DOCSLIB.ORG

Treaty Over the Teacups

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Treaty Over the Teacups 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 Degree of Master of Education in the University of Canterbury by Robyn A. Stark University of Canterbury 2014 Table of Contents Table of Figures .......................................................................................................................... ii Acknowledgements ............................................................................................ iii Abstract ................................................................................................................iv Glossary ................................................................................................................ v Chapter 1: Background and Purpose of this Thesis ...................................... 6 Introduction ................................................................................................................................. 6 Contextual Backdrop Framing the Research ............................................................................... 6 Purpose of the Study ................................................................................................................... 9 Overview of this Research ........................................................................................................ 10 Structure of this Thesis .............................................................................................................. 10 Chapter 2: Perspectives from the Literature ................................................ 12 Conceptual Framework ............................................................................................................. 12 Part One: Theoretical Perspectives ........................................................................................... 12 Bronfenbrenner’s ecology of human development approach. ............. 12 Critical theory literature. ........................................................................ 15 Part Two: The Treaty of Waitangi / Te Tiriti o Waitangi ......................................................... 16 The changing status of the Treaty. ........................................................ 16 The Treaty and education in New Zealand. .......................................... 19 Contested notions of biculturalism. ....................................................... 22 The Treaty and Initial Teacher Education (ITE) ....................................................................... 24 Curriculum decision-making. ................................................................ 27 Culturally responsive practice. .............................................................. 28 Summary ................................................................................................................................... 30 Chapter 3: Research Methodology ............................................................... 31 Introduction ............................................................................................................................... 31 Qualitative Methodology........................................................................................................... 31 Grounded Theory ...................................................................................................................... 31 Part One: Data Collection ......................................................................................................... 32 Literature. ............................................................................................... 32 Interviews. .............................................................................................. 32 Selection of participants. ....................................................................... 33 Ethical considerations. ........................................................................... 34 Part Two: Data Analysis ........................................................................................................... 36 Organising the data. ............................................................................... 36 Emerging themes. .................................................................................. 36 Verification procedures. ........................................................................ 37 i Part Three: Participants’ Profile and Research Limitations ...................................................... 37 Profile of participants. ........................................................................... 37 Limitations of research. ......................................................................... 37 Summary ................................................................................................................................... 38 Chapter 4: Findings and Discussion .............................................................. 39 Introduction ............................................................................................................................... 39 Theme One: Teacher Educators’ Acquisition of Treaty Knowledge ........................................ 39 Theme Two: Teacher Educators’ Understandings of the Treaty .............................................. 44 Theme Three: Curriculum Decision Making in Relation to the Treaty .................................... 47 The Three Themes in Relation to Bronfenbrenner’s Ecological Model ................................... 53 Summary ................................................................................................................................... 55 Chapter 5: Implications and Conclusion....................................................... 56 Summary of Key Findings ........................................................................................................ 56 Teacher educators’ acquisition of Treaty knowledge. .......................... 56 Understandings of the Treaty. ............................................................... 