Relevant bibliographies by topics / Treaty of Waitangi

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Treaty of Waitangi'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Treaty of Waitangi"

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Northover, Hannah. "Book Review: Michael Belgrave, Merata Kawharu and David Williams (eds) Waitangi Revisited: Perspectives on the Treaty of Waitangi." Victoria University of Wellington Law Review 36, no. 1 (May 1, 2005): 156. http://dx.doi.org/10.26686/vuwlr.v36i1.5593.

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This article is a book review of Michael Belgrave, Merata Kawharu and David Williams (eds) Waitangi Revisited: Perspectives on the Treaty of Waitangi (Oxford University Press, Melbourne, 2005) (402 + xxi pages) NZ$65. The book looks at issues surrounding the Treaty of Waitangi 16 years after the publication of "Waitangi: Māori and Pākehā Perspectives of the Treaty of Waitangi". Although it can be difficult to find cogent and lucid expressions of contrary opinions on Treaty issues, Northover states that the book's attempts to provide different ideological perspectives are relatively successful. Other pieces are more akin to case studies, illustrating wider schemes and issues of significance. It is concluded that the book deserves to be read by a wide audience, and that the contributions in the collection reflect Treaty issues that remain (and will remain) prominent.
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McClean, Robert. "Waitangi Revisited: Perspectives on the Treaty of Waitangi." New Zealand Geographer 62, no. 2 (August 2006): 168–69. http://dx.doi.org/10.1111/j.1745-7939.2006.00063.x.

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Howe, K. R., and Claudia Orange. "The Treaty of Waitangi." American Historical Review 95, no. 3 (June 1990): 894. http://dx.doi.org/10.2307/2164445.

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CANT, GARTH. "Waitangi: Treaty and Tribunal." New Zealand Journal of Geography 89, no. 1 (May 15, 2008): 7–12. http://dx.doi.org/10.1111/j.0028-8292.1990.tb00281.x.

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Blumhardt, Hannah. "Multi-textualism, 'Treaty Hegemony' and the Waitangi Tribunal: Making Sense of 19th Century Crown-Māori Negotiations in Te Urewera." Victoria University of Wellington Law Review 43, no. 2 (July 2, 2012): 263. http://dx.doi.org/10.26686/vuwlr.v43i2.5034.

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Between 1894 and 1896 the Crown conducted negotiations with Tūhoe which culminated in the 1895 Urewera Agreement and the Urewera District Native Reserve Act 1896. This article considers the constitutional implications of these negotiations and the resulting agreement and legislation. Adopting a 'multi-textual' conception of New Zealand legal history, and paying heed to the fact that Tūhoe did not sign the Treaty of Waitangi, the article argues that the Crown-Tūhoe relationship should be grounded predominantly in the 1895–1896 Agreement rather than the Treaty of Waitangi. In making this argument the article critiques the Waitangi Tribunal’s approach to these particular points in the first two pre-publications of its Te Urewera Report. The article argues that in finding that the Crown-Tūhoe negotiations and agreement signalled the beginning of a relationship based upon the Treaty of Waitangi, the Waitangi Tribunal erred in its approach.
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Durie, Mason. "Universal Provision, Indigeneity and the Treaty of Waitangi." Victoria University of Wellington Law Review 33, no. 3-4 (December 1, 2002): 591–602. http://dx.doi.org/10.26686/vuwlr.v33i3-4.5833.

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This article provides an overview of Māori recognition in statutes and the political sphere, and affirms the Treaty of Waitangi's status as a partnership between the indigenous Māori and the Crown rather than a document that puts Māori on the sidelines. The Treaty of Waitangi has a critical part to play in defining the relationship between the Māori and the Crown. It is therefore argued that the challenge is not whether indigeneity should be recognised at all, but rather how to recognise indigeneity while treating all citizens fairly. The author concludes that the Crown must recognise the Treaty relationship, indigeneity, and citizenship in statutes, policies, state programmes and other measures and indicators.
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Schmidt, Tyson. ""We don't have time for that carry-on anymore" – Protest and the construction of space at Waitangi in the 1980s." Architectural History Aotearoa 6 (October 30, 2009): 58–67. http://dx.doi.org/10.26686/aha.v6i.6755.

