Academic literature on the topic 'Te Tiriti'
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Journal articles on the topic "Te Tiriti"
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Came, Heather, D. O’Sullivan, and T. McCreanor. "Introducing critical Tiriti policy analysis through a retrospective review of the New Zealand Primary Health Care Strategy." Ethnicities 20, no. 3 (January 5, 2020): 434–56. http://dx.doi.org/10.1177/1468796819896466.
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Background Te Tiriti o Waitangi was negotiated between the British Crown and Indigenous Māori leaders of Aotearoa New Zealand in 1840. Māori understood the agreement as an affirmation of political authority and a guarantee of British protection of their lands and resources. The Crown understood it as a cession of sovereignty. The tension remains, though legal and political developments in the last 35 years, have established that the agreement places a mandatory obligation on the Crown to protect and promote Māori health. It also requires that Māori may exercise rangatiratanga, or responsibility and authority, in relation to health policy development and implementation. Methods Te Tiriti is, then, an instrument against which health policy is justly and efficaciously evaluated. This paper introduces critical Tiriti analysis as such an evaluative method. Critical Tiriti analysis involves reviewing policy documents against the Preamble and the Articles of te Tiriti o Waitangi. The review process has five defined phases: (i) orientation; (ii) close reading; (iii) determination; (iv) strengthening practice and (v) Māori final word. Results We present a working example of critical Tiriti analysis using the New Zealand Government’s Primary Health Care Strategy published in 2001. This policy analysis found poor alignment with te Tiriti overall and the indicators of its implementation that we propose. Conclusion This paper provides direction to policy makers wanting to improve Māori health outcomes and ensure Māori engagement, leadership and substantive authority in the policy process. It offers an approach to analysing policy that is simple to use and, inherently, a tool for advancing social justice.
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Yukich, Rose. "Warming up the Treaty—Whakamahanatia te Tiriti." Set: Research Information for Teachers, no. 2 (October 20, 2019): 35–41. http://dx.doi.org/10.18296/set.0141.
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Jones, Carwyn, and Taiarahia Black. "E Toru ngā Tauira mo te Hononga ki te Māori ki te Pākehā mo te Umanga Taha Ture." Victoria University of Wellington Law Review 39, no. 3 (November 3, 2008): 487. http://dx.doi.org/10.26686/vuwlr.v39i3.5472.
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Ki te kōrero tātau mo ngā hononga tōtika i waenganui i te Karauna me te Māori, kei te kōrero kē tātau mo te pūmautanga kaha ki te Tiriti o Waitangi. Ahakoa he aha ngā tautohe, ngā whakamārama mo te wāhanga Māori, wāhanga Pākehā o te Tiriti e pā ana ki ngā kupu “kāwanatanga” me te “sovereignty”ko te tino rangatiratanga kia noho pūmau. Ko te tino pūtake o ēnei wāhanga e rua kia āhei ngā hiahia o ngā taha ē rua, kia noho tahi mai i runga i āna tikanga, ā, kia kaua tētahi e aukati i tētahi. I te mea hoki e kuhu atu ana ngā tokorua iwi nei, Māori, Pākehā ki te rapu i te ōranga tonutanga e tū tahi ai rāua tahi. E toru ngā tauira mo te hononga ki te Māori ki te Pākehā taha ture: Taha Ture Tapa Toru ka tāea ahakoa iti nei te hononga kātahi, te Taha Tangata Whenua Ture, ko ngā tikanga ka tau mai no roto ake i te tangata whenua, kā rua, me te Taha Rua Ture kia hāngaia he taha ture mai i ngā taha ē rua.
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Feast, Luke, and Christina Vogels. "‘Opening the door’: An authentic approach to decolonizing arts education in Aotearoa/New Zealand." Art, Design & Communication in Higher Education 20, no. 1 (April 1, 2021): 65–82. http://dx.doi.org/10.1386/adch_00030_1.
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Educators in universities in Aotearoa/New Zealand have the responsibility to ‘live and model’ the principles of Te Tiriti o Waitangi. However, tertiary education has often treated the principles in an inauthentic way. There are few courses in art, design and communication in New Zealand that integrate the principles authentically. This article showcases features of a course ‐ Mahitahi | Collaborative Practices ‐ that engages with Te Tiriti principles by teaching collaboration from te ao Māori (the Māori world). Our findings draw from a focus group we conducted with academic staff who taught into a pilot iteration of the course. Three central themes emerged from the focus group relating to the issue of decolonizing arts education. First, that regardless of the educators’ intentions to design a course that privileges te ao Māori, the features of Aotearoa/New Zealand’s colonial reality are still present. Second, the students’ primary learning activity was principled reflection, where they successfully engaged with te ao Māori in an authentic way. Third, students’ connection to te ao Māori was jeopardized by designing part of the assessment that took on a Pākehā (non-Māori) world-view. Consequently, students may have missed the opportunity to engage more fully with educative experiences relating to lifelong learning. We argue that to maintain an authentic connection to te ao Māori, the curriculum should be consistently designed around principles embedded in Te Tiriti o Waitangi.
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Hikaka, Joanna, Rhys Jones, Carmel Hughes, Martin J. Connolly, and Nataly Martini. "Utilising te Tiriti o Waitangi to approach health intervention development and research: pharmacist-facilitated medicines review interventions for Māori older adults." Journal of Primary Health Care 13, no. 2 (2021): 124. http://dx.doi.org/10.1071/hc20114.
