Academic literature on the topic 'Matauranga'
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Journal articles on the topic "Matauranga"
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Macfarlane, Angus. "Becoming Educultural: Te whakawhitinga o nga matauranga." Kairaranga 7, no. 2 (July 1, 2006): 41–44. http://dx.doi.org/10.54322/kairaranga.v7i2.58.
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In every profession, there comes a time when it is important to stop and evaluate the progress that has been made and to determine the changes that will be necessary to engage in new times and to meet new demands, The profession of tertiary education is no exception. In a period of rapid change many solutions are offered about what it takes to sustain effort in order to achieve success. Some of these solutions - for the acquisition of quality in education- insist on precision, rigor, consistency, and replicability. This paper purports that such qualities are of high value, yet appear incomplete if certain sociocultural elements are not taken into account. It is argued that we might better unravel our perceptions, attitudes, and beliefs about education, when we draw from the historical and social contexts that have affected our worldview. These historical and social contexts might well be the tools that help to shape the values of learning, referred to in this paper as becoming educultural.
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Jenkins, Kuni, and Leonie Pihama. "Matauranga Wahine: Teaching Maori Women's Knowledge Alongside Feminism." Feminism & Psychology 11, no. 3 (August 2001): 293–303. http://dx.doi.org/10.1177/0959353501011003003.
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Moller, Henrik. "Matauranga Maori, science and seabirds in New Zealand." New Zealand Journal of Zoology 36, no. 3 (January 2009): 203–10. http://dx.doi.org/10.1080/03014220909510151.
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Bliss, Susan. "Perspectives in Australian Global Education and Geography/Matauranga Matawhenua." New Zealand Geographer 61, no. 3 (December 2005): 225–41. http://dx.doi.org/10.1111/j.1745-7939.2005.00038.x.
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Crawford, Stephen. "Matauranga Maori and western science: The importance of hypotheses, predictions and protocols." Journal of the Royal Society of New Zealand 39, no. 4 (December 2009): 163–66. http://dx.doi.org/10.1080/03014220909510571.
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Doogan, Judge Michael. "Tikanga and the Law Wānanga." Amicus Curiae 4, no. 3 (June 24, 2023): 649–59. http://dx.doi.org/10.14296/ac.v4i3.5624.
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Tikanga Māori is increasingly influencing the law of New Zealand, in every jurisdiction. The Environment Court is becoming more concerned with issues which necessitate knowledge of different tikanga Māori, matauranga Māori and Te Reo Māori. The following is a discussion on how tikanga affects the incorporation of Treaty of Waitangi and Māori concepts in the Resource Management Act 1991. It then moves to how and to what extent the Environment Court can consider relational and mana whenua issues. And lastly, Judge Doogan gives insights from a Māori Land Court, Waitangi Tribunal and Environment Court judge for practitioners on understanding tikanga issues and working with Māori collectives.
Keywords: Environment Court; Māori Land Court; Waitangi Tribunal; Resource Management Act 1991; Lex Aotearoa; Te Reo; tikanga; mātauranga; mana whenua; procedure; advocacy.
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Ruwhiu, Pirihi Te Ohaki (Bill), Leland Ariel Ruwhiu, and Leland Lowe Hyde Ruwhiu. "To Tatou Kupenga: Mana Tangata supervision a journey of emancipation through heart mahi for healers." Aotearoa New Zealand Social Work 20, no. 4 (July 17, 2017): 13–34. http://dx.doi.org/10.11157/anzswj-vol20iss4id326.
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This journey of critically exploring Mana Tangata supervision has drawn together the diverse styles, stories and analyses of three generations of tane from the Ruwhiu whanau. This is our journey within to strengthen without – ‘E nohotia ana a waho, kei roto he aha’. Pirihi Te Ohaki (Bill) Ruwhiu (father, grandfather and great grandfather) frames the article by highlighting the significance of wairuatanga, whakapapa and tikanga matauranga Maori – a Maori theoretical and symbolic world of meaning and understanding that informs mana enhancing engagements within the human terrain. Leland Lowe Hyde (son, grandson and father-to-be) threads into that equation the significance of ‘ko au and mana’ (identity and belonging) that significantly maps personal growth and development. Leland Ariel Ruwhiu (son, father and grandfather) using pukorero and nga mohiotanga o te ao Maori me te ao hurihuri weaves these multi dimensional reasonings into a cultural net (Te Kupenga) reflecting indigenous thinking around Mana Tangata supervision for tangata whenua social and community work practitioners.