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The 6th of February is New Zealand's annual day of cultural performance par excellence. It is not a rememberance and reflection of what is undoubtedly this country's most important historical moment, but instead an enactment of contemporary understandings of the Treaty of Waitangi by both Māori and the Crown. Architecturally this performance is played out at, and between, Te Tii marae and the Treaty grounds at Waitangi. The partnership between Māori and the Crown is spatially expressed each year by symbolically important rituals being conducted and protocols observed at each specific site. People gather, welcomes occur, addresses are given, entertainment provided, bridges crossed, debates take place, demands are made, and protests held. The actions of the various parties are frequently beamed into households by the television networks and reported in the national newspapers, leading to a national construction of space that represents current perceptions of cultural and race relations. The 1980s saw a significant shift in the construction of Waitangi as space. Following the rise of the land rights movement in the 1960s and 1970s, Māori activists focussed their efforts on Waitangi and Waitangi Day more than ever before. The government responded by denying access to the Treaty grounds, then retreating from Waitangi celebrations, and then eventually returning by the end of the decade. Waitangi as space became a pawn in a political contest, and its place in the national psyche moved with each action and counter-action.
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Browning, Claire. "Tukutuku in te Tiriti o Waitangi: A Tikanga Māori Touchstone for Tiriti Interpretation." Legalities 3, no. 2 (September 2023): 163–87. http://dx.doi.org/10.3366/legal.2023.0054.

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The tikanga Māori concept, tuku, in te Tiriti o Waitangi’s reo Māori text warrants focus in Tiriti interpretation. This article reviews the place of tuku in te Tiriti and considers how applied, tikanga-centred study of this concept contributes to a tikanga Māori perspective on the proper relationality of that treaty’s parties. Studying, as sources of principle, tuku in two treaty-applicable customary contexts – the wall panel weaving technique, tukutuku (an alliance between two workers) and the socio-political alliances of tuku whenua – shows ways in which both the text of te Tiriti and well-settled ‘principles of the Treaty of Waitangi’ align with these tuku, and thus tikanga. Not only has this explanatory value with respect to te Tiriti o Waitangi principles; it yields insights both relationally and constitutionally. In tuku, the Tiriti relationship has tikanga-consistent foundations; it is anchored already in a tikanga paradigm. However, whereas framing presently predominantly focuses on parties’ ‘partnership’, this is an insufficient account. Another conception of treaty relations lies in tukutuku panel making, an alliance which depends on a reciprocal connection, works toward a woven construction, and is grounded in a kinship metaphor.
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Iorns, Catherine. "Treaty of Waitangi Principles Relevant to Adaptation to Coastal Hazards from Sea-Level Rise." Victoria University of Wellington Law Review 53, no. 4 (January 31, 2023): 563–610. http://dx.doi.org/10.26686/vuwlr.v53i4.8091.

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This article addresses some duties that arise under Te Tiriti o Waitangi/the Treaty of Waitangi that are commonly referred to as "Treaty principles", and applies them to the new issue of protection of Māori interests in the face of coastal hazards associated with sea-level rise. It summarises the Māori interests likely to be affected by sea-level rise and related coastal hazards, and some adaptation measures. It summarises existing information on Crown duties under the Treaty of Waitangi with some comment on their application to local authorities. This includes a summary of the Treaty duties of the Crown (held by central government) and an explanation of how they are enforced. It outlines the Waitangi Tribunal decision on the MV Rena as an illustration of duties relevant to the handling of a disaster that damaged the coastal environment. It then discusses climate adaptation initiatives in the light of Treaty obligations, suggesting what Treaty principles might require of decision-makers and decision-making on climate adaptation measures under current law. While the focus of this article is limited to what existing law on the Treaty principles might require of government, it also briefly addresses recent developments that might expand legal obligations in the future. While this article stems from a project addressing adaptation to coastal hazards from sea-level rise, these findings and principles will be relevant to all climate adaptation decision-making, such as in relation to handling future floods and droughts.
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Munro, Justine. "The Treaty of Waitangi and the Sealord deal." Victoria University of Wellington Law Review 24, no. 4 (December 1, 1994): 389. http://dx.doi.org/10.26686/vuwlr.v24i4.6226.

