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And Did She Cry in Māori?”
“ ... AND DID SHE CRY IN MĀORI?” RECOVERING, REASSEMBLING AND RESTORYING TAINUI ANCESTRESSES IN AOTEAROA NEW ZEALAND Diane Gordon-Burns Tainui Waka—Waikato Iwi A thesis submitted in partial fulfilment of the requirements for the Degree of Doctor of Philosophy in History The University of Canterbury 2014 Preface Waikato taniwha rau, he piko he taniwha he piko he taniwha Waikato River, the ancestral river of Waikato iwi, imbued with its own mauri and life force through its sheer length and breadth, signifies the strength and power of Tainui people. The above proverb establishes the rights and authority of Tainui iwi to its history and future. Translated as “Waikato of a hundred chiefs, at every bend a chief, at every bend a chief”, it tells of the magnitude of the significant peoples on every bend of its great banks.1 Many of those peoples include Tainui women whose stories of leadership, strength, status and connection with the Waikato River have been diminished or written out of the histories that we currently hold of Tainui. Instead, Tainui men have often been valorised and their roles inflated at the expense of Tainui women, who have been politically, socially, sexually, and economically downplayed. In this study therefore I honour the traditional oral knowledges of a small selection of our tīpuna whaea. I make connections with Tainui born women and those women who married into Tainui. The recognition of traditional oral knowledges is important because without those histories, remembrances and reconnections of our pasts, the strengths and identities which are Tainui women will be lost. Stereotypical male narrative has enforced a female passivity where women’s strengths and importance have become lesser known. -
Part 2 | North Kaipara 2.0 | North Kaipara - Overview
Part 2 | North Kaipara 2.0 | North Kaipara - Overview | Mana Whenua by the accumulation of rainwater in depressions of sand. Underlying There are eight marae within the ironstone prevents the water from North Kaipara community area (refer leaking away. These are sensitive to the Cultural Landscapes map on environments where any pollution page 33 for location) that flows into them stays there. Pananawe Marae A significant ancient waka landing Te Roroa site is known to be located at Koutu. Matatina Marae Te Roroa To the east of the district, where Waikara Marae the Wairoa River runs nearby to Te Roroa Tangiteroria, is the ancient portage Waikaraka Marae route of Mangapai that connected Te Roroa the Kaipara with the lower reaches Tama Te Ua Ua Marae of the Whangārei Harbour. This Te Runanga o Ngāti Whātua portage extended from the Northern Ahikiwi Marae Wairoa River to Whangārei Harbour. Te Runanga o Ngāti Whātua From Tangiteroria, the track reached Taita Marae Maungakaramea and then to the Te Runanga o Ngāti Whātua canoe landing at the head of the Tirarau Marae Mangapai River. Samuel Marsden Ngāuhi; Te Runanga o Ngāti Whātua (1765-1838), who travelled over this route in 1820, mentions in his journal There are a number of maunga that Hongi Hika conveyed war and distinctive cultural landscapes canoes over the portage (see Elder, significant to Mana Whenua and the 1932). wider community within the North Kaipara areas. These include Maunga Mahi tahi (collaboration) of Te Ruapua, Hikurangi, and Tuamoe. opportunities for mana whenua, Waipoua, and the adjoining forests wider community and the council of Mataraua and Waima, make up to work together for the good of the largest remaining tract of native the northern Kaipara area are vast forests in Northland. -
Auckland Council, Far North District Council, Kaipara District Council and Whangarei District Council