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Sanjaya, I. Agus Rudi, Gusti Ayu Putu Suprianti, and Anak Agung Gede Yudha Paramartha. "The Implementation of Quizziz as Assessment for Learning in English as A Foreign Language: The Teacher’s Perspective." Art of Teaching English as a Foreign Language 4, no. 2 (November 28, 2023): 50–59. http://dx.doi.org/10.36663/tatefl.v4i2.628.
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This research aims to (1) describe the implementation of Quizizz as an English Language Learning Assessment for Teachers at SMP 1 Nusa Penida. (2) identify the Teacher problem in implementing Quizizz as Assessment for Learning English at SMP 1 Nusa Penida. (3) investigate what EFL Teacher at SMP 1 Nusa Penida overcome the problems that they faced in implementing Quizizz as Assessment for Learning English at SMP 1 Nusa Penida. The method of this study was a descriptive qualitative. The subject of this study is one English teacher at SMPN 1 Nusa Penida. This study concluded that the implementation of Quizizz as Assessment for Learning in English learning process in seventh grade especially about the characteristic of Assessment for Learning runs according to the theory used as a reference. The indicators used to test the problems faced are theory about the characteristic of Assessment for Learning by Tetahuhu o te Matauranga. This study also concluded that there were several strategies found used to solve several problems faced by teachers when implementing Quizizz as Assessment for Learning in English learning process.
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Cohn, Helen M. "Bibliography of the History of Australian Science, No. 29, 2008." Historical Records of Australian Science 20, no. 1 (2009): 147. http://dx.doi.org/10.1071/hr09008.
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This bibliography, in geographic terms, covers principally Australia, but also New Zealand, New Guinea and other islands of the Pacific Ocean near Australia, and Antarctica. It includes material on the history of the natural sciences (mathematics, physical sciences, earth sciences and biological sciences), some of the applied sciences (including medical and health sciences, agriculture, manufacturing and engineering), and human sciences (psychology, anthropology and sociology). Biographical material on practitioners in these sciences is also of interest. The sources used in compiling this bibliography include those that have proved useful in the past in finding relevant citations. The library catalogues of the Royal Botanic Gardens Melbourne, the National Library of Australia and the National Library of New Zealand Te Puna Matauranga O Aotearoa were particularly useful sources of information. Journals that have yielded articles for previous bibliographies were checked, as were some titles that have not previously been scanned. Hence a number of citations are included that were published earlier than 2008. Assistance has been received from a number of people who sent items or information about items published in 2008 for inclusion in the bibliography. In particular, Professor Rod Home has been most helpful in forwarding relevant citations. Staff of the eScholarship Research Centre at the University of Melbourne, especially Helen Morgan, were of great assistance in the preparation of this bibliography. Readers may have access to information about relevant books, journal articles, conference papers, reports, Master's and PhD theses and reviews published in 2009. They are encouraged to send such information to the compiler at the above email address for inclusion in future bibliographies.
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Harris, Graham. "Conservation of relict potato Solanum tuberosum cultivars within Maori communities in New Zealand." Pacific Conservation Biology 7, no. 3 (2001): 204. http://dx.doi.org/10.1071/pc010204.
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It is generally accepted by scholars that potatoes were first introduced to New Zealand in the late 18th century by Captain James Cook and the French explorer, Marion du Fresne. Further introductions of potatoes from a variety of sources including possible direct introductions from South America, followed into the 19th century. Maori were quick to recognize the advantages that these new introductions had over their traditional food crops including kumara (sweet potato) Ipomoea batatas and Taro Colocasia esculentum both of which they introduced from east Polynesia some 800-100 years previously. Potatoes soon became a staple item in the Maori diet and an important trade commodity and by the mid-19th century they were growing thousands of hectares of potatoes for that purpose. The various cultivars that were introduced were given Maori names and many of these early types are still grown by Maori, having been passed down through families for many generations. With their deep set eyes, often knobbly irregular shape, "open" leaves and colourful tubers these "Maori Potatoes" are quite distinctive in appearance from modern potatoes and some retain many of the features of Solanum tuberosum subsp. andigena types. This paper discusses the adoption of the potato by Maori, the effects it had on Maori society and the perpetuation of the early cultivars within Maori families and communities. This examination of an introduced crop plant and its intersection with an indigenous people is essentially an ethnobotanical study which in addition to its botanical and anthropological foci includes elements of Matauranga Maori (traditional Maori knowledge) history, geography and horticulture. The preservation of these old potato cultivars by generations of Maori people has made a valuable contribution to conservation of biological diversity.