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On 23 September 1992, the Crown and Maori representatives signed a deed in full and final settlement of Maori claims to fishing rights under the Treaty of Waitangi. This article asks whether the "Sealord deal", as it has come to be called, is in accordance with the principles of the Treaty of Waitangi, as these have been developed by the courts and the Waitangi Tribunal; and concludes that the deal represents only a pragmatic response to Maori needs and the opportunities at hand. The Sealord deal failed to confront the issues that must be addressed if legitimate and lasting Treaty claims settlements are to be made in New Zealand. This article incorporates events up to 1 September 1993. Key developments since that time and up to June 1994 are briefly summarised in the appendix.
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Dissertations / Theses on the topic "Treaty of Waitangi"

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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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Kay-Gibbs, Meredith, and n/a. "Are New Zealand Treaty of Waitangi settlements achieving justice? : the Ngai Tahu settlement and the return of Pounamu (greenstone)." University of Otago. Department of Political Studies, 2002. http://adt.otago.ac.nz./public/adt-NZDU20070518.111541.

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Achieving �justice� is the overriding aim of the Treaty settlement process. This process was established to resolve Maori historical grievances against the New Zealand Crown for alleged breaches of the Treaty of Waitangi. Because historical injustices involve the interactions of cultures over time, justice in the Treaty settlement process is shaped, and constrained, by two main factors: �culture� and �time�. The settlement of Ngai Tahu�s historical grievances, and in particular the return of pounamu as part of the settlement, achieved a large measure of this limited kind of justice. The Ngai Tahu settlement and the return of pounamu suggest that Treaty settlements are achieving, and may continue to achieve, a large measure of the justice available in the Treaty settlement process. Examination of the return of pounamu to Ngai Tahu reveals, however, that new injustices may have been created in the Ngai Tahu settlement. These new injustices are critically analysed, and recommendations for maximising justice in the Treaty settlement process are suggested. If Treaty settlements are to achieve the maximum justice available in the Treaty settlement process, the Treaty partners must heed the warning signs arising from the possible creation of new injustices in the Ngai Tahu settlement.
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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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Kunowski, Myra Antoinette. "Teaching About the Treaty of Waitangi: Examining the Nature of Teacher Knowledge and Classroom Practice." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/367740.

