions of teaching and learning processes are also explained utilising a co-constructivist theoretical framework. These descriptions and explanations focus on the psychological processes of learning and development that children, whānau and teachers’ engage in their practice. A two phase case study design was employed that examines the teaching and learning processes of literacy across multiple sites. The first phase provides qualitative data that describes and explains how the different sorts of literacy and language activities are coconstructed by whānau and children. The ways by which literacy activities are constructed are inherent in parents ideas about teaching and learning reflected out of their diverse pedagogical practices. The distinct pedagogical practices also highlight the multiple pathways to learning that children developed and experienced in becoming an expert. This study also reported the influence of early educational settings as alternative and multiple contexts by which learning is organised and constructed. The different contexts provided families with specific ideas and practices about the teaching and learning process. The second phase of the study provides descriptions of how children’s literacy expertise was incorporated into classroom literacy and language activities. This phase of the study examines how teachers provided opportunities by which children’s literacy expertise was incorporated into classroom activities. This study reported incidents where incorporation of children’s level of literacy expertise was enhanced while other children’s literacy expertise was discouraged in classroom activities. The significance of the reported differences of incorporation was provided from teacher’s ideas and beliefs about children’s literacy expertise upon entry to school. The study showed how teacher’s ideas reflected the way that they organised and constructed literacy activities. Teacher’s ideas also reflected their awareness of the diversity of children’s literacy expertise. The earlier phase of this study examined the multiple ways and multiple contexts by which children learn and develop literacy expertise. Incorporation of children’s literacy expertise into classroom activities was determined by the degree to which teachers made connections that resonated children’s expertise. This was also determined by teacher’s instructional practices in the context of the classroom environment. The implications of this study make important contributions to pedagogical practices for teachers in classroom environments. The descriptions and explanations reported in this study highlight the complexities of teaching and learning for children of diverse cultural and language communities.

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Carter, Lynette Joy. "Whakapapa and the state: some case studies in the impact of central government on traditionally organised Māori groups." 2003. http://hdl.handle.net/2292/2573.

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This thesis examines modern iwi governance systems and their effect on whakapapa as an organisational framework in Māori societies. The main question addressed was; can whakapapa survive as an organisational process, or will it be stifled, as Māori societies struggle to establish a strong identity in contemporary New Zealand. As an organisational framework for Māori societies, whakapapa works through a series of principles that function through relationships between people, and between people and other elements that make up the world. Contemporary Māori groups continue to claim that they are whakapapa-based societies. This thesis examines that claim by investigating to what extent of "being Māori" today is about adherence to those principles and to whakapapa-based processes and relationships, and how much is it about being shaped by non-Māori constructs that have been formed by state-intervention and legislated changes to Māori social organisation. If being Maori today has as much or more to do with the latter, what place does whakapapa have in contemporary Māori society, and to what level and to what extent can the principles of whakapapa be upheld as the basis for contemporary Māori societies. A series of stories and case studies were used to answer the questions posed in the thesis. The case studies demonstrated the ways in which whakapapa worked in everyday situations, and how the people who take part in whakapapa-based relationships understood them to work. They also demonstrated how state intervention through legislation has challenged the way Māori groups structure themselves when new circumstances have required compromise and change. The institutionalised evolution of Māori societies is examined in more detail using one example of a modern tribal structure, Te Rūnanga o Ngāi Tahu. The Ngāi Tahu example typifies the implications for Māori if they choose to move from a whakapapa-based organisational model of governance to a centralised legalbureaucratic model of governance. The adoption of the new centralised governance structures, such as Te Rūnanga o Ngāi Tahu, will mean that Māori hapū and iwi societies are in danger of disappearing to be replaced by a generic group,shaped by legislation and integrated into the wider nation-state of New Zealand. Whakapapa can only remain at the core of Māori societies, if Māori allow it to, but when Māori adopt centralised "generic" system of governance, hapū and iwi societies, become censored versions of their former selves.
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Nightingale, Richard Beresford. "Maori at work : the shaping of a Maori workforce within the New Zealand state 1935 - 1975 : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Social and Cultural Studies, Massey University." 2007. http://hdl.handle.net/10179/1422.