Dissertations / Theses on the topic "Matauranga"
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Higgins, Rawinia R., and n/a. "He kupu tuku iho mo tenei reanga : Te ahua o te tuku korero." University of Otago. Te Tumu - School of Maori, Pacific and Indigenous Studies, 1999. http://adt.otago.ac.nz./public/adt-NZDU20070524.121050.
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The primary objective of this thesis focuses on the nature of transmission of oral narratives, based on the relationship formed between the recipient and the source.
It will be argued that based on the nature of the relationship between these people knowledge is passed on.
It will highlight these relationships within a whanau context, especially the koroua and the mokopuna.
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Soler, Janet M., and n/a. "Reading the word and the world : the politics of the New Zealand primary school literacy curriculum from the 1920s to the 1950s." University of Otago. Faculty of Education, 1997. http://adt.otago.ac.nz./public/adt-NZDU20070528.125057.
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This thesis examines the demise of the centrality of cultural-heritage ideals in literacy instruction and its replacement with a technocratic view of literacy instruction which empasised the mechanics of reading. The shift in these ideals, which have underpinned literacy instruction in the New Zealand primary school curriculum, is traced from the establishment of a �high-culture� British imperially-based notion of culture in the late 1920s to its replacement with a technocratic approach to literacy instruction in the revisions to primary school curriculum policy in the mid-1950s. This rise of a technocratic approach to literacy instruction resulted from what Frank Fischer has called a �quiet revolution�, where complex interactions between educational administrators, teacher unions, politicians, influential teachers, teacher educators, and politics in the administrative hierarchies and policies which governed the New Zealand primary school.
This study provides an alternative vision of the history of the development of the New Zealand primary school curriculum. Previous New Zealand curriculum historians have portrayed the development of the primary school curriculum as a progressive evolution from the �old� methods of the early decades of mass education to the �modern� methods of the 1940s and 1950s. In contrast to the traditional view of the development of the New Zealand curriculum, this historical account of the development of literacy instruction in New Zealand focuses upon the political, cultural, and ideological processes that underpinned curriculum policy and practice during the period under investigation.
By the mid-1950s, the overt ideals of English cultural imperialism had been exchanged for �scientific efficiency�. In this, �value-free� methods continued to embody dominant cultural beliefs under the supposedly neutral approaches of a technocratic approach to literacy. It is argued that the dominance of the cultural-heritage model of literacy instruction, with its elitist version of English language and culture, promoted a British-based �high-culture� tradition in the literacy curriculum. When the supposedly �value-neutral� methodologies were applied to literacy instruction in the early 1950s, these values survived as this technocratic approach to reading disengaged literacy instruction from the wider cultural, political, and social context.
In recent years, the debates over reading techniques have once again surfaced in the public and academic press. These debates need to acknowledge this historical context and work towards a more balanced vision of literacy instruction, where literacy is not merely defined as the reading of the word. Current debates over reading techniques, curriculum policy, and literacy instruction practices need to view literacy as a complex process which is linked to a wider political and cultural world.
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Jardine-Coom, Laura. "When men and mountains meet : Rūiamoko, western science and political ecology in Aotearoa/New Zealand." Thesis, University of Canterbury. Geography, 2010. http://hdl.handle.net/10092/3821.
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On the 13th of March, 2007 a failure of the tephra dam at Te-wai-a-moe, the Crater Lake of Mt
Ruapehu in the North Island of Aotearoa/New Zealand, caused a lahar to travel down the Whangaehu
River channel. The lahar event had been predicted after an eruptive event at Mt Ruapehu eleven years
before. As a result of the early prediction, the lahar event and potential risk was well studied, and
twenty four management options were proposed to mitigate risk. After a period of consultation with
stakeholders, including local iwi, the Minister for Conservation ratified a non-intervention option which
emphasised monitoring and prohibited engineering intervention on the mountain.