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ABSTRACT INTRODUCTIONte Tiriti o Waitangi guarantees Māori the right to: self-determination, equitable health outcomes, be well informed, health care options, including kaupapa Māori and culturally safe mainstream services, and partnership in the health care journey. Despite integration of these principles into policy, there remains a lack of application in health service development, and health inequities remain. AIMWe aimed to use te Tiriti o Waitangi to structure the development of a culturally safe health intervention, using as an exemplar pharmacist-facilitated medicines review for Māori older adults. METHODSPrevious research undertaken by our group (a systematic review, and interviews with stakeholders including Māori older adults) was used to inform the aspects to include in the intervention. Kaupapa Māori theory was used to underpin the approach. Intended outcomes, requirements for change, and outcome measures to assess change were mapped to te Tiriti o Waitangi principles as a way to structure the pharmacist-facilitated medicines review intervention and research processes. RESULTSFindings from our previous research identified 12 intended intervention outcomes, including that the intervention be flexible to adapt to diverse needs in a way that is acceptable and culturally safe for Māori and that it supports Māori older adults to control and have confidence in their medicine treatment and wellbeing. DISCUSSIONWe present an approach to the development of a pharmacist-facilitated medicines review intervention for Māori older adults, structured around the principles of te Tiriti o Waitangi, to support the implementation of a culturally safe, pro-equity intervention.
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McRae, Hiria, and Robin Averill. "Ensuring Māori student success and inclusion of te aō Māori through initial teacher education." New Zealand Annual Review of Education 24 (March 4, 2020): 160. http://dx.doi.org/10.26686/nzaroe.v24i0.6336.
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Teacher commitment to Te Tiriti o Waitangi is emphasised within the latest Code of Professional Responsibility and Standards for the Teaching Profession (Education Council, 2017). Teachers must explicitly demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi. This mandate is encouraging for Māori education needs and aspirations. We describe the use of a culturally sustaining teacher practice framework to examine Māori education policy implementation implications within an initial teacher education te ao Māori course. We explain how course content, delivery and assessment aspects can be critiqued and policy implications identified to illustrate the usefulness of the framework for teacher educators and practising teachers. We demonstrate how the framework can be a useful tool for teacher educators to examine culturally sustaining practice in preparing themselves and student teachers to work effectively with indigenous learners.
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O’Sullivan, Dominic, Heather Came, Tim McCreanor, and Jacquie Kidd. "A critical review of the Cabinet Circular on Te Tiriti o Waitangi and the Treaty of Waitangi advice to ministers." Ethnicities 21, no. 6 (December 2021): 1093–112. http://dx.doi.org/10.1177/14687968211047902.
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The New Zealand state developed from a treaty between the British Crown and hapū (sub-tribes) in 1840. The te Reo (Māori language) text and the English version of the agreement are fundamentally different. Breaches of this treaty and tension over how the political relationship between Māori and the Crown should proceed are ongoing. In 2019, the Cabinet Office issued a Circular instructing bureaucratic advisers of the questions they should address when providing advice to ministers on the agreement’s contemporary application. In this article, we use Critical Tiriti Analysis (CTA) – an analytical framework applied to public policies – to suggest additional and alternative questions to inform bureaucratic advice. The article defines CTA in detail and shows how using it in this way could protect Māori rights to tino rangatiratanga (a sovereignty and authority that is not subservient to others) and substantive engagement, as citizens, in the formation of public policy. This article’s central argument is that the Circular reflects an important evolution in government policy thought. However, in showing how the Circular privileges the English version (the Treaty of Waitangi) over the Māori text (Te Tiriti o Waitangi), the article demonstrates how Māori political authority remains subservient to the Crown in ways that Te Tiriti did not intend. We show through the conceptual illustration of the care and protection of Māori children, despite the significant evolution in government thought that it represents, these rights are not fully protected by the Circular. This is significant because it was Te Tiriti, with its protection of extant Māori authority and sovereignty, that was signed by all but 39 of the more than 500 chiefs who agreed to the British Crown establishing government over their own people, but who did not agree to the colonial relationship which may be read into the English version.
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Salmond, Anne. "Where Will the Bellbird Sing? Te Tiriti o Waitangi and ‘Race’." Policy Quarterly 18, no. 4 (November 6, 2022): 3–25. http://dx.doi.org/10.26686/pq.v18i4.8019.
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This article investigates deep philosophical differences between the complex relational networks that underpin te Tiriti o Waitangi as originally written, debated and signed by the rangatira of various hapū and British officials in New Zealand in 1840, and the canonical re-framing of the Treaty as a binary ‘partnership between races’, or ‘between the Crown and the Maori race’, in the 1987 ‘Lands’ case judgment by the Court of Appeal, at the height of the neo-liberal revolution in New Zealand.After exploring comparative analyses of the colonial origins and uses of the idea of ‘race’, and the risks associated with binary framings of citizenship by race, ethnicity or religion in contemporary nation states, the article asks whether relational thinking and institutions – including tikanga and marae – might not offer more promising ways of understanding and honouring te Tiriti o Waitangi, and fostering cross-cultural experiments in Aotearoa New Zealand.
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Herd, Ruth Ann. "WAI 1909 – The Waitangi Tribunal Gambling Claim." Critical Gambling Studies 2, no. 2 (September 28, 2021): 141–50. http://dx.doi.org/10.29173/cgs91.
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In 2008, I lodged a claim with the Waitangi Tribunal in regard to problem gambling and its negative impacts on Māori people. The Tribunal is tasked with hearing grievances related to Te Tiriti o Waitangi (The Treaty of Waitangi) signed in 1840 between Māori and the British Crown. It is a historical claim focused on the lack of adequate protection of taiohi Māori (young people of Māori descent) and the intergenerational harm caused by problem gambling among their whānau, hapū, iwi (extended families and relatives) and urban Māori communities. However, this begs the question how can a Treaty claim improve the health outcomes of a generation of taiohi Māori who have been exposed to commercial gambling and its aggressive and targeted expansion and marketing? This paper frames the WAI-1909 claim as a Kaupapa Māori (Māori research approach) derived from the research of three wahine toa (warrior women) supporting the claim; and refers to epistemological standpoints of Māori women working in the gambling research space. I demonstrate how the gambling claim challenges the New Zealand government to honour the promises in the articles of Te Tiriti o Waitangi and to protect the rights of its citizens, especially taiohi Māori. The WAI-1909 gambling claim concludes that whilst the New Zealand Gambling Act (2003) includes a public health approach to problem gambling, it has not adequately addressed the rights of tangata whenua (Māori, the first people of Aotearoa/New Zealand) under Te Tiriti o Waitangi.