56 Curriculum decision making in relation to the Treaty. ......................... 57 Implications ............................................................................................................................... 58 Professional development. ..................................................................... 58 Mentoring. .............................................................................................. 58 Curriculum. ............................................................................................ 59 Conclusion ................................................................................................................................. 60 Appendices ........................................................................................................ 62 Appendix 1: Invitation to Participate ........................................................................................ 62 Appendix 2: Information Sheet ................................................................................................. 63 Appendix 3: Consent Form ....................................................................................................... 65 Appendix 4: Interview Schedule ............................................................................................... 66 Appendix 5: Confidentiality Agreement for Transcriber .......................................................... 68 References ......................................................................................................... 70 Table of Figures Figure 1: Bronfenbrenner's ecological systems model of human development .......................................... 13 Figure 2: Influences on the development of teacher educators’ knowledge and understandings of the Treaty from an ecological perspective ........................................................................................................ 54 ii Acknowledgements First, I wish to thank my supervisors, Dr Richard Manning and Professor Letitia Fickel. Letitia, thank you for the “nudge” down this path and Richard thank you for your confidence in me. The ongoing support and guidance, coupled with the expertise you both shared, has been invaluable. My special thanks are extended to the five participants of this research. I am grateful for your honesty and openness. This study would not have been possible without your willingness to participate. To my colleagues, your tolerance of my distraction while I have been on this journey and the support and encouragement you have provided, have been much appreciated. Without the support of family and friends I would not have been able to complete this thesis. To my children, Joe, Frances, and Grace – you have been, and continue to be, my inspiration; you have kept me focused. Ross, my best friend and husband, thank you for your ongoing support and patience. You have been my rock and I could not have achieved this goal without you. iii Abstract 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
Load more

Recommended publications
  • Portrayals of the Moriori People
    Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. i Portrayals of the Moriori People Historical, Ethnographical, Anthropological and Popular sources, c. 1791- 1989 By Read Wheeler A thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in History, Massey University, 2016 ii Abstract Michael King’s 1989 book, Moriori: A People Rediscovered, still stands as the definitive work on the Moriori, the Native people of the Chatham Islands. King wrote, ‘Nobody in New Zealand – and few elsewhere in the world- has been subjected to group slander as intense and as damaging as that heaped upon the Moriori.’ Since its publication, historians have denigrated earlier works dealing with the Moriori, arguing that the way in which they portrayed Moriori was almost entirely unfavourable. This thesis tests this conclusion. It explores the perspectives of European visitors to the Chatham Islands from 1791 to 1989, when King published Moriori. It does this through an examination of newspapers, Native Land Court minutes, and the writings of missionaries, settlers, and ethnographers. The thesis asks whether or not historians have been selective in their approach to the sources, or if, perhaps, they have ignored the intricacies that may have informed the views of early observers. The thesis argues that during the nineteenth century both Maori and European perspectives influenced the way in which Moriori were portrayed in European narrative.
    [Show full text]
  • New Zealand Wars Sources at the Hocken Collections Part 2 – 1860S and 1870S
    Reference Guide New Zealand Wars Sources at the Hocken Collections Part 2 – 1860s and 1870s Henry Jame Warre. Camp at Poutoko (1863). Watercolour on paper: 254 x 353mm. Accession no.: 8,610. Hocken Collections/Te Uare Taoka o Hākena, University of Otago Library Nau Mai Haere Mai ki Te Uare Taoka o Hākena: Welcome to the Hocken Collections He mihi nui tēnei ki a koutou kā uri o kā hau e whā arā, kā mātāwaka o te motu, o te ao whānui hoki. Nau mai, haere mai ki te taumata. As you arrive We seek to preserve all the taoka we hold for future generations. So that all taoka are properly protected, we ask that you: place your bags (including computer bags and sleeves) in the lockers provided leave all food and drink including water bottles in the lockers (we have a researcher lounge off the foyer which everyone is welcome to use) bring any materials you need for research and some ID in with you sign the Readers’ Register each day enquire at the reference desk first if you wish to take digital photographs Beginning your research This guide gives examples of the types of material relating to the New Zealand Wars in the 1860s and 1870s held at the Hocken. All items must be used within the library. As the collection is large and constantly growing not every item is listed here, but you can search for other material on our Online Public Access Catalogues: for books, theses, journals, magazines, newspapers, maps, and audiovisual material, use Library Search|Ketu.