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This thesis examines the dynamics of the shaping of a Maori workforce within the New Zealand nation 1935 - 1975 as a significant outcome of colonial and postcolonial engagements under the introduced capitalist system. It is argued that this was part of a larger process of acculturation and assimilation of Maori. That Maori labour formed a second stage in the incorporation of three indigenous components into the New Zealand domain of a global capitalist market system is accepted conditionally with some modification. Essentially, the first stage (from about 1840) was the need for land for the production of farm commodities; the second stage (from about 1935) was the need for industrial labour power for manufacturing production; and the third stage (from about 1975) was the appropriation of socio-cultural values as instruments to be utilized in social and economic administration by the State. The focus is on the second stage of this process. The central objective is to assess the outcomes of this process on Maori, socially, economically and culturally. Two broad assumptions are interrogated: first, that pools of surplus Maori labour were created as an outcome of the expansion of capitalism on pre-capitalist economies; second, that the incorporation of this surplus labour via migration from about 1935 arose from patterns of capital accumulation that created excess labour demand in urban secondary industries. Successive government policies of racial amalgamation, assimilation, adaptation and integration from 1840 through to the early 1970s, assumed that civilisation and integration were one-way processes. Government policies were predicated on concepts of assimilation and individualisation in a plethora of government initiatives in health, education, housing and social welfare, most of which were unilaterally justified on the grounds of progress and modernisation. These policies, which came to be called 'integration' in the decade of the 1960s, were perceived by government to be for the benefit of Maori and the whole nation, Pakeha and Maori. Arguably, the Hunn Report of 1960/61 marked the high point of this postcolonial ideology. The narrative of the key developments in government policies is inter-woven with an account of race relations and Maori affairs. It is emphasised that these policies were instituted during a period of enormous change· in Maori society and in the configuration of relationships between Maori and Pakeha. The focus is shifted in the last section of the thesis to the response by Maori to government policies. The retreat by Maori from issues of class deprivation to the promotion of issues that centred on loss of land, language and culture is traced. It is noted that the concern with class that marked the rhetoric of many similar global protest movements was remarkably mild in the Maori protest litany. This thesis marks a first attempt to discuss the shaping of a Maori workforce by taking an approach which recognises that the separation between culture and political economy is itself culturally constructed by the dominant actor in the nation-state.

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Stewart-Harawira, Makere. "Globalisation and the Return to Empire: an Indigenous Response = Te torino whakahaere, whakamuri." 2002. http://hdl.handle.net/2292/2360.

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This thesis may be regarded as both a history of the present and a signifier for the future. Developed during a time of dramatic global upheavals and transformations, it is concerned with the political economy of world order and the ontologies of being upon which world order is predicated. As the framework for the world order of nation states, international law was the means whereby indigenous peoples within colonised territories reconstructed from sovereign nations to dependent populations. Undperpinning this body of law and the political formations of world order were sets of social and political ontologies which continue to be contested. These ontologies are frequently at variance with those of indigenous peoples and shape the arena within which the struggle for self-determination and the validation of indigenous knowledge, values and subjectivities is played out. Contextualised within the international political and juridical framework, the thesis utilises critical theoretical traditions to examine the participation of indigenous peoples in the construction of world order and new global formations. Positioned from a Maori perspective, the thesis also tracks the historical role of education in the development of world order and considers the role and form of Maori educational resistance. In engaging with these issues across macro and micro levels, the thesis identifies the international arena, the national state and forms of regionalism as sites for the reshaping of the global politico/economic order and the emergence of Empire. Allied to this are the reconstruction of hierarchies of knowledge and subjectivities within new Manichean divides. Key questions raised in the thesis concern the positioning of indigenous ontologies and epistemologies within the emergent global order, and the nature of resistance or response. Calls for a new ontology of world order are increasingly being articulated in response to the multiple and increasing crises of globalisation. This thesis argues that, far from irrelevant, traditional indigenous social, political and cosmological ontologies are profoundly important to the development of transformative alternative frameworks for global order.

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Whitinui, Paul. "The indigenous factor: exploring kapa haka as a culturally responsive learning environment in mainstream secondary schools." 2008. http://hdl.handle.net/2292/2377.