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Ruckstuhl, Katharina, Sequoia Short, and Jeff Foote. "Assessing the Labour Government’s new procurement approach through a Māori economic justice perspective." Aotearoa New Zealand Social Work 33, no. 4 (December 22, 2021): 47–54. http://dx.doi.org/10.11157/anzswj-vol33iss4id912.
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INTRODUCTION: Social procurement—the intentional generation of social value through an organisation’s procurement and commissioning processes—is being adopted globally and in Aotearoa New Zealand as progressive social policy. Some of the issues that lie behind calls for economic justice, such as economic opportunity, rights for vulnerable workers, and unemployment, may be addressed through social procurement. While Māori may also benefit from this, there are other factors that should be considered from a Te Tiriti perspective.METHOD: In this research brief, we outline the context behind the government’s current initiatives, drawing on policy and research literature as part of a scoping study aimed at developing a Te Tiriti approach to social procurement.CONCLUSION: We conclude by noting the opportunities for economic justice for Māori, but also some of the caveats drawn from international and Aotearoa New Zealand literature.
Dissertations / Theses on the topic "Te Tiriti"
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Ruru, Jacinta Arianna, and jacinta ruru@stonebow otago ac nz. "Te Tiriti o Waitangi and the management of national parks in New Zealand." University of Otago. Faculty of Law, 2002. http://adt.otago.ac.nz./public/adt-NZDU20070508.135325.
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This thesis assesses the historical and current legislative provision for including nga iwi Maori in the management of national parks. The method of assessment is one of comparison between the legislative provisions and the guarantees promised to nga iwi Maori in te Tiriti o Waitangi.
Part One, Chapter One, establishes the relevance of te Tiriti o Waitangi to the management of national parks. This chapter is designed to act as the benchmark for the assessment of national park legislation.
Part Two outlines the early national park legislation. Chapter Two begins by focusing on the emergence of the national park estate in the late nineteenth, and early twentieth, centuries. Chapter Three focuses on the first consolidated national park statute, the National Parks Act 1952.
Part Three assesses the present statutory provision for including nga iwi Maori in national park management. Chapter Four focuses on the original provisions of the National Parks Act 1980. Chapters Five, Six and Seven focus respectively on the major statutory amendments since made to the National Parks Act 1980: the Conservation Act 1987, the Conservation Law Reform Act 1990, and the Ngai Tahu Claims Settlement Act 1998. Chapter Eight turns to assess national park management documents.
Part Four, Chapter Nine, concludes by exploring how legislation could be used in the future to provide for the Tiriti right of nga iwi Maori to be included in the management of national parks.
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Huygens, Ingrid Louise Maria. "Processes of Pakeha change in response to the Treaty of Waitangi." The University of Waikato, 2007. http://hdl.handle.net/10289/2589.
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The sense of crisis that marks our times may be seen as a crisis for dominant groups whose once-secure hegemony is being challenged by marginalised others. It is in theorising the reply from the dominant group to the voices of the oppressed that existing Western conceptions of social change fall silent. The dominant Pakeha group in Aotearoa New Zealand has used discourses of benign colonisation and harmonious race relations to resist 165 years of communication from indigenous Māori about their oppression and a dishonoured treaty for settlement. My research documents the appearance of the Treaty of Waitangi into the Pakeha consciousness, and the now 30 year-long response by a Pakeha antiracism movement to educate their own cultural group about its agreements. Targeting government, community and social services organisations, activist educators used Freire's (1975) approach of conscientising dialogue to present a more critical view of colonisation, and to encourage participants to consider the complicity of their organisations in ongoing structural and cultural racism. Based on my membership of local and national networks of activist educators, I was able to organise and facilitate data gathering from three sources to investigate processes of Pakeha change in: (i) unpublished material describing the antiracism and Treaty movement's historical theorising and strategies over 30 years, (ii) a country-wide process of co-theorising among contemporary Treaty educator groups about their work and perceived influence, and (iii) a collection of organisational accounts of Treaty-focused change. The collected records confirmed that a coherent anti-colonial discourse, which I have termed 'Pakeha honouring the Treaty', was in use to construct institutional and constitutional changes in non-government organisations. My interpretation of key elements in a local theory of transforming action included emotional responses to counter-cultural information, collective work for cultural and institutional change and practising a mutually agreed relationship with Māori. I concluded that these emotional, collective and relationship processes in dominant group change were crucial in helping to construct the new conceptual resources of 'affirming Māori authority' and 'striving towards a right relationship with Māori'. These counter-colonial constructions allowed Pakeha a non-resistant and facilitative response to Māori challenge, and enabled a dialogue with Māori about decolonisation. By examining in one research programme the genealogy and interdependencies of a new discourse, my research contributes to theorising about the production of new, counter-hegemonic discourses, and confirms the crucial part played by social movements in developing new, liberatory constructions of the social order. My research calls for further theory-building on (i) emotional and spiritual aspects of transformational learning, (ii) processes involved in consciously-undertaken cultural change by dominant/coloniser groups, and (iii) practising of mutually agreed relationships with indigenous peoples by dominant/coloniser groups. My research has implications for theorising how coloniser and dominant groups generally may participate in liberatory social change and decolonisation work, and the part played by the Western states in the global struggles by indigenous people for recognition of their world-views and aspirations. It remains to be seen whether counter-colonial discourses and organisational changes aimed at 'honouring the Treaty' with indigenous peoples will be sufficiently widely adopted to help transform Western dominating cultures and colonial projects. In the meantime, acknowledging and documenting these counter-colonial discourses and their constructions opens up increasing possibilities for constructing, from a history of colonisation, a different future.
