Academic literature on the topic 'Treaty of Waitangi Research Unit'
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Journal articles on the topic "Treaty of Waitangi Research Unit"
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Rowarth, J. S. "Post-truth, alternative facts and the role of the Environmental Protection Authority." Journal of New Zealand Grasslands 79 (January 1, 2017): 211–16. http://dx.doi.org/10.33584/jnzg.2017.79.547.
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Abstract The Environmental Protection Authority (EPA) administers six Acts and is charged with making net benefit decisions for New Zealand. Regulatory Science, which is supported by the research results from traditional science, enables evaluation of evidence, risks and uncertainties. To take appropriate account of the Treaty of Waitangi, an external Māori advisory group works with a focussed staff unit to ensure that Māori values are included in the decision-making process. Society is also included through consultation and hearings, and it is in the context of increasing global suspicion of government, media and science in general that the role of the EPA is increasingly about education and engagement, while continuing to make decisions that protect the environment whilst enhancing lifestyle and the economy. Keywords: communication, HSNO, net benefit, policy, regulatory science, risk analysis, RMA, trust, values
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Webber, Melinda, Tracy Riley, Katrina Sylva, and Emma Scobie-Jennings. "The Ruamano Project: Raising Expectations, Realising Community Aspirations and Recognising Gifted Potential in Māori Boys." Australian Journal of Indigenous Education 49, no. 1 (October 16, 2018): 77–88. http://dx.doi.org/10.1017/jie.2018.16.
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When gifted Māori students feel they belong and find their realities reflected in the curriculum, conversations and interactions of schooling, they are more likely to engage in programmes of learning and experience greater school success. This article reports on a teacher-led project called the Ruamano Project, which investigated whether Maker and Zimmerman's (2008) Real Engagement in Active Problem Solving model (REAPS) could be adapted successfully to identify talents and benefit the student achievement and engagement of Māori boys in two rural Northland, New Zealand secondary school contexts. The project aimed to implement Treaty of Waitangi-responsive and place-based science practices by improving home–school–community relationships through the authentic engagement of whānau and iwi into the schools’ planning, implementation and evaluation of a REAPS unit. As a result of this innovation, teachers’ perceptions of Māori boys shifted, their teaching practices changed, more junior secondary Māori boys were identified as gifted by way of improved academic performance, and iwi and community members were engaged in co-designing the inquiry projects. Our research indicated that the local adaptation of the REAPS model was effective in engaging and promoting the success of gifted and talented Māori boys.
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Hudson, Maui L., and Khyla Russell. "The Treaty of Waitangi and Research Ethics in Aotearoa." Journal of Bioethical Inquiry 6, no. 1 (November 27, 2008): 61–68. http://dx.doi.org/10.1007/s11673-008-9127-0.
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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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Mutu. "The Treaty Claims Settlement Process in New Zealand and its Impact on Māori." Land 8, no. 10 (October 15, 2019): 152. http://dx.doi.org/10.3390/land8100152.
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This article considers research conducted on the impact of the Crown’s treaty claims settlement policy on Māori in New Zealand. It provides a brief background to the Treaty of Waitangi and the subsequent British colonisation process that relied on the Doctrine of Discovery in breach of the treaty. It outlines how colonisation dispossessed Māori of 95 percent of their lands and resources, usurped Māori power and authority and left them in a state of poverty, deprivation and marginalisation while procuring considerable wealth, prosperity and privilege for British settlers. The work of the Waitangi Tribunal, the commission of inquiry set up to investigate those breaches, is considered, as is the Crown’s reaction to the 1987 Lands case in developing its treaty claims settlement policy. The Crown unilaterally imposed the policy despite vehement opposition from Māori. Since 1992, it has legislated more than seventy ‘settlements’. The research shows that overall, the process has traumatised claimants, divided their communities, and returned on average less than one percent of their stolen lands. Proposals for constitutional transformation have drawn widespread support from Māori as a solution to British colonisation. United Nations treaty-monitoring bodies have recommended that the government discuss this with Māori.
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Ćwikliński, Konrad. "Społeczeństwo obywatelskie w Nowej Zelandii według: International Comparative non-profit research programme." Cywilizacja i Polityka 14, no. 14 (October 30, 2016): 99–107. http://dx.doi.org/10.5604/01.3001.0010.0243.