Auckland Council, Far North District Council, Kaipara District Council and Whangarei District Council Draft Proposed Plan Change to the District / Unitary Plan Managing Risks Associated with Outdoor Use of Genetically Modified Organisms Draft Section 32 Report January 2013 TABLE OF CONTENTS Page 1. INTRODUCTION 1 1.1 Scope and Purpose of the Report 1 1.2 Development of the Plan Change 1 1.3 Structure of the Report 3 2. GENETICALLY MODIFIED ORGANISMS 4 2.1 Introduction 4 2.2 Benefits and Risks 5 2.2.1 Benefits 5 2.2.2 Risks 7 2.3 Risk Management and Precaution 10 2.4 Consultation 12 2.4.1 Community Concerns Regarding GMO Use 12 2.4.2 Māori Perspectives 14 2.4.3 Summary 15 2.5 Synopsis 16 3. THE PLAN CHANGE 17 3.1 Introduction 17 3.2 Significant Resource Management Issue 17 3.3 Objectives and Policies 18 3.4 Related Provisions 19 3.4.1 Activity Rules 19 3.4.2 General Development and Performance Standards 20 3.4.3 Definitions 20 4. SECTION 32 EVALUATION 21 4.1 Introduction 21 4.2 Alternative Means to Address the Issue 22 4.2.1 Do Nothing 22 4.2.2 Central Government Amendment to the HSNO Act 23 4.2.3 Local Authority Regulation through the RMA 24 4.2.4 Assessment of Alternatives Considered 24 4.3 Risk of Acting or Not Acting 26 4.3.1 Ability to Deliver a Precautionary Approach 27 4.3.2 Proportionate Action and Difficulties Arising From Inaction 29 i 4.4 Appropriateness of the Objectives in Achieving the Purpose of the Act 31 4.5 Appropriateness, Costs and Benefits of Policies, Rules and Other Methods 33 4.5.1 Appropriateness 33 4.5.2 Costs 34 4.5.3 Benefits 36 5. -
Whare Tohunga and Wiremu Rikihana
~ 1 ~ INTRODUCTION TO OPANAKI /KAIHU THE RIGHTFUL OWNERS OF THE VILLAGE ALSO WHAKAPAPA FOR WHARE TOHUNGA AND WIREMU RIKIHANA COMPILED BY ROGER MOLD ADAMS SHOP AND BOARDING HOUSE NEAR RAILWAY SIDING AT OPANAKI/KAIHU ~ 2 ~ Note: Whanau=Family Hapu=Clan Iwi=Tribe Taua=War Party Ariki=Leader/Chief Aotea=New Zealand Whapu/Kaihu=Dargaville Whakatehaua=Maunganui Bluff Opanaki=Modern day Kaihu “Te Ika a Maui” (the fish of Maui) North Island of Aotea BELOW: COMPUTER DRAWN MAP SHOWING THE PLACE NAMES BETWEEN MANGAWHARE AND SOUTH HOKIANGA ~ 3 ~ CHAPTERS CHAPTER SEVEN CHAPTER ONE MERANIA WHARE TOHUNGA FOREWORDS: BY JANE STEWART NEE WEBSTER… PAGE 140 PAGE 4 CHAPTER EIGHT CHAPTER TWO WHAKAPAPA FOR HOW IT ALL STARTED… MERANIA WHARE TOHUNGA PAGE 7 PAGE 144 CHAPTER THREE CHAPTER NINE FIRST NATION PEOPLE ‘MERANIA’ AND ‘MOA TANIERE’ RANGI PAOA PAGE 19 PAGE 149 CHAPTER FOUR CHAPTER TEN CHRISTIANITY COMES TO THE VILLAGES FAMILIES FOR CHILDREN OF OF THE KAIHU VALLEY’S PAGE 42 MERANIA WHARE TOHUNGA PAGE 152 CHAPTER FIVE CHAPTER ELEVEN THE VILLAGE OF OPANAKI/KAIHU SAILORS OF THE OCEANS PAGE 52 PAGE 201 CHAPTER SIX CHAPTER TWELVE WIREMU RIKIHANA THOSE WHO DARE SAIL WHERE OCEANS PACIFIC PAGE 56 AND TASMAN MEET PAGE 205 ~ 4 ~ 1 FOREWORDS: BY JANE STEWART NEE WEBSTER… After knowing Roger in early years, I connected with him again earlier this year – 2014 – through my cousin, Gordon Morfett. To my amazement I found Roger has become a researcher and historian ‘par excellence’. His diligent research ability and love of local and Maori knowledge has led him to compiling many journals which are now available to the public. -
Epidemiology Maori Mental Health