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Hales, Tristram Charles. "Role of lithospheric delamination and ice-driven rockfall erosion in the evolution of mountainous landscapes /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1280144241&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2006.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 115-137). Also available for download via the World Wide Web; free to University of Oregon users.
Books on the topic "Te Tiriti"
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Naumann, Ruth. Te mana o te tiriti =: The living treaty. Auckland, N.Z: New House Publishers, 1990.
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Simpson, Mīria. Ngā tohu o te tiriti = Making a mark. Wellington: National Library of New Zealand, 1990.
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Te ara ki te Tiriti =: The path to the Treaty of Waitangi. Auckland, N.Z: David Ling Pub., 2002.
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Toataua, Huti. Tainui and the Treaty of Waitangi =: Tainui me te tiriti. [New Zealand: s.n., 1991.
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New Zealand. Law Commission. The treaty of Waitanchi and Maori fisheries =: Mataitai : nga tikanga Maori me te tiriti o Waitangi. Wellington, N.Z: The Commission, 1989.
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Oakley, Andy. Cannons Creek to Waitangi: Te Pakeha's treaty claim for equality. Wellington, New Zealand: Tross Publishing, 2014.
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Brookers Māori legislation handbook, 2008. Wellington [N.Z.]: Thomson Brookers, 2007.
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Oral culture, literacy & print in early New Zealand: The Treaty of Waitangi. [Wellington, N.Z.]: Victoria University Press with the Alexander Turnbull Library Endowment Trust, 1985.
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Jeanneret, François. Alpes d'Europe et de Nouvelle-Zélande: Une géographie comparative des paysages. Berne: Institut de géographie de l'Université de Berne, 1998.
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Morris, Toby. Te Tiriti o Waitangi. Lift Education, 2019.
Find full textBook chapters on the topic "Te Tiriti"
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Knight, Willian. "Pūrākau-ā-iwi and Te Tiriti o Waitangi: Reshaping Teacher Identities, Practices and Positioning in the Context of Globalisation." In Teacher Education in Globalised Times, 199–218. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4124-7_11.
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Chan, Angel, and Jenny Ritchie. "Responding to Superdiversity Whilst Upholding Te Tiriti O Waitangi: Challenges for Early Childhood Teacher Education in Aotearoa New Zealand." In Teacher Education in Globalised Times, 219–37. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4124-7_12.
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Stevens, Deborah. "New Zealand’s Te Tiriti o Waitangi-Treaty of Waitangi: The past, contemplated in the present, is a guide to the future." In Asia-Pacific between Conflict and Reconciliation, 43–68. Göttingen: Vandenhoeck & Ruprecht, 2016. http://dx.doi.org/10.13109/9783666560255.43.
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"Te Tiriti o Waitangi." In The Constitution of New Zealand. Hart Publishing, 2022. http://dx.doi.org/10.5040/9781849469067.ch-010.
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Ross, R. M. "Te Tiriti o Waitangi." In The Shaping of History, 90–113. Bridget Williams Books, 2001. http://dx.doi.org/10.7810/9781877242175_6.
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Crossen, Teall. "Te Tiriti o Waitangi." In The Climate Dispossessed: Justice for the Pacific in Aotearoa?, 97–105. Bridget Williams Books, 2020. http://dx.doi.org/10.7810/9781988587233_6.
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Wilson, Margaret. "Te Tiriti o Waitangi Negotiations." In Activism, Feminism, Politics and Parliament, 175–88. Bridget Williams Books, 2021. http://dx.doi.org/10.7810/9781988587844_11.
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Ratima, Terehia. "Retrospection of a Maori Tutor Educator's Bi-Cultural Teaching Discourse in Te Wananga o Aotearoa (TWoA)." In Handbook of Research on Indigenous Knowledge and Bi-Culturalism in a Global Context, 136–48. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6061-6.ch008.
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This chapter attempts to explore the possibility of the application of Ako Wananga ontological discourse from the bi-cultural framework teaching perspective within Te Wananga o Aotearoa in Aotearoa New Zealand incorporating Te Tiriti o Waitangi/The Treaty of Waitangi as a partnership agreement between Mᾱori and non-Mᾱori. The author's teaching philosophy roots in the belief that effective learning can take place in a safe environment where the Kaiako (educator) and the tauira (student) are enabled to build a relationship that is meaningful.
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Orange, Claudia. "The Treaty of Waitangi / Te Tiriti o Waitangi – 1840." In The Treaty of Waitangi | Te Tiriti o Waitangi: An Illustrated History, 32–61. 3rd ed. Bridget Williams Books, 2021. http://dx.doi.org/10.7810/9781988587189_2.
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Taiuru, Karaitiana. "Chapter 3: Honouring Te Tiriti o Waitangi in Data and Technology Projects/Te Whakahōnore i Te Tiriti o Waitangi i roto i te Raraunga me ngā Kaupapa Hangarau." In More Zeros and Ones: Digital Technology, Maintenance and Equity in Aotearoa New Zealand. Bridget Williams Books, 2022. http://dx.doi.org/10.7810/9781990046834_4.
Full textConference papers on the topic "Te Tiriti"
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Honeyfield, Judith, Deborah Sims, and Adam Proverbs. "Teaching Quality Improvement in Pre-Registration Nursing Education: Changing Thinking, Changing Practice." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205009.