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Knowledge and understanding of the Treaty of Waitangi, as the founding document of the nation and as a living document today, is seen as crucial for the capacity of New Zealanders to accommodate cultural differences and to handle the challenges of the future. It is also outlined in the national social studies curriculum, Social Studies in the New Zealand Curriculum (Ministry of Education, 1997), as an essential area of learning for students in New Zealand schools. For these reasons, this study examines the nature of social studies teachers' subject matter knowledge for teaching about the Treaty of Waitangi, how it has been interpreted over time and how it is applied in New Zealand in the present day. Informed by Shulman's (1987) categorisation of a knowledge base for teaching, this study builds on a growing literature on the important role of pedagogical content knowledge. Four social studies teachers participated in the study which focuses on years 9 and 10, where the majority of New Zealand secondary school students acquire their knowledge of New Zealand's history. Using a collective case study design, multi-method triangulation is adopted for tapping into and representing the teachers' conceptual and practical knowledge. Methods include a semi-structured interview, a concept mapping exercise, a lesson planning activity, and a video-stimulated recall interview of a classroom lesson. The latter is a key data gathering method and is confirmed as a very valuable technique for gaining insight into the implicit theories and beliefs of teachers, and the relationship between their beliefs and actions. The study demonstrates that discipline knowledge of history is an important ingredient in social studies teachers' knowledge and understanding of the Treaty of Waitangi and its implementation in New Zealand since 1840. Discipline knowledge informed their pedagogical content knowledge, which is central to effectively teaching this essential area of learning about New Zealand in the secondary school classroom. The teachers with this knowledge were able to place events in the context of time and comprehend historical ideas. In addition, they applied their understanding of historical inquiry and the historical relationships of cause and effect and continuity and change, to their teaching. These teachers also more readily accessed recent historical scholarship in New Zealand's history, and thus were aware of historical interpretations and the different perspectives from which Maori-Pakeha issues in the past and present can be examined. In accord with research in the United States and Britain, the evidence in this study indicates that the presence or absence of pedagogical content knowledge significantly affects the learning opportunities that teachers provide for their students. The findings suggest that there are both beginning and experienced social studies teachers who have limited historical knowledge for teaching the Treaty of Waitangi topic area. The teachers who lacked mastery of topic content were unable to easily use stories or examples to illustrate and clearly explain ideas and events. In attempting to simplify topic material, content was sometimes misrepresented and superficial responses were given to students' more challenging questions. Teaching also incorporated some information errors. It was these teachers who also regarded the area of learning as contentious. Concerned to avoid dissension in the classroom, and wary of adverse parental and community opinion, they were reluctant to engage in class discussion on Maori and Pakeha matters that have been controversial, or that are subject to current national debate. Three areas are highlighted where teachers considered help and direction would enhance their teaching. Firstly, more specific curriculum guidelines, in relation to achievement objectives for teachers and desired learning outcomes for students, could be provided in the Treaty of Waitangi topic area. Secondly, classroom implementation would be advanced by assistance for teachers in assimilating current historical interpretations of New Zealand's history and in developing the appropriate subject matter knowledge for teaching. Thirdly, training in critical inquiry skills would provide teachers with the expertise to handle contentious questions in the classroom and ensure they are better prepared to teach students to think critically and participate in society as informed and responsible citizens.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Curriculum, Teaching and Learning
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Stark, Robyn Ann. "Treaty over the teacups : an exploration of teacher educators’ understandings and application of the provisions of the Treaty of Waitangi at the University of Canterbury, College of Education.A thesis submitted in partial fulfilment of the requirements for the Degreeof Master of Education in the University of Canterbury." Thesis, University of Canterbury. School of Teacher Education, 2015. http://hdl.handle.net/10092/10254.

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Teacher educators at the University of Canterbury, College of Education, like all teacher educators in Aotearoa New Zealand, have ethical, legal, and moral obligations in relation to Te Tiriti o Waitangi/the Treaty of Waitangi. The Treaty is an agreement that was signed in 1840 by representatives of the British Crown and representatives of independent Māori hapū (sub-tribe). The failure of the Crown to uphold the Treaty plus the colonisation of New Zealand has held wide-ranging ramifications for Māori, including a negative impact on Māori education. Policy guidelines both at a national level and locally at the University of Canterbury provide requirements and guidelines for teachers and teacher educators in relation to the Treaty. The aim of many of these guidelines is to address equity issues in education and to support Māori ākonga (students) to achieve success as Māori. This thesis draws upon data from interviews with five teacher educators from the University of Canterbury, College of Education to explore their understandings of the Treaty and how these understandings inform their practice. A qualitative research approach was applied to this study. Semi-structured interviews were used and a grounded theory approach to the data analysis was applied. Three key themes arose from the data and these provided insights into the teacher educator participants’ understandings of the Treaty, how they acquired Treaty knowledge and their curriculum decision making. Bronfenbrenner’s (1979) ecological systems theory approach was used as a framework to situate how the teacher educators’ understandings of the Treaty have developed. Critical theory and concepts associated with critical pedagogy underpin this research. Critical pedagogy highlights the importance for teacher educators in New Zealand to have an understanding of the historical and contemporary complexities of educational issues related to the Treaty.
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Payne, V. R. J. (Vaughan Raymond John), and n/a. "Urupare torohiko : planning for the equitable use of spatial information in the resolution of Treaty claims." University of Otago. Department of Geography, 1992. http://adt.otago.ac.nz./public/adt-NZDU20070601.114135.