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Recent research focusing on improving educational outcomes for Māori students in mainstream secondary schools in Aotearoa/New Zealand have asserted that building positive student-teacher relationships in the classroom are fundamental (c. f. Bishop, Berryman, & Richardson, 2003; Bishop & Tiakiwai, 2003; Ministry of Education, 2002, 2006). In contrast, attempts to investigate the educational benefits associated with Māori students participating in cultural learning activities, such as kapa haka, and the implications for improving levels of Māori student achievement, remains relatively unexplored. To embark on such an investigation, Māori kapa haka students and teachers from four mainstream secondary schools were invited to take part in an interview process informed by using a Kaupapa Māori theoretical approach. As a result, the study revealed quite emphatically that not only does kapa haka provide Māori students with an appropriate ‘culturally responsive’ learning experience, but that they also feel more confident and optimistic about school and their education. Moreover, kapa haka provides the opportunity for students to celebrate who they are as Māori and as ‘culturally connected’ learners in mainstream schooling contexts. In addition, Māori students through the kapa haka experience learn to ‘protect’, ‘problem-solve’, ‘provide’, and ‘heal’ their inner self-worth, essence and wellbeing as Māori. Similarly, most teachers agreed that kapa haka provides Māori students with a creative, dynamic and powerful way to access their learning potential as cultural human beings. An overwhelming response by both students and teachers is that kapa haka should be timetabled as an academic subject to provide greater access to indigenous and cultural performing art that affirms their identity as Māori, and our uniqueness as New Zealanders. Finally, the research proposes a ‘culturally responsive’ learning strategy to assist what mainstream secondary schools and teachers provide as valid and purposeful learning opportunities for ‘culturally connected’ learners who are Māori.

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Fitzgerald, Tanya G. "In a different voice: a case study of Marianne and Jane Williams, missionary educators in northern New Zealand, 1823-1835." 1995. http://hdl.handle.net/2292/2568.

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This thesis is a case study that examines the educative activities of two Church Missionary Society (CMS) women, Marianne Coldham Williams and her sister-in-law Jane Nelson Williams, during the period 1823-1835. This study examines the role and status of these two missionary women in the early CMS mission station at Paihia in northern New Zealand. Marianne and Jane Williams were missionary educators whose primary task was to establish schools for local Maori pupils and resident missionary pupils. These first mission schools were established according to a perceived hierarchy of "need." Consequently, the first schools, established in 1823 were for Nga Puhi women and girls followed by a school for the missionary daughters in 1826. A school for Nga Puhi men and boys was not established until 1827 and a school for the missionary sons was delayed until 1828. Through the re-formation of Maori women as Christian women, Maori society was to replicate the "pleasantries" of (Pakeha) "Christian society." The schoolroom, not the pulpit became the central site to instigate changes in Maori society and the CMS initially charged Marianne and Jane Williams with the responsibility for this task. One of the strategies developed by Marianne and Jane Williams to survive in a frontier society was to form a network based on their sister-hood. Through the exchanging of letters between the two women in New Zealand and their "sisters" in England, a reciprocal friendship was created that provided Marianne and Jane with the support they sought. These letters and diaries provide valuable autobiographical accounts of the daily lives and missionary activities of Marianne and Jane. This study, therefore, presents a challenge to prevailing historical narratives that position men at the centre of missionary activities. Missionary policy documents and manuscript material written by early nineteenth century missionary women and men reveal that in New Zealand women played a critical role in the "Christianising" and "civilising" policies and practices. In placing women at the centre of historical inquiry and as historical agents, this study re-presents the historical narrative in a different voice.

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Shieff, Sarah. "Magpies: negotiations of centre and periphery in settings of New Zealand poems by New Zealand composers, 1896 to 1993." 1994. http://hdl.handle.net/2292/2413.

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The thesis will show that a distinctive New Zealand voice in the arts may be found not in an "essence", as has sometimes been suggested, but at chronologically specific intersections of discourses. Each of the six works I examine has been made in New Zealand and is a mixture of music and language. As generic hybrids, combinations of music and language make appropriate objects of study for a thesis that explores a specific local dialogue between the 'mixture' and the 'essence', the 'hybrid' and the 'authentic', the 'indigenous' and the 'exotic', the 'local' and the 'imported', the 'centre' and the 'periphery.' Like acquisitive magpies, New Zealand artists constantly collect and select their material. They sift, save, reject and synthesise, and in so doing they create new combinations out of old ingredients. One of the characteristics of New Zealand poetry is that it has often been combined with music. There have been many collaborations between poets and musicians since colonial times. These collaborative texts occupy a complex space between art forms, just as New Zealand artists negotiate between orientations, positioning themselves between different cultural traditions. In its own process of selection, the thesis selects six works for close analysis which represent not only different periods but also different forms of synthesis. Each work represents 'New Zealand', yet what this means in practice is different in each case.