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Quality care and improving health outcomes are cornerstones of healthcare provision, yet quality improvement (QI) preparation and assessment in health-professional education has been found to inadequately prepare graduates for their future roles (Robb et al., 2017). Toi Ohomai Institute of Technology’s Bachelor of Nursing (BN) year three teaching team looked to address this by reviewing and improving QI teaching and assessment modules within a course in the programme. Alongside this redevelopment, research with students was undertaken to investigate the efficacy and outcomes of this work. This paper presents findings from reviews of QI assessment projects completed by BN students (n = 93), with particular attention to identifying student experiences and their approach to this project using a detailed content analysis (Krippendorff, 1989). Particular attention was paid to highlighting a shift in thinking from quality assurance (QA) approaches that prevailed in the prior teaching of this module, to QI. We found 41% of students selected and undertook projects that reflected QI concepts focused on improved patient outcomes, and 59% of students selected and undertook projects that were concerned with standards, auditing and compliance improvement, more in keeping with QA. In addition, seven student QI projects addressed enhancing te ao Māori (Māori worldview), including language activities through music and exercise, bilingual labelling, and culturally safe care for Māori residents. Key findings address the ongoing challenges of embedding QI concepts and engagement in practice and professional development needs; and policy, practice and procedural improvements and the need for more time to enact and evaluate QI projects. Recommendations from this study are: (1) enhancing te ao Māori and Te Tiriti o Waitangi responsiveness throughout the BN curriculum; (2) ongoing preparation for student-nurse educators to ensure they are confident to support student-led QI initiatives; (3) further shared professional development with agency staff prior to practice placements; and (4) replication of this research to identify longitudinal outcomes. This research reinforces the importance of education–practice partnerships to enhance effective QI education for preparing graduates to transition to their new roles in the workplace.
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Smith, Valance, James Smith-Harvey, and Sebastian Vidal Bustamante. "Ako for Niños: An animated children’s series bridging migrant participation and intercultural co-design to bring meaningful Tikanga to Tauiwi." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.142.
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This presentation advances a case study for an ongoing intercultural animation project which seeks to meaningfully educate New Zealand Tauiwi (the country's diverse groups, including migrants and refugees) on the values, customs and protocols (Tikanga) of Māori (the indigenous people of Aotearoa New Zealand). Ako For Niños (‘education for children’), implemented by a migrant social services organisation and media-design team, introduces Latin American Tauiwi to Tikanga through an animated children’s series, developed with a community short story writing competition and co-design with a kaitiaki (Māori guardian/advisor). Māori are recognised in Te Tiriti o Waitangi (the founding document of New Zealand) as partners with Pākeha (European New Zealanders), and Māori knowledge and Tikanga are important to society and culture in Aotearoa. Notwithstanding, there has been a historic lack of attention paid to developing meaningful understandings of Māori perspectives for New Zealand Tauiwi. Ako For Niños endeavours to address current shortages of engaging resources on Māori worldviews for Tauiwi communities, create opportunities for Tauiwi to benefit from Māori epistemologies, and foster healthy community relationships between Māori and Latin American Tauiwi. Through the project’s short story competition, Tauiwi were given definitions of Tikanga through a social media campaign, then prompted to write a children’s tale based on one of these in their native language. This encouraged Tauiwi to gain deeper comprehension of Māori values, and interpret Tikanga into their own expressions. Three winning entries were selected, then adapted into stop-motion and 2D animations. By converting the stories into aesthetically pleasing animated episodes, the Tikanga and narratives could be made more captivating for young audiences and families, appealing to the senses and emotions through visual storytelling, sound-design, and music. The media-design team worked closely with a kaitiaki during this process to better understand and communicate the Tikanga, adapting and co-designing the narratives in a culturally safe process. This ensured Māori knowledge, values, and interests were disseminated in correct and respectful ways. We argue for the importance of creative participation of Tauiwi, alongside co-design with Māori to produce educational intercultural design projects on Māori worldviews. Creative participation encourages new cultural knowledge to be imaginatively transliterated into personal interpretations and expressions of Tauiwi, allowing indigenous perspectives to be made more meaningful. This meaningful engagement with Māori values, which are more grounded in relational and human-centred concepts, can empower Tauiwi to feel more cared for and interconnected with their new home and culture. Additionally, co-design with Māori can help to honour Te Tiriti, and create spaces where Tauiwi, Pākeha and Māori interface in genuine partnership with agency (rangatiratanga), enhancing the credibility and value of outcomes. This session unpacks the contexts informing, and methods undertaken to develop the series, presenting current outcomes and expected directions (including a screening and exhibition). We will also highlight potential for the methodology to be applied in new ways in future, such as with other Tauiwi communities, different cultural knowledge, and increased collaborative co-design with Māori.
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Smith, Valance, James Smith-Harvey, and Sebastian Vidal Bustamante. "Ako For Niños: uma série de animação infantil que une a participação de migrantes e o codesign intercultural para trazer Tikanga significativa para Tauiwi." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.142.g299.