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The process dealing with the resolution of Treaty claims considers a lot of information pertaining to real-world resources - spatial information. This study seeks to identify and suggest solutions for spatial information problems within the present claims process. This leads to a formal systems model of the present claims process emphasising the use of spatial information. An informal understanding of the claims process is then formed by analysing perceptions of actors within the claims process, thus allowing spatial information problems to be identified. Further analysis of the spatial information problems identifies causes, enabling possible solutions to be developed. Lastly, a solution is proposed and discussed as a means of highlighting other possible solutions to the spatial information problems identified by the study.
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Henderson, Andrew, and n/a. "Nursing a colonial hangover : towards bicultural planning in New Zealand." University of Otago. Department of Geography, 1994. http://adt.otago.ac.nz./public/adt-NZDU20070531.125653.

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Planning, specifically resource management, is an activity of the state which should seek to reflect the values of the people. However, in New Zealand, only the values of the dominant Pakeha culture have traditionally been considered by decision makers. As a result, resource management in New Zealand has developed as a monocultural institution. This thesis addresses the issue of monoculturalism in New Zealand�s planning regime. The aims of this thesis are twofold: (1) to examine the argument that New Zealand�s planning is monocultural, and has traditionally ignored the needs and aspirations of Maori; and (2) to examine the current resource management system in New Zealand in order to establish the basis for a bicultural approach to planning. These aims were addressed in two principal ways. First, a critical review of literature provided comprehensive background on the relationship between Western and non-Western cultures. Second, in depth interviews were held with both Maori and non-Maori involved in resource management structures. Data from these interviews illustrate Maori opinion on the current resource management system in New Zealand. The thesis concludes that biculturalism is the only legitimate structure for state policy in New Zealand. This conclusion is based primarily on the relationship established between the indigenous Maori and the Pakeha settlers through the Treaty of Waitangi. This study also found that the current resource management regime in New Zealand is incapable of supporting a bicultural resource management approach. Radical reforms are needed in order to facilitate bicultural planning. The thesis concludes by proposing changes to the current regime which will facilitate a bicultural approach to New Zealand planning.
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Ririnui, Teneti, and n/a. "The recognition of Maori customary fisheries in New Zealand�s fisheries management regime : a case study of taiapure." University of Otago. Department of Geography, 1997. http://adt.otago.ac.nz./public/adt-NZDU20070530.143237.

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The Treaty of Waitangi specifically recognises the rights of Maori to control and manage their fisheries resources. However, since the imposition of fisheries legislation in New Zealand, this right has been consistently eroded. It is only recently that Maori customary fisheries rights have been given a degree of recognition in New Zealand�s fisheries management regime. The taiapure provisions of the Fisheries Act 1996 are one of the few policy initiatives available for Maori to manage their fisheries resources in accordance with their customary tikanga. This study examines the effectiveness of the taiapure legislation in providing for Maori customary fisheries management. The Maketu taiapure in the Bay of Plenty is studied to analyse the implementation of the initiative at the local level. The study has found that there are limitations inherent in the legislation and that these are further complicated by inadequacies in its implementation. Recommendations regarding the size, management and establishment process, are made at the conclusion of the study to highlight the amendments needed for the taiapure provisions to properly recognise and provide for the role of Maori, as Treaty partners, in the management of their local fisheries.
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Reese, Alistair William. "Are You Listening? The Voice of Waitaha, A Forgotten People." The University of Waikato, 2006. http://hdl.handle.net/10289/2408.