The media event associated with 2007 lahar event drew considerable attention to the 1953
Tangiwai tragedy which occurred following a similar lahar event at Mt Ruapehu. The 2007 lahar media
event constructed Tangiwai as a site of risk that belonged to science, technology and Pakeha tragedy,
dominating understandings of Tangiwai as an important spiritual place for local iwi and their relationship
with Mt Ruapehu.
The lahar event also highlighted the dominant western science based hazard management
paradigm and its interactions with matauranga Maori. Inherent in the dominant western science
paradigm is the natural/social split born of the scientific Enlightenment and the removal of non-humans
as actors. Bruno Latour (2004) calls for a move beyond the natural/social dualism and recognition for
the importance of non-humans in contesting and recreating worlds; this thesis considers Charles Royal’s
tangata whenua paradigm as an answer to Latour’s call.
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Pereira, Janet Aileen, and n/a. "Culture, language and translation issues in educational assessment : Maori immersion students in the National Education Monitoring Project." University of Otago. Department of Anthropology, 2001. http://adt.otago.ac.nz./public/adt-NZDU20070516.152005.
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1999 was the first year that Year 8 Maori immersion students were included in national monitoring in New Zealand. The thesis explores how bilingualism, being a second language learner, and culture impact on student performance. It details the National Education Monitoring Project�s (NEMP) efforts to create fair and valid cross-language and cross-culture assessment. The thesis looks at overseas research on the development, translation and administration of tasks and relates this to NEMP�s processes. Issues and problems that arose during the development, translation and administration of tasks are discussed.
Several positions emerge from this thesis. Firstly, that despite the problems encountered, there were some clear �benefits�. Benefits lay primarily in: recognition of the complexity of cross-language and cross-cultural assessment, �improved� assessment and translation processes, professional development, new understanding and knowledge areas, identification of areas for future research and the accumulation of data (albeit in some instances problematic). Secondly, that NEMP went to great efforts to consult with and involve Maori. However, the relationship between NEMP and Maori was compromised in that some sectors within immersion education were ambivalent about participating in national monitoring. This ambivalence impacted in a number of ways on the project and the assessment of immersion students. Thirdly, that the inclusion of immersion students in national monitoring needs to be seen within the wider social, political and historical context of New Zealand. Assessment is not a neutral process. Assessment is a social and political activity that has the potential to advantage certain groups in society and disadvantage others.
Fourthly, despite NEMP�s efforts to be fair, inclusive and thorough in its processes there were significant issues that compromised students� performance and the quality of the information gathered. Limited language skills of some students, cultural differences, translation and task administration problems at times worked to the disadvantage of immersion students and raise questions about the validity of some findings. Finally, I suggest that the inclusion of Maori immersion students in national monitoring is in some respects premature and unfair. In particular, questions need to be asked about the fairness and validity of making comparisons between bilingual, second language learners in Maori immersion settings and monolingual Maori students learning in English in the mainstream.
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Taupo, Katrina Phoebe Tamara. "Close Encounters of the Genetic Testing Kind: Negotiating the interfaces between Matauranga Māori and other knowledge systems." Thesis, University of Canterbury. Sociology and Anthropology, 2006. http://hdl.handle.net/10092/938.
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Since the decoding of the human genome project concluded in 2003, rapid technological advances in the area of human genetics including genetic testing and bio banking have accelerated. Public discussion of genetic testing and biobanking are the focus of this thesis. Genetic profiling and predictive tests aim to establish the causal conditions for disorders such as Fragile X, cystic fibrosis and Huntington's disease. Biobanking involves the storage of genetic material for genetic research and can also include genealogical research. The complex and varied relationships that Maori (indigenous peoples of New Zealand) in different social locations have with western science (and human genetics in particular) is at the heart of this thesis. The thesis explores the responses of three differently located Maori social groups to the challenges posed by genetic testing and biobanking. Focus/contact group discussion with Maori members of the Church of Jesus Christ of Latter Day Saints, a group of rongoa or traditional Maori health practitioners, and a group of Maori lawyers illustrate both diversity in the ways in which Maori respond to the issues posed by human genetics, and connections among them as they draw on Maori ontologies and epistemologies. In the analyses of these discussions which constitute the core of this thesis, Maori can be seen juggling alternative frames of reference and negotiating between knowledge systems. The thesis does not purport to provide an overview of Maori responses to genetic testing. Instead it uses discussion among three groups of research participants to illustrate the relevance of temporal and relational knowledge in local situations. A range of social science and Te Ao Maori conceptual tools are used to analyse conversations among research participants. These tools include discussion of power/knowledge and governmentality, actor network theory, sociological discussions of agency as well as concepts of whakapapa, kaitiaki, mauri, and mana motuhake. My goal is to illustrate both connection and heterogeneity in Maori responses to the challenges posed by genetic testing and bio banking.