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Esta apresentação desenvolve um estudo de caso para um projeto de animação intercultural em andamento, que visa educar significativamente os Tauiwi da Nova Zelândia (os diversos grupos do país, incluindo migrantes e refugiados) sobre os valores, costumes e protocolos (Tikanga) dos Maori (o povo indígena de Aotearoa, Nova Zelândia). Ako For Niños (“Educação para Crianças”), implementado por uma organização de serviços sociais de migrantes e uma equipe de design de mídia, apresenta Tauiwi latino-americano ao Tikanga por meio de uma série de animação infantil, desenvolvida com um concurso de redação de contos da comunidade e codesign com um kaitiaki (tutor/conselheiro maori). Os Maori são reconhecidos no Te Tiriti o Waitangi (o documento fundador da Nova Zelândia) como parceiros de Pākeha (neozelandeses europeus), e o conhecimento maori e o Tikanga são importantes para a sociedade e a cultura em Aotearoa. Não obstante, tem havido uma histórica falta de atenção ao desenvolvimento de compreensões significativas das perspectivas maori para os Tauiwi da Nova Zelândia (Kukutai e Rata, 2017). A Ako For Niños esforça-se para abordar a atual escassez de recursos nas visões de mundo Māori para as comunidades Tauiwi, criar oportunidades para que os Tauiwi se beneficiem das epistemologias maori e promover relacionamentos comunitários saudáveis entre os maori e os Tauiwi latino-americanos. Por meio do concurso de contos do projeto, Tauiwi recebeu definições de Tikanga por meio de uma campanha de mídia social e, em seguida, foi solicitado a escrever um conto infantil baseado em um deles em sua língua nativa. Isso encorajou Tauiwi a obter uma compreensão mais profunda dos valores maori e interpretar Tikanga em suas próprias expressões. Três vencedoras foram selecionadas e, em seguida, adaptadas para animações em stop motion e 2D. Ao converter as histórias em episódios de animação esteticamente agradáveis, o Tikanga e as narrativas podem se tornar mais cativantes para o público jovem e famílias, apelando aos sentidos e emoções por meio de narrativa visual, design de som e música. A equipe de design de mídia trabalhou em estreita colaboração com um kaitiaki durante este processo para melhor compreender e comunicar o Tikanga, adaptando e coprojetando as narrativas em um processo culturalmente seguro. Isto garantiu que o conhecimento, valores e interesses maoris fossem disseminados de maneira correta e respeitosa. Defendemos a importância da participação criativa de Tauiwi, juntamente com o codesign com os Maori, para produzir projetos de design intercultural educacional em visões de mundo maori. A participação criativa encoraja novos conhecimentos culturais a serem transliterados com imaginação em interpretações e expressões pessoais de Tauiwi, permitindo que as perspectivas indígenas se tornem mais significativas. Este envolvimento significativo com os valores maori, que são mais baseados em conceitos relacionais e centrados no ser humano (Brannelly et al., 2013; Kukutai e Rata, 2017), pode capacitar Tauiwi a se sentir mais cuidado e interconectado com sua nova casa e cultura. Além disso, o codesign com Māori pode ajudar a homenagear Te Tiriti e criar espaços onde Tauiwi, Pākeha e Maori se relacionam em uma parceria genuína com a agência (rangatiratanga), aumentando a credibilidade e o valor dos resultados. Esta sessão revela os contextos informativos e os métodos empreendidos para desenvolver a série, apresentando os resultados atuais e as direções esperadas (incluindo uma triagem e uma exibição). Também destacaremos o potencial da metodologia a ser aplicada de novas maneiras no futuro, como com outras comunidades Tauiwi, conhecimento cultural diferente e maior codesign colaborativo com os Maori.
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Smith, Valance, James Smith-Harvey, and Sebastian Vidal Bustamante. "Ako for Niños: una serie animada para niños que une la participación de los migrantes y el co-diseño intercultural para traer un Tikanga significativo a Tauiwi." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.142.g298.
Full textAbstract:
Esta presentación muestra un estudio de caso de un proyecto de animación intercultural en curso que busca educar significativamente a los Tauiwi de Nueva Zelanda (grupos diversos del país, incluidos los migrantes y refugiados) sobre los valores, costumbres y protocolos (Tikanga) de los maoríes (pueblos indígenas de Aotearoa, Nueva Zelanda). Ako For Niños (“Educación para niños”), implementada por una organización de servicios sociales para migrantes y un equipo de diseño de medios, introduce a los Tauiwi latinoamericanos al Tikanga a través de una serie animada para niños, desarrollada con un concurso comunitario de escritura de cuentos y co-diseño con un kaitiaki (tutor/asesor maorí). Los maoríes son reconocidos en el Te Tiriti o Waitangi (documento fundacional de Nueva Zelanda) como socios de Pākeha (neozelandeses europeos), y el conocimiento maorí y Tikanga son importantes para la sociedad y la cultura en Aotearoa. No obstante, ha habido una falta histórica de atención prestada al desarrollo de una comprensión significativa de las perspectivas maoríes para los Tauiwi en Nueva Zelanda (Kukutai y Rata, 2017). Ako For Niños se esfuerza por abordar la escasez actual de recursos atractivos sobre las cosmovisiones maoríes para las comunidades Tauiwi, crear oportunidades para que los Tauiwi se beneficien de las epistemologías maoríes y fomentar relaciones comunitarias saludables entre los maoríes y los Tauiwi latinoamericanos. A través del concurso de cuentos del proyecto, a los Tauiwi se les dieron definiciones del Tikanga a través de una campaña en las redes sociales, y luego se les pidió que escribieran un cuento infantil basado en uno de estos en su idioma nativo. Esto alentó a los Tauiwi a obtener una comprensión más profunda de los valores maoríes e interpretar el Tikanga en sus propias expresiones. Se seleccionaron tres escritos ganadores, luego se adaptaron a animaciones en 2D y stop-motion. Al convertir las historias en episodios animados estéticamente agradables, el Tikanga y las narrativas podrían ser más cautivadoras para el público joven y las familias, apelando a los sentidos y las emociones a través de la narración visual, el diseño de sonido y la música. El equipo de diseño de medios trabajó en estrecha colaboración con un kaitiaki durante este proceso, para comprender y comunicar mejor el Tikanga, adaptando y codiseñando las narrativas en un proceso culturalmente seguro. Esto aseguró que el conocimiento, los valores y los intereses de los maoríes se difundieran de manera correcta y respetuosa. Defendemos la importancia de la participación creativa del Tauiwi, junto con el co-diseño con los maoríes para producir proyectos educativos de diseño intercultural sobre las cosmovisiones maoríes. La participación creativa fomenta la transliteración imaginativa de nuevos conocimientos culturales en interpretaciones y expresiones personales del Tauiwi, lo que permite que las perspectivas indígenas sean más significativas. Este compromiso significativo con los valores maoríes, que se basan más en conceptos relacionales y centrados en el ser humano (Brannelly et al., 2013; Kukutai y Rata, 2017), puede empoderar a los Tauiwi para que se sientan más cuidados e interconectados con su nuevo hogar y cultura. Además, el co-diseño con maoríes puede ayudar a honrar a Te Tiriti y crear espacios donde los Tauiwi, Pākeha y maoríes interactúen en una asociación genuina con la agencia (rangatiratanga), mejorando la credibilidad y el valor de los resultados. Esta sesión desentraña los contextos que informan y los métodos adoptados para desarrollar la serie, presentando los resultados actuales y las direcciones esperadas (incluida una proyección y una exhibición). También destacaremos el potencial para que la metodología se aplique de nuevas maneras en el futuro, así como con otras comunidades Tauiwi, diferentes conocimientos culturales y un mayor co-diseño colaborativo con los maoríes.