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Basic information about history of shaping civil society institution in New Zealand based on International Comparative non-profit research programme, Center for Civil Society Studies at Johns Hopkins University, Baltimore. New Zealand during the colonial period was formed by regulating the social, legal and political from the British legislation,and signing of the Treaty of Waitangi, which gave basis for shaping the social and institutional order.
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Fitzpatrick, Katie, Hayley McGlashan, Vibha Tirumalai, John Fenaughty, and Analosa Veukiso-Ulugia. "Relationships and sexuality education: Key research informing New Zealand curriculum policy." Health Education Journal 81, no. 2 (November 10, 2021): 134–56. http://dx.doi.org/10.1177/00178969211053749.
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Background and purpose: In 2020, the New Zealand Ministry of Education updated the national curriculum policy for sexuality education, broadening the focus to ‘relationships and sexuality education’ and strengthening guidance for both primary (Years 1–8) and secondary (Years 9–13) schools. The resulting guides detail how schools might take a ‘whole school approach’ to this area, including dedicated curriculum time at all levels of compulsory schooling. Methods and conclusions: This article summarises the key thinking and research that informs the latest curriculum policy update and provides justification for the content in the policy. Significant aspects include a framework based on Te Tiriti o Waitangi (The Treaty of Waitangi), Indigenous knowledges and human rights; attention to issues of bullying and inclusion; and the responsibility of schools to address gender and sexual diversity in programmes and the whole school. This background paper discusses the evidence that informs the curriculum policy update, as well as aspects of the policy context in New Zealand that precede these changes.
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Joyce, Janine, and Hine Forsyth. "It’s a Matter of Trust: Ngāi Tahu Democratic Processes and Māori Pākehā Research Partnership." International Journal of Qualitative Methods 21 (January 2022): 160940692211179. http://dx.doi.org/10.1177/16094069221117986.
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The Ngāi Tahu indigenous Māori community of Aotearoa/New Zealand successfully maintained 150 years of legal grievance against the British Crown following the signing of the Treaty of Waitangi and colonization. The importance of women leaders, the guiding role of elders, the long-term commitment to intergenerational health for all tribal members, the democratic processes in the current context for Ngāi Tahu iwi within Aotearoa and engagement with the legal system was crucial in building towards a post-conflict society. Alongside this there were and are creative empowerment processes that nourished cultural vitality. This paper shares a ‘conversational exchange’ about the processes that occurred after Treaty of Waitangi settlement was reached, as the tribe stepped into the challenge of navigating the complicated additional corporate, bureaucratic, governance, and legal structures. The eldest Māori woman from Ōtākou Marae, Te Waipounamu (South Island), describes her experience of listening to the old people, going to tribal hui (meetings) and creating support and services in the Māori community. Her words, presented in full, modelling innovative methodology that prioritises the role of transparent Southern Māori and Pākehā conversation in a post-settlement environment. The relationship of trust between the authors, representing two cultures with a history of colonization, grew over several decades of shared discussion, cultural supervision and listening. Our kōrero (conversation) begins with one question: What are the effects of democracy on sustainable culture and community?
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Joyce, Janine, and Hine Forsyth. "It’s a Matter of Trust: Ngāi Tahu Democratic Processes and Māori Pākehā Research Partnership." International Journal of Qualitative Methods 21 (January 2022): 160940692211179. http://dx.doi.org/10.1177/16094069221117986.
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The Ngāi Tahu indigenous Māori community of Aotearoa/New Zealand successfully maintained 150 years of legal grievance against the British Crown following the signing of the Treaty of Waitangi and colonization. The importance of women leaders, the guiding role of elders, the long-term commitment to intergenerational health for all tribal members, the democratic processes in the current context for Ngāi Tahu iwi within Aotearoa and engagement with the legal system was crucial in building towards a post-conflict society. Alongside this there were and are creative empowerment processes that nourished cultural vitality. This paper shares a ‘conversational exchange’ about the processes that occurred after Treaty of Waitangi settlement was reached, as the tribe stepped into the challenge of navigating the complicated additional corporate, bureaucratic, governance, and legal structures. The eldest Māori woman from Ōtākou Marae, Te Waipounamu (South Island), describes her experience of listening to the old people, going to tribal hui (meetings) and creating support and services in the Māori community. Her words, presented in full, modelling innovative methodology that prioritises the role of transparent Southern Māori and Pākehā conversation in a post-settlement environment. The relationship of trust between the authors, representing two cultures with a history of colonization, grew over several decades of shared discussion, cultural supervision and listening. Our kōrero (conversation) begins with one question: What are the effects of democracy on sustainable culture and community?