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Ngahooro, Roger, and n/a. "What about us, Al?: the pragmatics of whanau in education." University of Otago. Department of Social Work and Community Development, 2005. http://adt.otago.ac.nz./public/adt-NZDU20070430.112609.
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This thesis looks at the relationships Board of Trustees need to balance between themselves and their Maori communities. Their researcher was a sole Maori representative on a South Island Board of Trustees and explored the minority position of his role. The research was restricted to one Primary School and one board of Trustees. This research examined the strengths, weaknesses, attitudes and perceptions of Boards of Trustees governance when dealing with issues around their Maori communities. The role of the researcher as both writer and Board of Trustees Member, created ethical issues around objectivity and subjectivity, and sought to show how a researcher is able to remain impartial, in their own study.
The research found that relationships between mainstream Boards of Trustees and their Maori communities are better developed by including local iwi or hapu, therefore making a three way relationship.
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Pohatu, Godfrey H., and n/a. "The University, Maori Studies and Treaty praxis." University of Otago. Faculty of Education, 1999. http://adt.otago.ac.nz./public/adt-NZDU20070523.150323.
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This study is an attempt to interrogate the shared terrain of academic Maori Studies, Treaty of Waitangi praxis (where �praxis� is defined as the practical use of reason and the resonable use of practice - in contrast to purely theoretical activity) and the University system in this country. In this wide ranging �interrogation�, I will employ a dialectical method of analysis where each of the major Articles of the Treaty are assigned a particular �role� in the Thesis because it represents the central �University� or Kawanatanga Problematic; that Article 2 (Tino Rangatiratanga-Chieftainship) is the Antithesis because it represents the �Maori� contradiction or the Tino Rangatiratanga Mandate; and that Article 3 (Kotahitanga-Unity and Association) is the Synthesis because it represents Treaty Praxis� or the Kotahitanga Solution.
This study (like the Treaty) has been organised into five appropriate Parts:
Part A (The Preamble) provides the overture for the study, and, as such, contextualises the methodological framework and theoretical paradigms in, on and around which the rest of the study is located.
Part B (The Kawanatanga Problematic) will attempt to articulate the struggle of Maori Studies in academia by problematising Kawanatanga (as is the case in most of the scholarship on this critical aspect of the Treaty).
Part C (The Tino Rangatiratanga Mandate) will outline three major neglected areas of Tino Rangatiratanga in academia: such as the agency of Maori staff, students and communities; and the status of language and of knowledge taonga (treasures).
Part D (The Kotahitanga Solution) will attempt to synthesise Treaty praxis within the debate by outlining and evaluating a number of Treaty principles and examples.
Part E (Post-Script) will summarise the personified (signatory) aspects of the study and will also attempt to articulate a possible future for Maori Studies.
It is hoped that the analytical framework employed in this study and will also attempt to articulate a possible future for Maori Studies.
It is hoped that the analytical framework employed in this study will assist in clarfying (i) the nature of the struggle of a �minority-culture� subject (Maori Studies) within (ii) a �majority-culture� institution (the University), and (iii) the promise of bicultural synthesis (or Treaty praxis) as a means of mediating this struggle.
It is also hoped that this thesis will be a contribution to that ongoing debate.
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Edwards, William John Werahiko. "Taupaenui : Maori positive ageing : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Public Health at Massey University, Palmerston North, New Zealand." Massey University, 2010. http://hdl.handle.net/10179/1331.