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Grieve, Fiona, and Kyra Clarke. "Threaded Magazine: Adopting a Culturally Connected Approach." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.62.
Full textAbstract:
It has been ten years since the concept of the Publication Platform has been published in the special edition of the Scope Journal ISSN (online version; 1177-5661). The term ‘Publication Platform’ was introduced in the Practice Report, The Site of Publication in Contemporary Practice. This article surveyed a series of publication projects analysing distinctive editorial models as venues for discussion, collaboration, presentation of practice, and reflection. In this context, the term Publication Platform is employed to describe a space for a series of distinctive editorial modes. The platform considers printed matter as a venue for a diversity of discourse and dissemination of ideas, expanding the meaning and boundaries of printed media through a spectrum of publishing scenarios. The Publication Platform positions printed spaces as sites to reflect on editorial frameworks, content, design practices, and collaborative methodologies. One of the central ideas to the report was the role of collaboration to lead content, examining how creative relationships and media production partnership, affect editorial practice and design outcomes. Ten years after, the Publication Platform has evolved and renewed with emergent publishing projects to incorporate a spectrum of practice responsive to community, experimentation, interdisciplinarity, critical wiring, creativity, cultural production, contemporary arts, and craft-led discourse. This paper presents a case study of ‘Threaded Magazine’ as an editorial project and the role of its culturally connected approach. This study uses the term ‘culturally connected approach’ to frame how Threaded Magazine embodies, as a guiding underlying foundation for each issue, the three principles of Te Tiriti o Waitangi: Participation, Protection and Partnership. This presentation reflects on how these principals connect to who Threaded Magazine are collectively as editors and designers, and determined by who we associate with, partner, and collaborate with. A key factor that influenced Threaded Magazine to adopt a more culturally connected approach arose by the invitation to participate in the international publication entitled Project 16/2, commissioned by Fedrigoni Papers for the Frankfurt Bookfair, in Germany. The Project 16/2 created an opportunity for a process of editorial self-discovery. This trajectory translated the tradition of oral storytelling into graphic language, conveying the essence (te ihi) of who we were. The visuality and tactility of the printed media set a format for Threaded Magazine to focus on Aotearoa’s cultural heritage, original traditions, and narratives. This paper overviews the introduction of a kaupapa for Issue 20, the ‘New Beginnings’ edition and process of adhering to tikanga Māori and Mātauranga Māori while establishing a particular editorial kawa (protocol) for the publication. The influence and collaboration with cultural advisory rōpū (group) Ngā Aho, kaumātua and kuia (advisors) will elaborate on the principle of participation. Issue 20 connected Threaded Magazine professionally, spiritually, physically, and culturally with the unique identity and landscape of Indigenous practitioners at the forefront of mahi toi (Māori Contemporary art) across Aotearoa. Special Edition, Issue 21, in development, continues to advance a culturally connected approach working with whānau, kaiwhatu (weavers), tohunga whakairo (carvers), kaumātua and kuia to explore cultural narratives, connections, visually through an editorial framework.
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Grieve, Fiona, and Kyra Clarke. "Revista Threaded: Adotando uma abordagem culturalmente conectada." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.62.g52.
Full textAbstract:
Já se passaram dez anos desde que o conceito de Plataforma de Publicação foi publicado na edição especial do Scope Journal ISSN (versão on-line; 1177-5661). O termo “Plataforma de Publicação” foi introduzido no relatório de prática O Site de Publicação na Prática Contemporânea. Este artigo pesquisou uma série de projetos de publicação analisando modelos editoriais distintos como locais para discussão, colaboração, apresentação de prática e reflexão. Neste contexto, o termo “Plataforma de Publicação” é empregado para descrever um espaço para uma série de modos editoriais distintos. A plataforma considera o impresso como espaço de diversidade de discursos e disseminação de ideias, ampliando o significado e as fronteiras da mídia impressa por meio de um espectro de cenários editoriais. A Plataforma de Publicação posiciona os espaços impressos como sites para refletir sobre estruturas editoriais, conteúdo, práticas de design e metodologias colaborativas. Uma das ideias centrais do relatório foi o papel da colaboração para conduzir o conteúdo, examinando como as relações criativas e a parceria de produção de mídia afetam a prática editorial e os resultados do design. Dez anos depois, a Plataforma de Publicação evoluiu e renovou-se com projetos de publicação emergentes, para incorporar um espectro de prática responsiva à comunidade, experimentação, interdisciplinaridade, conexão crítica, criatividade, produção cultural, artes contemporâneas e discurso artesanal. Este artigo apresenta um estudo de caso da “Threaded Magazine” como um projeto editorial e o papel de sua abordagem culturalmente conectada. Este estudo usa o termo “abordagem culturalmente conectada” para enquadrar como a Threaded Magazine incorpora, como uma base orientadora para cada edição, os três princípios de Te Tiriti o Waitangi: participação, proteção e parceria. Esta apresentação reflete sobre como estes princípios se conectam a quem a Threaded Magazine é coletivamente, como editores e designers, e é determinada por quem nos associamos, fazemos parceria e colaboramos. Um fator-chave que influenciou a Threaded Magazine a adotar uma abordagem mais culturalmente conectada surgiu com o convite para participar da publicação internacional intitulada Projeto 16/2, encomendada pela Fedrigoni Papers para a Feira do Livro de Frankfurt, na Alemanha. O Projeto 16/2 criou uma oportunidade para um processo de autodescoberta editorial. Esta trajetória traduziu a tradição da narrativa oral para a linguagem gráfica, transmitindo a essência (te ihi) de quem éramos. A visualidade e tato da mídia impressa definiu um formato para para a Threaded Magazine se concentrar na herança cultural, tradições originais e narrativas de Aotearoa. Este artigo apresenta uma visão geral da introdução de um kaupapa para a edição 20, a edição de “Novos Começos” e o processo de adesão a tikanga Māori e Mātauranga Māori, enquanto estabelece um kawa editorial específico (protocolo) para a publicação. A influência e colaboração com o consultor cultural rōpū (grupo) Ngā Aho, kaumātua e kuia (conselheiros) irá desenvolver o princípio da participação. A edição 20 conectou a Threaded Magazine profissional, espiritual, física e culturalmente com a identidade única e a paisagem dos praticantes indígenas na vanguarda do mahi toi (arte contemporânea maori) em Aotearoa. A edição especial, número 21, em desenvolvimento, continua a avançar uma abordagem culturalmente conectada trabalhando com whānau, kaiwhatu (tecelões), tohunga whakairo (escultores), kaumātua e kuia para explorar narrativas culturais, conexões, visualmente, por meio de uma estrutura editorial.