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This thesis is a study of Waitaha, a Bay of Plenty iwi that has been marginalized through the loss of most of its land, much of its language, tikanga, and mana. The purpose of the work is to communicate, through the 'voice' and the history of the people, a chronicle, of their alienation to a Pākehā audience that remains in large part ignorant and distant from their plight. The thesis is motivated by an academic responsibility to the Treaty of Waitangi and the lack of understanding to the present needs of Māori as evidenced for example, by the support for the January 2004 Orewa speech, by the leader of the National Party, Don Brash. It is predicated upon the understanding that this response, which minimalises the impact of colonization upon Māori, is constructed by many, through a convenience of distance. It is motivated also on the understanding that most Pākehā who now inhabit the rohe of Waitaha, are completely ignorant of the identity of tangata whenua. It is hoped that the presentation of the Waitaha story, will provoke a greater empathy from Pākehā, and thereby facilitate an environment, whereby grievances can be addressed in an environment of greater understanding. The thesis is a qualitative based research exercise, carried out in consultation with kaumātua and other Waitaha members, and attempts to acknowledge and integrate current kaupapa Māori epistemologies with traditional Western academic methodology. The study uses interviews, Waitangi Tribunal evidence, and other historical references to construct a narrative that conveys something of the 'voice' of Waitaha. Specifically, it outlines a chronology of Waitaha settlement, followed by a description of their encounter with Pākehā, the consequent alienation of the majority of their lands by the Crown, and concludes, with a glimpse into the current circumstance of Manoeka, the papakainga of Waitaha.
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Brant, Kiera Kaia'tano:ron. "'But How Does This Help Me?': (Re)Thinking (Re)Conciliation in Teacher Education." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36972.

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Prompted by Canada’s Truth and Reconciliation Commission’s Calls to Action (2015), there has been widespread response throughout Canadian educational institutions to facilitate reconciliation through education. In the context of Ontario, some Faculties of Education have responded to the calls with requiring Aboriginal education for teacher candidates, to ensure all graduating teachers have knowledge of Aboriginal histories, cultures, and worldviews. Nevertheless, there is a difference between teaching about reconciliation and teaching through reconciliation. This embodiment of reconciliation as a curricular and pedagogical praxis – a praxis of reconciliation – lies at the heart of this research in initial teacher education. This study draws upon case study methodology in an Aboriginal teacher education course in Ontario and a Treaty of Waitangi teacher education workshop in New Zealand, through an investigation of the question: In what ways do Settler teacher education programs facilitate and engage a praxis of reconciliation? The findings of this thesis propose a reconceptualization of reconciliation in teacher education by identifying the ways in which reconciliation is manifested in teacher education (a possibility of reconciliation), and the ways in which reconciliation is hindered (a challenge to reconciliation). In addition to identifying the possibilities and challenges, this research study also deconstructs the safe space metaphor in favour of ethical space and ethical relationality in initial teacher education.
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Books on the topic "Treaty of Waitangi"

1

Peter, Shaw. Waitangi. Napier, N.Z: Cosmos Publications, 1992.

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Foundation, New Zealand Law, ed. Treaty of Waitangi settlements. Wellington, New Zealand: Bridget Williams Books with the New Zealand Law Foundation, 2012.

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Robin, Mitchell. The treaty & the act: The Treaty of Waitangi (1940) and the Treaty of Waitangi Act (1975). [Christchurch]: Cadsonbury Publications, 1990.

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H, Kawharu I., ed. Waitangi: Māori and Pākehā perspectives of the Treaty of Waitangi. Auckland: Oxford University Press, 1989.

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5

Network Waitangi (N.Z.). Treaty of Waitangi: Questions and answers. 3rd ed. Christchurch [N.Z.]: Network Waitangi, 2008.

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Janine, Hayward, ed. Local government and the Treaty of Waitangi. Melbourne, Vic: Oxford University Press, 2003.

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Moon, Paul. The origins of the Treaty of Waitangi. Auckland, N.Z: Birdwood Pub., 1994.

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Butler, Mike. Tribes treaty money power: A guide to New Zealand's treaty issues. Wellington, New Zealand: Tross Publishing, 2014.

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Orange, Claudia. An illustrated history of the Treaty of Waitangi. Wellington, N.Z: Allen & Unwin, 1990.