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The global phenomenon of population ageing has major ramifications for societies and governments around the world. In New Zealand, efforts to address the impacts of population ageing have centred on the Government’s Positive Ageing Strategy. This is a thesis about positive ageing as viewed through Maori eyes. It has been informed by the memories and aspirations of older Maori who have lived through challenging times but have emerged with qualities that enable them to enjoy older age and to contribute to their own whanau, Te Ao Maori (the Maori world) and Te Ao Whanui (wider society). The thesis is philosophically located at the interface between Western science and matauranga Maori, an Indigenous inquiry paradigm. It is argued that Western science and matauranga Maori are relevant to research in the contemporary context, and reflect the realities of older Maori who live in both Te Ao Maori and Te Ao Whanui. The study used research techniques that draw on Western science (literature review), matauranga Maori (review of 42 Maori proverbs) and both inquiry paradigms simultaneously (qualitative study with 20 older Maori people). The research found that Maori positive ageing can be characterised by a two dimensional concept that incorporates a process dimension and an outcome dimension. The process dimension is consistent with a lifecourse perspective and therefore recognises that ageing is a life-long process where circumstances encountered during life may impact cumulatively and manifest in old age. The outcome dimension can be described in terms of complementary ‘universal’ and Maori specific outcome domains. The universal outcome domains are encapsulated in the New Zealand Positive Ageing Strategy and more recently are expressed in the Positive Ageing Indicators 2007 Report. The Maori-specific outcome domains identified in this Study are: kaitiakitanga – stewardship; whanaungatanga – connectedness; taketuku – transmission; takoha – contribution; takatu – adaptability; and, tino rangatiratanga – selfdetermination. The overarching outcome domain is taupaenui – realised potential.
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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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Taupo, Katrina P. T. "Close encounters of the genetic testing kind : negotiating the interfaces between Matauranga Māori and other knowledge systems : a thesis submitted in fulfillment of the requirements for the degree of Master of Arts in Sociology at the University of Canterbury/Te whare Wananaga o Waitaha /." 2006. http://library.canterbury.ac.nz/etd/adt-NZCU20070222.161701.
Full textBooks on the topic "Matauranga"
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Sullivan, Jim. Catholic boys. New Zealand: New York, N.Y., 1996.
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2
International Consortium for Experiential Learning (Conference) (7th December 4-8, 2000 Auckland, Aotearoa, New Zealand). Te rito o te matauranga =: Experiential learning for the third millennium : selected papers from the seventh conference of the International Consortium for Experiential Learning, Auckland, Aotearoa/New Zealand, December 4-8, 2000. Auckland: James Henare Maori Research Centre, 2001.
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International Consortium for Experiential Learning (Conference) (7th December 4-8, 2000 Auckland, Aotearoa, New Zealand). Te rito o te matauranga =: Experiential learning for the third millennium : selected papers from the seventh conference of the International Consortium for Experiential Learning, Auckland, Aotearoa / New Zealand, December 4-8, 2000. Auckland: James Henare Maori Research Centre, 2001.
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Nga Kete Matauranga: Maori Scholars at the Research Interface. Otago University Press, 2021.
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Zealand, New. Justice: The experience of Maori women = Te tikanga o te ture : Te matauranga o nga wahine Maori e pa ana ki tenei (Report / Law Commission). Law Commission, 1999.
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Crosby, Alfred W. Ecological Imperialism: The Biological Expansion of Europe, 9001900 (Studies in Environment and History). Cambridge University Press, 1987.
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Crosby, Alfred W. Ecological Imperialism: The Biological Expansion of Europe, 9001900 (Studies in Environment and History). 2nd ed. Cambridge University Press, 2004.
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Ecological imperialism: The biological expansion of Europe, 900-1900. Cambridge [Cambridgeshire]: Cambridge University Press, 1986.
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Ecological Imperialism: The Biological Expansion of Europe, 9001900 (Canto). Cambridge University Press, 1993.
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Ecological Imperialism: The Biological Expansion of Europe, 9001900 (Studies in Environment and History). 2nd ed. Cambridge University Press, 2004.
Find full textBook chapters on the topic "Matauranga"
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Tau, Te Maire. "Matauranga Māori as an epistemology." In Histories, Power and Loss: Uses of the Past – A New Zealand Commentary, 61–74. Bridget Williams Books, 2001. http://dx.doi.org/10.7810/9781877242205_3.
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Akhter, Selina. "Social Workers' Understanding of Bi-Culturalism and Its Cultural Differences in Aotearoa New Zealand." In Research Anthology on Child and Domestic Abuse and Its Prevention, 429–44. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5598-2.ch024.