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Grieve, Fiona, and Kyra Clarke. "Revista Threaded: Adopción de un enfoque culturalmente conectado." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.62.g51.
Full textAbstract:
Han pasado diez años desde que se publicó el concepto de Plataforma de Publicaciones en la edición especial del Scope Journal ISSN (versión en línea; 1177-5661). El término “Plataforma de publicación” se introdujo en el Informe de práctica, el sitio de publicación en la práctica contemporánea. Este artículo examinó una serie de proyectos de publicación que analizan modelos editoriales distintivos como espacios de discusión, colaboración, presentación de prácticas y reflexión. En este contexto, el término “Plataforma de Publicaciones” se emplea para describir un espacio para una serie de modos editoriales distintivos. La plataforma considera al material impreso como un lugar para una diversidad de discursos y diseminación de ideas, ampliando el significado y los límites de los medios impresos a través de un espectro de escenarios editoriales. La Plataforma de Publicaciones posiciona los espacios impresos como sitios para reflexionar sobre los marcos editoriales, el contenido, las prácticas de diseño y las metodologías colaborativas. Una de las ideas centrales del informe fue el papel de la colaboración para dirigir el contenido, examinando cómo las relaciones creativas y la asociación de producción de medios afectan la práctica editorial y los resultados del diseño. Diez años después, la Plataforma de Publicaciones ha evolucionado y se ha renovado con proyectos editoriales emergentes para incorporar un espectro de prácticas que responden a la comunidad, la experimentación, la interdisciplinariedad, el cableado crítico, la creatividad, la producción cultural, las artes contemporáneas y el discurso dirigido por la artesanía. Este documento presenta un estudio de caso de “Threaded Magazine”, como un proyecto editorial y el papel que tiene su enfoque culturalmente conectado. Este estudio utiliza el término “enfoque culturalmente conectado” para enmarcar cómo Threaded Magazine encarna, como fundamento subyacente rector de cada número, los tres principios de Te Tiriti o Waitangi: participación, protección y asociación. Esta presentación reflexiona sobre cómo estos principios se conectan con lo que Threaded Magazine es colectivamente como editores y diseñadores, y está determinado por con quién se asocia, comparte y colabora. Un factor clave que influyó en Threaded Magazine para adoptar un enfoque más culturalmente conectado fue la invitación a participar en la publicación internacional titulada Proyecto 16/2, encargada por Fedrigoni Papers para la Feria del Libro de Frankfurt, en Alemania. El Proyecto 16/2 creó una oportunidad para un proceso de autodescubrimiento editorial. Esta trayectoria tradujo la tradición de la narración oral al lenguaje gráfico, transmitiendo la esencia (te ihi) de quiénes éramos. La visualidad y la capacidad táctil de los medios impresos establecieron un formato para que Threaded Magazine se centrara en la herencia cultural, las tradiciones originales y las narrativas de Aotearoa. Este artículo describe la introducción de un kaupapa para el número 20, la edición de “Nuevos comienzos” y el proceso de adhesión a tikanga Māori y Mātauranga Māori, mientras se establece un kawa (protocolo) editorial particular para la publicación. La influencia y la colaboración con los asesores culturales rōpū (grupo) Ngā Aho, kaumātua y kuia (asesores) se desarrollarán sobre el principio de participación. El número 20 conectó Threaded Magazine profesional, espiritual, física y culturalmente con la identidad y el paisaje únicos de los practicantes indígenas a la vanguardia del mahi toi (arte contemporáneo maorí) en Aotearoa. La edición especial, número 21, en desarrollo, continúa avanzando en un enfoque culturalmente conectado, trabajando con whānau, kaiwhatu (tejedores), tohunga whakairo (talladores), kaumātua y kuia para explorar narrativas culturales y conexiones visualmente a través de un marco editorial.
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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.
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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.
Reports on the topic "Te Tiriti"
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Alansari, Mohamed, Melinda Webber, Sinead Overbye, Renee Tuifagalele, and Kiri Edge. Conceptualising Māori and Pasifika Aspirations and Striving for Success. NZCER, April 2022. http://dx.doi.org/10.18296/rep.0019.
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The COMPASS project is part of NZCER’s Te Pae Tawhiti Government Grant programme of research. It is also aligned to the broad goals and aspirations of NZCER, in that its overarching purpose is to give effect to Te Tiriti o Waitangi and the notion of Whakatere Tōmua—Wayfinding. The COMPASS project has examined the ways kaiako, ākonga, and whānau navigate educational experiences and contexts. Using quantitative and qualitative data, the report focuses on examining the social-psychological conditions for school success from the perspectives of Māori and Pasifika students (n = 5,843), Pasifika whānau members (n = 362), and Māori kaiako (n = 311) from 102 schools across Aotearoa New Zealand.