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Mitcalfe, Margaret Ann. "Understandings of being Pakeha : exploring the perspectives of six Pakeha who have studied in Maori cultural learning contexts : a thesis presented in partial fulfilment of the requirements for the degree of Master of Management, Communication Management, at Massey University, Turitea Campus, Aotearoa-New Zealand." 2008. http://hdl.handle.net/10179/885.

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This research studies Pakeha who have engaged with Maori cultural learning contexts. Within a social constructionist theoretical framework, and with a combination of the critical and communicative approaches to cultural identity, the research explores the meaning these Pakeha bring to being Pakeha. Discourse analysis tools of interpretative repertoires and linguistic resources are used to analyse data from semi-structured interviews with six Paheha participants. Participants have experienced Maori cultural learning contexts before or during the research, through learning te reo, tikanga Maori and about nga ao o nga iwi Maori. The research found that, largely, meanings participants brought to being Pakeha were in contrast to stereotypical notions of what it means to be Pakeha. Participants demonstrated that for them being Pakeha meant being connected to nga ao o nga iwi Maori; being aware of Pakeha privilege; mediating and negotiating being Pakeha with dominant notions of Pakehaness; valuing the history of Aotearoa-New Zealand, along with valuing te reo me ona tikanga. Furthermore, the research also found that the consistently postcolonial identity participants brought to being Pakeha shifted according to context, troubling the meanings of Pakeha also.

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Engels-Schwarzpaul, Anna-Christina. "Myth, symbol, ornament: The loss of meaning in transition." 2001. http://wwwlib.umi.com/dissertations/fullcit/3029985.

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How meaning is articulated, suggested or repressed in transition processes is an inherently social phenomenon. The history of theorising about ornament bears evidence to this as much as do current practices of ornamentation. From myths, as narratives of meaning, to ‘mere ornament’ – the various signifying practices (and forms of life within which they take place) determine how meaning changes. People will perceive such change differently, depending on their perspectives and circumstances and, under certain conditions, change can be conceived of as loss. This thesis, in its theoretical part, explores issues pertaining to meaning and ornament in epistemology, philosophy, sociology, semiotics, aesthetics and psychoanalysis. In its practical part it seeks to make connections with signifying practices involving ornament in the life-worlds of users, the use of ornament in public buildings, bicultural relationships involving appropriation or misappropriation, and the education of designers in New Zealand. For that, data derived from four empirical research projects are presented and theorised. In the fourth part, theories and practices are brought together to shed light on struggles with ornamental meaning in the past and in the present. Theories, with their classification of myths, symbols and ornament, ignore wide ranges of signifying practices and privilege some form of significations at the expense of others. Because of their separation from the language- games and forms of life of ornamental practice, they often fail to grasp issues that are important to non-theorists. All the research projects demonstrated that the large majority of participants like and relate to ornament. They also showed, however, that Pakeha traditions of ornament are not only perceived to have suffered the same historical rupture as those in the West but also that the theoretical discreditation upon which they were based was used as a tool of oppression when applied to Maori art. Attempts to explain bicultural practices of appropriation or misappropriation without reference to the history of colonisation and present power configurations must fail. Whether or not a cultural image retains or loses its meaning depends on factors such as knowledge, understanding, relationality and co-operation. If culture is, however, treated as a resource for commodification – as it is by the culture industries – cultural elements are subjected to rules inherent in marketing and capitalist economies and their meaning is deliberately changed. Those who ought to be able to deal competently with these issues (designers and other cultural intermediaries) receive little in their education to prepare them for the ornamental strategies and tactics of their future clients. The academic environment is still largely determined by modernist agendas, and ornament as a topic and as practice – continues to be repressed. If a meaningful ornamental language and practice relevant to Aotearoa is to be shared, created, and sustained the divisions between theory and the life-world need to be interrogated; the distance through an assumed superiority of Pakeha to Maori history, culture and people relinquished; and a type of conversation must commence that takes seriously the Treaty of Waitangi as the founding document of this country. The partnership concept of this document facilitates conversation about differential positions and rules and can ‘take us out of our old selves by the power of strangeness, to aid us in becoming new beings’ (Rorty, 1980: 289).

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Dissertations / Theses on the topic 'Maori cultural studies'

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