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Janine, Hayward, and Wheen Nicola R, eds. The Waitangi Tribunal =: Te Roopu Whakamana i te Tiriti o Waitangi. Wellington, N.Z: Bridget Williams Books, 2004.

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Book chapters on the topic "Treaty of Waitangi"

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Ralston, Benjamin. "Treaty of Waitangi." In Global Encyclopedia of Territorial Rights, 1–9. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-68846-6_646-1.

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O’Sullivan, Dominic. "The Treaty of Waitangi." In Sharing the Sovereign: Indigenous Peoples, Recognition, Treaties and the State, 107–28. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-33-4172-2_5.

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Blick, Andrew. "Te Tiriti O Waitangi/The Treaty of Waitangi." In Documents on the Nineteenth Century United Kingdom Constitution, 22–24. London: Routledge, 2023. http://dx.doi.org/10.4324/9780367816162-10.

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Toki, Valmaine. "Constitutional frameworks – the Treaty of Waitangi." In Indigenous Courts, Self-Determination and Criminal Justice, 100–134. Abingdon, Oxon ; New York : Routledge, 2018. | Series: Indigenous peoples and the law | Based on author's thesis (doctoral - University of Waikato, 2016) issued under title: A case for an indigenous court – a realisation of self-determination?: Routledge, 2018. http://dx.doi.org/10.4324/9781351239622-5.

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Belmessous, Saliha. "The Treaty of Waitangi in historical context." In Indigenous Peoples and the State, 77–93. Abingdon, Oxon [UK] ; New York, NY : Routledge, 2018. | Series: Indigenous peoples and the law: Routledge, 2018. http://dx.doi.org/10.4324/9781351240376-5.

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Williams, Joe. "The Status and Nature of the Treaty of Waitangi." In Reconstituting the Constitution, 185–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21572-8_10.

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Ruru, Jacinta. "The failing modern jurisprudence of the Treaty of Waitangi." In Indigenous Peoples and the State, 111–26. Abingdon, Oxon [UK] ; New York, NY : Routledge, 2018. | Series: Indigenous peoples and the law: Routledge, 2018. http://dx.doi.org/10.4324/9781351240376-7.

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Hickford, Mark. "Reflecting on the Treaty of Waitangi and its constitutional dimensions." In Indigenous Peoples and the State, 140–65. Abingdon, Oxon [UK] ; New York, NY : Routledge, 2018. | Series: Indigenous peoples and the law: Routledge, 2018. http://dx.doi.org/10.4324/9781351240376-9.

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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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Wright, T. John. "The Treaty of Waitangi: Implications for Christian Theological Education in Aotearoa New Zealand." In International Handbooks of Religion and Education, 525–45. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/1-4020-5246-4_38.

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Conference papers on the topic "Treaty of Waitangi"

1

Matthews, Philip W. "Māori and English in New Zealand toponyms." In Onomastikas pētījumi. LU Latviešu valodas institūts, 2014. http://dx.doi.org/10.22364/onompet.1.01.

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Abstract:
This paper takes up one of the conference themes, «Reflection of language contacts in proper names». It deals with the situation in New Zealand where there are some 12,000 gazetted (or official) and an estimated 35,000 nongazetted (or recorded) place names. These names are almost all in Māori and English. The country was settled by the Māori people in the fourteenth century and today about 650,000 people, out of a total population of about 4.3 million, claim Māori descent. Māori named almost all of the country, the names being closely linked to iwi (tribal) histories. Foreigners, almost all English speaking, started visiting the country and giving their names to various places, and from the early nineteenth century two place name systems – Māori and nonMāori – have existed. This paper details the contact between the Māori language, the English language and New Zealand’s place names. It deals with seven matters: (1) Māori settlement and naming; (2) Early nonMāori settlement and naming; (3) the Treaty of Waitangi; (4) post Treaty of Waitangi names; (5) spelling of Māori place names; (6) prounciation of Māori names; and (7) dual and alternative Māori-English place names. Reasons are advanced to explain matters associated with the interlingual problems in the spelling and pronunciation of the place names and the emergence of dual place names.
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