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Derby, Melissa, and Sonja Macfarlane. "From the rākau to the ngākau." New Zealand Annual Review of Education 26 (July 1, 2021): 116–22. http://dx.doi.org/10.26686/nzaroe.v26.6900.
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The Ministry of Business, Innovation and Employment (MBIE) in Aotearoa New Zealand has funded 11 National Science Challenges (NSC), which aim to tackle a series of big questions affecting wellbeing in society. One Challenge, A Better Start: E Tipu E Rea, is investigating four key focus areas that children encounter in their early development and is seeking to identify the factors that contribute to forming a solid foundation for fostering wellbeing and lifelong success. Central to the principles of this Challenge is the Treaty of Waitangi in that the Treaty provides a framework to guide whānau engagement, policy change, and praxis. This article describes how a ‘ngākau’ rather than a ‘rākau’ approach to shaping research inquiry within this Challenge facilitates more authentic and mana-enhancing whānau engagement in research interactions (Macfarlane, 2019). The development of a whānau questionnaire is drawn on to illustrate the ngākau approach in practice.
Dissertations / Theses on the topic "Treaty of Waitangi Research Unit"
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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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McLeod, Jen. "Better relationships for better learning : schools addressing Maori achievement through partnership : research thesis submitted as partial fulfillment of a Masters degree in Education at Te Uru Maraurau, Massey University College of Education, Palmerston North." Massey University, 2002. http://hdl.handle.net/10179/991.
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This thesis examines the policy document Better Relationships for Better Learning: Guidelines for Boards of Trustees and Schools on Engaging with Mäori Parents, Whanau, and Communities (Ministry of Education, 2000a). The thesis is concerned with an examination and analysis of the Ministry of Education’s policy Better Relationships for Better Learning document and its implementation as evidenced by a case study school. The thesis demonstrates that while Government policy may intend to benefit Maori, the outcomes do not necessarily do so. It is argued that neither Government nor schools, as agents of the state, are neutral bodies but in large part reflect the influence of the majority over the provision of education for Maori. The claim for school/Maori partnerships made in the policy Better Relationships for Better Learning ignores the founding partnership envisaged through the Treaty of Waitangi. Maori participation as partners in negotiating the terms of the relationship with the school is ignored. This thesis examines the function of those relationships in terms of ‘Better Learning’, investigating the developments and practices in schools for Maori children’s learning.
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Tipuna, Kitea. "Whakawhiti whakaaro, whakakotahi i a tatou convergence through consultation : an analysis of how the Māori world-view is articulated through the consultation processes of the Resource Management Act (1991) : a thesis submitted to Auckland University of Technology in partial fulfilment of the Master of Arts, 2007 / Kitea Tipuna." Click here to access this resource online, 2007. http://hdl.handle.net/10292/370.
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Smith, Ailsa Lorraine. "Taranaki waiata tangi and feelings for place." Lincoln University, 2001. http://hdl.handle.net/10182/2137.
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The occupation of Moutoa Gardens in 1995 highlighted efforts by Whanganui iwi to draw attention to the non-settlement of long-standing land grievances arising out of land confiscations by the Crown in New Zealand in the 1860s. Maori attitudes to land have not been well understood by successive New Zealand governments since that time, nor by many Pakeha New Zealanders. In an effort to overcome that lack of understanding, this thesis studies a particular genre of Maori composition; namely, waiata tangi or songs of lament, which contain a strong indigenous sense of place component. The waiata used in this study derive from my tribal area of Taranaki, which is linked historically and through whakapapa with Whanganui iwi. These waiata were recorded in manuscript form in the 1890s by my great-grandfather Te Kahui Kararehe, and are a good source from which to draw conclusions about the traditional nature of Maori feelings for place. Two strands run throughout this thesis. The first examines the nature of Maori feelings for place and land, which have endured through primary socialisation to the present day. By focusing upon a form of expression that reveals the attachment of Maori towards their ancestral homelands, it is hoped that the largely monocultural Pakeha majority in New Zealand will be made aware of that attachment. It is also hoped that Pakeha may be suitably informed of the consequences of colonialist intervention in the affairs of the Maori people since 1840, which have resulted in cultural deprivation and material disadvantage at the present day. In the current climate of government moves to address the problems bequeathed them by their predecessors, it is important that the settlement of land claims and waterways under the Treaty of Waitangi should proceed unhindered by misapprehension and misinformation on the part of the public at large. The second strand of my thesis concerns the waiata texts themselves, which I wish to bring to the attention of the descendants of the composers of those waiata, who may or may not know of their existence. Since so much of value has been lost to the Maori world it is important that the culturally precious items that remain should be restored as soon as possible to those to whom they rightfully belong. Key themes examined in this thesis are the nature of Maori "feelings" for place and a "sense" of place; Maori research methodologies and considerations, including Maori cosmology and genealogical lines of descent; ethical concerns and intellectual property rights; ethnographic writings from the nineteenth century which tried to make sense of Maori imagery and habits of thought; the Kahui Papers from which the waiata were drawn; and the content and imagery of the waiata themselves. I also discuss the use of hermeneutics as a methodological device for unlocking the meanings of words and references in the waiata, and present the results both from a western sense of place perspective and a Maori viewpoint based on cultural concepts and understandings.