    [Show full text]
  • Indigenous New Zealand Literature in European Translation
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Open Journal Systems at the Victoria University of Wellington Library A History of Indigenous New Zealand Books in European Translation OLIVER HAAG Abstract This article is concerned with the European translations of Indigenous New Zealand literature. It presents a statistical evaluation of a bibliography of translated books and provides an overview of publishing this literature in Europe. The bibliography highlights some of the trends in publishing, including the distribution of languages and genres. This study offers an analysis of publishers involved in the dissemination of the translations and retraces the reasons for the proliferation of translated Indigenous books since the mid-1980s. It identifies Indigenous films, literary prizes and festivals as well as broader international events as central causes for the increase in translations. The popular appeal of Indigenous literature of Aotearoa/New Zealand has increased significantly over the last three decades. The translation of Indigenous books and their subsequent emergence in continental European markets are evidence of a perceptible change from a once predominantly local market to a now increasingly globally read and published body of literature. Despite the increase in the number of translations, however, little scholarship has been devoted to the history of translated Indigenous New Zealand literature.1 This study addresses that lack of scholarship by retracing the history of European translations of this body of literature and presenting extensive reference data to facilitate follow-up research. Its objective is to present a bibliography of translated books and book chapters and a statistical evaluation based on that bibliography.
    [Show full text]
  • Equity in the New Zealand Curriculum: the Case of the English Syllabus for Forms 6 and 7
    4 I EDUCATIONAL PERSPECTIVES Equity in the New Zealand Curriculum: The Case of the English Syllabus for Forms 6 and 7 Courtney B Cazden From 1984 through 1990, New l.ealand had its fourth Labor later, the new National minister of education Lockwood Smith government. In the United States, we heard mostly about its anti­ announced that 'equity requirements' in the school charters were to nuclear foreign policy. Domestically, the government was an become optional rather than mandatory. Middleton concludes: unusual combination of an economic policy colloquially called "Rogemomics," to signify a hybrid of its local designer and The equity clauses in school charlers have, at the time of writing Reaganomics, and a social policy responsive to demands for honor· (January 1991), become foci for both local and nationwide ing the 1840 Treaty of Waitangi by a more equal partnership political struggles. .. The restructuring policies of New between the dominant Pakeha (European) majority and the indi­ Zellland's Fourth Labour Government both loc:allsed and genous Maori tangt1lll whenua (people of the land) who are one­ intensified educational debates within institutional and private lslth of the population with a single clllture and language. spaces... Formerly sensitive and often 'silenced' debales about Education came to as5Wlle a position of unusual importance in race relations in education were brought into public visibility this government when Prime Minister David Lange kept the educa­ (Middleton, 1991, 23). tion portfolio for himself after winning reelection in 1987. Under his leadership, a reorganization of educational administration in One instance of this enhanced public visibility and debate about the entire country was put into effect in October 1989.
    [Show full text]
  • Neighbourhoods and Health: a Review of the New Zealand Literature
    New Zealand Geographer (2009) 65, 211–221 doi: 10.1111/j.1745-7939.2009.01164.x Research Article Neighbourhoods and health: A review of the New Zealand literature Anna Stevenson,1 Jamie Pearce,2 Tony Blakely,3 Vivienne Ivory3 and Karen Witten4 1Community and Public Health, Canterbury District Health Board, Christchurch, New Zealand; 2Institute of Geography, School of GeoSciences, University of Edinburgh, Edinburgh, UK; 3Health Inequalities Research Programme, University of Otago, Wellington, New Zealand; 4Centre for Social and Health Outcomes Research and Evaluation, Massey University, Auckland, New Zealand Abstract: Over the past two decades, there has been a resurgence of interest into place-based influences on health. Researchers have identified that various character- istics of neighbourhoods exert an influence on the health outcomes and behaviours of local residents. Understanding the processes linking places to health provides con- siderable potential for a range of policy interventions. We review the New Zealand- based neighbourhoods and health research. Consideration is given to the types of neighbourhood characteristics, as well the range of health outcomes that have been studied. Finally, we suggest some priorities for further research into the mechanisms underpinning neighbourhood influences on health in New Zealand. Key words: health, health inequality, neighbourhood, New Zealand. It has long been recognised that the places in for residents’ health: physical (e.g. air pollu- which people live, work and play have direct tion), socio-cultural (e.g. social cohesion) and and indirect impacts on individual-level and community resource access (e.g. recreational population-level health outcomes. These ‘place facilities). effects’ occur independently of individual-level Policy interventions at the area level have a demographic attributes, such as age, sex and long history.