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The chapter attempts to review some conceptualizations developed in the literature around the topic cultural appropriateness and examines how culture interacts with child abuse and domestic violence situations of ethnic migrant community. Also, the chapter highlights specific cultural knowledge of ethnic migrant community that the practitioners from different cultures need to deal with in society. The uniqueness of New Zealand is that it takes into account the discourse of the Treaty of Waitangi, history, racism, colonization, Matauranga Maori, etc. while the major focus of the concept cultural sensitiveness developed in multicultural context is on the differences between Western and non-Western cultural values and the legacy of their cultural norms and socio-economic context.
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Akhter, Selina. "Social Workers' Understanding of Bi-Culturalism and Its Cultural Differences in Aotearoa New Zealand." In Handbook of Research on Indigenous Knowledge and Bi-Culturalism in a Global Context, 255–70. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6061-6.ch014.
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The chapter attempts to review some conceptualizations developed in the literature around the topic cultural appropriateness and examines how culture interacts with child abuse and domestic violence situations of ethnic migrant community. Also, the chapter highlights specific cultural knowledge of ethnic migrant community that the practitioners from different cultures need to deal with in society. The uniqueness of New Zealand is that it takes into account the discourse of the Treaty of Waitangi, history, racism, colonization, Matauranga Maori, etc. while the major focus of the concept cultural sensitiveness developed in multicultural context is on the differences between Western and non-Western cultural values and the legacy of their cultural norms and socio-economic context.
Conference papers on the topic "Matauranga"
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Mortensen Steagall, Marcos. "Reo Rua (Two Voices): a cross-cultural Māori-non-Māori creative collaboration." In LINK 2022. Tuwhera Open Access, 2022. http://dx.doi.org/10.24135/link2022.v3i1.184.
Full textAbstract:
In the last decades, there has been an emergence of an academic discourse called Indigenous knowledge internationally, creating a myriad of possibilities for research led by creative practice. In Aotearoa, New Zealand, Māori creative practice has enriched and shifted the conceptual boundaries around how research is conducted in the Western academy because they provide access to other ways of knowing and alternative approaches to leading and presenting knowledge. The contributions of Māori researchers to the Design field are evidenced through research projects that navigate across philosophical, inter-generational, geographical and community boundaries. Their creative practices are used to map the historical trajectories of their whakapapa and the stories of survival in the modern world. They overturn research norms and frame knowledge to express the values of Tikanga and Matauranga Maori. Despite the exponential growth in the global interest in Indigenous knowledge, there is still little literature about creative collaborations between Māori–non-Māori practitioners. These collaborative research approaches require the observation of Māori principles for a respectful process which upholds the mana (status, dignity) of participants and the research. This presentation focuses on four collaborative partnerships between Māori–non-Māori practitioners that challenge conceptions of ethnicity and reflect the complexity of a global multi-ethnic society. The first project is: The Māui Narratives: From Bowdlerisation, Dislocation and Infantilisation to Veracity, Relevance and Connection, from the Tuhoe film director Dr Robert Pouwhare. In this PhD project, I established a collaboration to photograph Dr Pouwhare’s homeland in Te Urewera, one of the most exclusive and historical places in Aotearoa. The second project is: Applying a kaupapa Māori paradigm to researching takatāpui identities, a practice-led PhD research developed by Maori artist and performer Tangaroa Paora. In this creative partnership, I create photographic portraits of the participants, reflecting on how to respond to the project’s research question: How might an artistic reconsideration of gender role differentiation shape new forms of Māori performative expression. The third project is: KO WAI AU? Who am I?, a practice-led PhD project that asks how a Māori documentary maker from this iwi (tribe) might reach into the grief and injustice of a tragic historical event in culturally sensitive ways to tell the story of generational impact from Toiroa Williams. In this creative partnership, I worked with photography to record fragments of the colonial accounts of the 1866 execution of Toiroa’s ancestor Mokomoko. The fourth project is: Urupā Tautaiao (natural burials): Revitalising ancient customs and practices for the modern world by Professor Hinematau McNeil, Marsden-funded research. The project conceives a pragmatic opportunity for Māori to re-evaluate, reconnect, and adapt ancient customs and practices for the modern world. In this creative collaboration, I photographed an existing grave in the urupā (burial ground) at xxx, a sacred place for Māori. This presentation is grounded in phenomenological research methodologies and methods of embodiment and immersion. It contributes to the understanding of cross-cultural and intercultural creativity. It discusses how shared conceptualisation of ideas, immersion in different creative processes, personal reflection and development over time can foster collaboration.