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Jones, Carwyn. "The Treaty of Waitangi settlement process in Māori legal history." Thesis, 2013. http://hdl.handle.net/1828/4488.
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This dissertation is concerned with the ways in which Māori legal traditions have changed in response to the process of negotiated settlement of historical claims against the state. The settlements agreed between Māori groups and the state provide significant opportunities and challenges for Māori communities and, inevitably, force those communities to confront questions relating to the application of their own legal traditions to these changed, and still changing, circumstances. This dissertation focuses specifically on Māori legal traditions and post-settlement governance entities. However, the intention is not to simply record changes to Māori legal traditions, but to offer some assessment as to whether these changes and adaptations support, or alternatively detract from, the two key goals of the settlement process - reconciliation and Māori self-determination. I argue that where the settlement process is compelling Māori legal traditions to develop in a way that is contrary to reconciliation and Māori self-determination, then the settlement process itself ought to be adjusted.
This dissertation studies the nature of changes to Māori legal traditions in the context of the Treaty settlement process, using a framework that can be applied to Māori legal traditions in other contexts. There are many more stories of Māori legal traditions that remain to be told, including stories that drill into the detail of specific legal traditions and create pathways between an appropriate philosophical framework and the practical operation of vibrant Māori legal systems. Those stories will be vital if we in Aotearoa/New Zealand are to move towards reconciliation and Māori self-determination. The story that runs through this dissertation is one of a settlement process that undermines those objectives because of the pressures it places on Māori legal traditions. But it need not be this way. If parties to the Treaty settlement process take the objectives of self-determination and reconciliation seriously, and pay careful attention to changes to Māori legal traditions that take place in the context of that process, a different story can be told – a story in which Treaty settlements signify, not the end of a Treaty relationship, but a new beginning.Graduate
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Kelsey, Jane. "Rogernomics and the Treaty of Waitangi: the contradiction between the economic and Treaty policies of the fourth Labour government, 1984-1990, and the role of law in mediating that contradiction in the interests of the colonial capitalist state." 1991. http://hdl.handle.net/2292/2871.
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During the 1970s and early 1980s the historic contradiction between Maori and the colonial state publicly resurfaced, with high-profile Maori demands for the recognition of Maori sovereignty. By 1984 those demands became broader-based. They focused on the Crown's affirmation in the Treaty of Waitangi of continued Maori control over economic resources, independent political authority, and the protection of the Maori way of life. In the face of these pressures, the Labour Party, and later the fourth Labour Government, committed itself to a policy of recognising the Treaty of Waitangi. At the same time, New Zealand's under-developed capitalist economy was in crisis. Advocates of market liberalism within the Fourth Labour Government secured a power base from which they launched the New Zealand version of their paradigm, known as Rogernomics. The two policies were logically irreconcilable, and embodied the deeper, real contradiction of the colonial project itself. Once that logical contradiction became apparent, and the electoral implications became too costly, the Treaty policy gave way. The primary focus of this thesis is the role played by colonial law, legal ideology, and the legal intellectuals in mediating those contradictions during the 1980s. They helped to secure a passive revolution, whereby Maori demands were defused, and Maori resistance was subsumed within the political and judicial forums of the colonial state. This development is analysed within the framework of the dual state, whereby metropolitan and colonial social formations co-exist within the one national boundary, both dominated by the capitalist mode of production. In this thesis, that duality comprises Pakeha within New Zealand, and Maori within Aotearoa. The specifically legal dynamics are situated within the complex interactions of the economic, political, juridical, and ideological levels of that dual state during the 1980s. The thesis concludes that the colonial state did secure a passive revolution over Maori between 1984 and 1990. But this was, at best, a temporary reprieve. By the end of the Fourth Labour Government, in October 1990, many Maori remained committed to the anti-colonial struggle. It appeared that the fundamental contradictions of colonial capitalism, and the crisis of constitutional legitimacy for the colonial state, had not been resolved. They had merely been deferred.