    [Show full text]
  • City of Literature Vision
    1 United Nations Designated Educational, Scientific and UNESCO Creative City Cultural Organization in 2014 This publication was written as part of Dunedin City’s bid for UNESCO City of Literature status in March 2014. Some information has been updated since its publication mid-2015. Thank you to all of the people who contributed to developing Dunedin’s bid and in particular the Steering Team members Bernie Hawke, Noel Waite, Annie Villiers and Liz Knowles. A special thank you also to Eleanor Parker, Michael Moeahu, Lisa McCauley; and Elizabeth Rose and Susan Isaacs from the New Zealand National Commission of UNESCO. ISBN: 978-0-473-32950-1 | PUBLISHED BY: Dunedin Public Libraries 2015 | DESIGNER: Casey Thomas COVER IMAGE: Macandrew Bay, Dunedin by Paul le Comte Olveston Historic Home by Guy Frederick ONE OF THE WORLD’S GREAT SMALL CITIES Otago Harbour by David Steer CONTENTS New Zealand: It's People and Place in the World 9 Multi-cultural Heritage 19 • Books for Children 35 City's Contribution to the Creative City Network 51 • Bookshops 35 • Policy 51 Dunedin's Literary Cultural Assets 21 About Us: Dunedin 13 • Musical Lyricists 37 • International Cooperation and Partnerships 52 • City's Layout and Geographical Area 16 • Te Pukapuka M¯aori – M¯aori Literature 23 • Literature-focused Festivals 37 • A Great City for Writers 25 City of Literature Vision 57 • Population and Economy 16 • Residencies and Awards 27 Dunedin's Creative City Assets 39 • Infrastructure 17 • Impressive Publishing Heritage 30 • Arts and Culture 39 • Municipal/Government Structure 17 • Centre for the Book 31 • Events 43 • Urban Planning, Policy and Strategy 17 • Libraries 33 • Educational Institutes 47 Panoramic of the Steamer Basin, Dunedin by Paul le Comte NEW ZEALAND ITS PEOPLE AND PLACE IN THE WORLD Aotearoa New Zealand.
    [Show full text]
  • ENGL 234 New Zealand Literature
    English Programme School of English, Film, Theatre, & Media Studies Te Kura Tānga Kōrero Ingarihi, Kiriata, Whakaari, Pāpāho ENGL 234 New Zealand Literature Trimester 1 2010 1 March to 4 July 2010 20 Points TRIMESTER DATES Teaching dates: 1 March 2010 to 4 June 2010 Mid‐trimester break: 5 April to 18 April 2010 Study week: 7 June to 11 June 2010 Examination/Assessment period: 11 June to 4 July 2010 Note: Students who enrol in courses with examinations are expected to be able to attend an examination at the University at any time during the formal examination period. WITHDRAWAL DATES Information on withdrawals and refunds may be found at http://www.victoria.ac.nz/home/admisenrol/payments/withdrawlsrefunds.aspx NAMES AND CONTACT DETAILS Staff Email Phone Room Mark Williams (MW) [email protected] 463 681 VZ 911 Peter Whiteford (PW) [email protected] 463 6820 VZ 801 Kathryn Walls (KW) [email protected] 463 6898 VZ 905 Jane Stafford (JS) [email protected] 463 6816 VZ 901 Lydia Wevers (LW) [email protected] 463 6334 Stout Centre CLASS TIMES AND LOCATIONS Lectures Mon, Tues, Thurs 1510‐1600 Hunter Lecture Theatre 323 COURSE DELIVERY There will be three lectures and one tutorial per week. Tutorial times to be advised. The tutorials are a very important part of your development in the subject, and you should prepare fully for them. Times and rooms are arranged during the first week and posted on the English Section notice‐board 1 School of English, Film, Theatre, & Media Studies ENGLISH PROGRAMME COURSE OUTLINE ENGL 234 and on Blackboard by Friday 5 March.
    [Show full text]
  • English at Otago Course Information 2O18
    ENGLISH AT OTAGO COURSE INFORMATION 2O18 1 WELCOME TO THE UNIVERSITY OF OTAGO ENGLISH AND LINGUISTICS DEPARTMENT English and Linguistics Department Te Tari Akoranga Ingarihi me te Matauranga Wetereo University of Otago PO Box 56, Dunedin 9054, New Zealand Tel: +64 3 479 8952 www.otago.ac.nz/English Email: [email protected] 2 ENGLISH AND LINGUISTICS COURSE INFORMATION CONTENTS English Department Staff 6 English at Otago 12 Majoring in English 13 Prerequisites and Requirements 13 Minor in English 13 Minor in Writing 13 Major in English 14 Honours in English 15 400-Level 15 Postgraduate Diploma 15 Diploma for Graduates 15 Postgraduate Funding 16 Summer School 16 BA in English and Linguistics 16 100-Level Papers 17 Introduction/Timetable 17 ENGL 120 Creative Writing: How to Captivate and Persuade 18 ENGL 121 English Literature: The Remix 18 ENGL 126 English for University Purposes 19 ENGL 127 Effective Writing 19 ENGL 128 Effective Communication 20 ENGL 131 Controversial Classics 20 LitSoc 21 200-Level Papers 22 Introduction/Timetable 22 ENGL 218 Shakespeare: Stage, Page and Screen 23 ENGL 220 Creative Writing: Reading for Writers 23 ENGL 222 Contemporary American Fiction 24 ENGL 223 Fantasy and the Imagination (SS) 24 ENGL 227 Essay and Feature Writing 25 ENGL 228 Writing for the Professions 25 ENGL 233 Literary Theory: From Words to Worldviews 26 ENGL 242 New Zealand Literature: Nation and Narration 26 ENGL 243 Special Topic: Tartan Noir: Scottish Crime Fiction 27 3 300-Level Papers 30 Introduction/Timetable 30 ENGL 315 Medieval Literature:
    [Show full text]
  • New Zealand: Literature and Culture
    English 369N / Honors 349Z New Zealand: Literature and Culture Winterterm 2016 Professor Jason R. Rudy [email protected] TA: Scott Tiemann [email protected] In 1642, two of the first Europeans to arrive in New Zealand were murdered and, according to legend, eaten by the local Maori people. Since then, New Zealand history has unfolded as a negotiation between Western and Maori cultures. An immersion into the literature, history, and culture of New Zealand, this course will look back to the colonial founding of New Zealand as a British outpost, and to the strong Maori culture the British encountered when they arrived. We will consider how modern New Zealand has emerged from a mixing of Western and Indigenous cultures. The class will begin in New Zealand’s beautiful harbor capital, Wellington. We will travel north to Auckland, the “city of sails,” and conclude our studies in Rotorua, a town on a volcanic plateau that is the heart of contemporary Maori culture. Our class time will involve a mix of seminar discussions, visits to spaces of historical and cultural significance, explorations of New Zealand’s stunning natural habitats, meetings with local scholars and experts, and direct engagement with Maori culture. TEXTS Christina Thompson, Come On Shore and We Will Kill and Eat You All (ISBN: 9781596911277) McLeon and Manhire, eds. Some Other Country: New Zealand’s Best Short Stories (ISBN: 9780864735881) Course Packet (to be distributed at the pre-departure meeting in December) Important: you will be required to bring a small notepad (pocket-size is fine) and pen to all class activities.