Books on the topic "Treaty of Waitangi Research Unit"
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Fletcher, Ned. The English Text of the Treaty of Waitangi. Bridget Williams Books, 2022. http://dx.doi.org/10.7810/9781990046537.
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How was the English text of the Treaty of Waitangi understood by the British in 1840? That is the question addressed by historian and lawyer Ned Fletcher, in this extensive work. With one exception, the Treaty sheets signed by rangatira and British officials were in te reo Māori. The Māori text, Te Tiriti o Waitangi, was a translation by the missionary Henry Williams of a draft in English provided by William Hobson, the Consul sent by the British government to negotiate with Māori. Despite considerable scholarly attention to the Treaty, the English text has been little studied. In part, this is because the original English draft exists only in fragments in the archive; it has long been regarded as lost or ‘unknowable’, and in any event superseded by the authoritative Māori text. Now, through careful archival research, Fletcher has been able to set out the continuing relevance of the English text. The English Text of the Treaty of Waitangi emphasises that the original drafting of the Treaty by British officials in 1840 cannot be separated from the wider circumstances of that time. This context encompasses the history of British dealings with indigenous peoples throughout the Empire and the currents of thought in the mid-nineteenth century, a period of rapid change in society and knowledge. It also includes the backgrounds and motivations of those primarily responsible for framing the Treaty: British Resident James Busby, Consul and future Lieutenant-Governor William Hobson, and Colonial Office official James Stephen. Through groundbreaking scholarship, Fletcher concludes that the Māori and English texts of the Treaty reconcile, and that those who framed the English text intended Māori to have continuing rights to self-government (rangatiratanga) and ownership of their lands. This original understanding of the Treaty, however, was then lost in the face of powerful forces in the British Empire post-1840, as hostility towards indigenous peoples grew alongside increased intolerance of plural systems of government. The English Text of the Treaty of Waitangi enriches our understanding of the original purpose and vision of Te Titiri o Waitangi / The Treaty of Waitangi and its foundational role in Aotearoa New Zealand.
Book chapters on the topic "Treaty of Waitangi Research Unit"
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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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Akhter, Selina. "Social Workers' Understanding of Bi-Culturalism and Its Cultural Differences in Aotearoa New Zealand." In Research Anthology on Child and Domestic Abuse and Its Prevention, 429–44. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5598-2.ch024.
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The chapter attempts to review some conceptualizations developed in the literature around the topic cultural appropriateness and examines how culture interacts with child abuse and domestic violence situations of ethnic migrant community. Also, the chapter highlights specific cultural knowledge of ethnic migrant community that the practitioners from different cultures need to deal with in society. The uniqueness of New Zealand is that it takes into account the discourse of the Treaty of Waitangi, history, racism, colonization, Matauranga Maori, etc. while the major focus of the concept cultural sensitiveness developed in multicultural context is on the differences between Western and non-Western cultural values and the legacy of their cultural norms and socio-economic context.
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Akhter, Selina. "Social Workers' Understanding of Bi-Culturalism and Its Cultural Differences in Aotearoa New Zealand." In Handbook of Research on Indigenous Knowledge and Bi-Culturalism in a Global Context, 255–70. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6061-6.ch014.
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The chapter attempts to review some conceptualizations developed in the literature around the topic cultural appropriateness and examines how culture interacts with child abuse and domestic violence situations of ethnic migrant community. Also, the chapter highlights specific cultural knowledge of ethnic migrant community that the practitioners from different cultures need to deal with in society. The uniqueness of New Zealand is that it takes into account the discourse of the Treaty of Waitangi, history, racism, colonization, Matauranga Maori, etc. while the major focus of the concept cultural sensitiveness developed in multicultural context is on the differences between Western and non-Western cultural values and the legacy of their cultural norms and socio-economic context.
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"No. 16028. Exchange of notes constituting an agreement between the United States of America and the Philippines relating to a United States Naval Medical Research Unit. Manila, 12 and 21 May 1976." In United Nations Treaty Series, 509. UN, 1996. http://dx.doi.org/10.18356/feb996c8-en-fr.
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