    [Show full text]
  • New Zealand and the Colonial Writing World, 1890-1945
    A DUAL EXILE? NEW ZEALAND AND THE COLONIAL WRITING WORLD, 1890-1945 Helen K. Bones A thesis submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy in History at the University of Canterbury March 2011 University of Canterbury, Christchurch, New Zealand 1 Contents Contents ............................................................................................................... 1 Index of Tables ................................................................................................... 2 Acknowledgements ................................................................................................... 3 Abstract ............................................................................................................... 4 Introduction ............................................................................................................... 5 PART ONE: NEW ZEALAND AND THE COLONIAL WRITING WORLD 22 Chapter One – Writing in New Zealand ................................................. 22 1.1 Literary culture in New Zealand ................................................. 22 1.2 Creating literature in New Zealand ..................................... 40 Chapter Two – Looking Outward ............................................................. 59 2.1 The Tasman Writing World ................................................. 59 2.2 The Colonial Writing World ................................................. 71 Chapter Three – Leaving New Zealand ................................................
    [Show full text]
  • KO AOTEAROA TĀTOU | WE ARE NEW ZEALAND an Anthology
    KO AOTEAROA TĀTOU | WE ARE NEW ZEALAND An anthology Editors Michelle Elvy, Paula Morris, James Norcliffe Art editor David Eggleton SELLING POINTS • Prompted by March 15 massacre • Creative work celebrating new title NZ’s diversity information • Includes 32pp full-colour art PUBLICATION DETAILS In the aftermath of the Christchurch terrorist attacks of 15 March 2019, Prime Minister Jacinda Ko Aotearoa Tātou I We Are Ardern declared: ‘We are all New Zealanders.’ These words resonated, an instant meme that New Zealand asserted our national diversity and inclusiveness and, at the same time, issued a rebuke to hatred Michelle Elvy, Paula Morris, and divisiveness. James Norcliffe (eds) Ko Aotearoa Tātou | We Are New Zealand is bursting with new works of fiction, nonfiction, poetry and visual art created in response to the editors’ questions: What is New Zealand now, in Otago University Press all its rich variety and contradiction, darkness and light? Who are New Zealanders? NZ literature and art The works flowed in from well-known names and new voices, from writers and artists from Paperback with flaps Kerikeri to Bluff. Some are teenagers still at school; some are in their eighties. Māori, Pākehā, 210 x 165mm, 280pp approx. Pasifika, Asian, new migrants, young voices, queer writers, social warriors … Aotearoa’s many ISBN 978-1-98-859252-7 faces are represented in this unique and important compendium. $39.95 In a society where the arts, especially marginalised arts, are under threat, this anthology shows that creative work can explore, document, interrogate, re-imagine – and celebrate – who we are as citizens of this diverse country, in a diverse world.
    [Show full text]
  • Montague Harry Holcroft, 1902 – 1993
    150 Montague Harry Holcroft, 1902 – 1993 Stephen Hamilton Born in Rangiora on the South Island of New Zealand on 14 May 1902, Montague Harry Holcroft was the son of a grocer and his wife and the second of three boys. When his father’s business failed in 1917, he was forced to leave school and begin his working life in the office of a biscuit factory. Two years later he abandoned his desk in search of adventure, working on farms throughout New Zealand before crossing the Tasman Sea to Sydney, Australia in the company of his friend Mark Lund. Here he returned to office work and married his first wife, Eileen McLean, shortly before his 21st birthday. Within three years the marriage ended and Holcroft returned to New Zealand. However, during his sojourn in Sydney his emerging passion for writing had borne fruit in stories published in several major Australian magazines. With aspirations to become a successful fiction writer, he submitted a manuscript to London publisher John Long. Beyond the Breakers appeared in 1928. After a brief interlude on the staff of a failing Christchurch newspaper, he departed for London in late 1928 with a second novel stowed among his luggage. Despite having stories accepted by a number of British magazines, London proved unsympathetic to his efforts, even after a second novel, The Flameless Fire, appeared in 1929. After visiting France and North Africa, and with the Depression beginning to bite, Holcroft elected to again return to New Zealand. In Wellington in July 1931 he married Aralia Jaslie Seldon Dale.
    [Show full text]