Epidemiology Maori Mental Health Chris Gale For Otago Psychiatry Trainees. March 2011 Maori. ● Polynesian. Migrated NZ around 1200 – 1300. – Neolithic (no metals) – Tribal: simplified hierarchy compared with other polynesian cultures. ● Imported to NZ – Kumara (other crops such as Taro and Banana required higher temperatures). – Dogs (kiore) ● Combination of hunting, fishing, gathering & agriculture. Atua (Gods) Ethics. ● Tapu – Holy, sacred. – Only preists (tohunga) or chiefs can approach. ● Noa – Cursed. – Leads to shame (whakama) ● Utu. – Reciprocation or revenge. ● Northern iwi – Ngāi Takoto • Ngāpuhi • Ngāti Whātua • Ngāpuhi ki Whaingaroa • Ngāti Kahu • Ngāti Kurī • Ngāti Wai • Te Aupōuri • Te Kawerau • Te Rarawa • Te Roroa ● Waikato-Tainui iwi – Ngāi Tai (Ngāti Tai) • Ngāti Hako • Ngāti Haua • Ngāti Hei • Ngāti Huia • Ngāti Mahuta • Ngāti Maniapoto• Ngāti Maru •Ngāti Paoa • Ngāti Whānaunga • Ngāti Pūkenga ki Waiau • Patukirikiri • Ngāti Rāhiri Tumutumu • Ngāti Tamaterā • Ngāti Tara Tokanui • Ngāti Te Ata • Waikato – Tauranga Moana tribes: Ngāi Te Rangi • Ngāti Pūkenga • Ngāti Ranginui ● West coast NI iwi – Ngā Rauru (Ngāti Rauru) • Ngā Ruahine • Tangahoe • Taranaki • Ngā Ruanui • Ngāti Hau • Ngāti Hauiti • Ngāti Mutunga • Ngāti Ruanui • Ngāti Tama‡ • Pakakohi • Ngāti Maru •Poutini • Te Āti Awa ● ● Te Arawa iwi – Ngāti Pikiao • Ngāti Rangiteaorere • Tuhourangi • Uenuku-Kopako • Ngāti Rangitihi • Ngāti Tūwharetoa• Tapuika • Tarawhai • Ngāti Rangiwewehi • Ngāti Tahu • Ngāti Whakaue ● Mataatua iwi – Ngāi Tūhoe • Ngāti Awa • Ngāti Manawa -
Whale Rider: the Re-Enactment of Myth and the Empowerment of Women Kevin V
Journal of Religion & Film Volume 16 Article 9 Issue 2 October 2012 10-1-2012 Whale Rider: The Re-enactment of Myth and the Empowerment of Women Kevin V. Dodd Watkins College of Art, Design, and Film, [email protected] Recommended Citation Dodd, Kevin V. (2012) "Whale Rider: The Re-enactment of Myth and the Empowerment of Women," Journal of Religion & Film: Vol. 16 : Iss. 2 , Article 9. Available at: https://digitalcommons.unomaha.edu/jrf/vol16/iss2/9 This Article is brought to you for free and open access by DigitalCommons@UNO. It has been accepted for inclusion in Journal of Religion & Film by an authorized editor of DigitalCommons@UNO. For more information, please contact [email protected]. Whale Rider: The Re-enactment of Myth and the Empowerment of Women Abstract Whale Rider represents a particular type of mythic film that includes within it references to an ancient sacred story and is itself a contemporary recapitulation of it. The movie also belongs to a further subcategory of mythic cinema, using the double citation of the myth—in its original form and its re-enactment—to critique the subordinate position of women to men in the narrated world. To do this, the myth is extended beyond its traditional scope and context. After looking at how the movie embeds the story and recapitulates it, this paper examines the film’s reception. To consider the variety of positions taken by critics, it then analyses the traditional myth as well as how the book first worked with it. The onclusionc is, in distinction to the book, that the film drives a wedge between the myth’s original sacred function to provide meaning in the world for the Maori people and its extended intention to empower women, favoring the latter at the former’s expense. -
Te Korowai O Wainuiārua Historical Account – Draft for Eminent Historian Review Contents
Te Korowai o Wainuiārua historical account – 25 June 2020 Te Korowai o Wainuiārua Historical Account – Draft for eminent historian review Contents Te Korowai o Wainuiārua Historical Account – Draft for eminent historian review .............................. 1 1. Uenuku, Tamakana, and Tamahaki at 1840 and the Treaty of Waitangi ....................................... 3 Uenuku, Tamakana, and Tamahaki identity at 1840 .......................................................................... 3 Uenuku ............................................................................................................................................ 3 Tamakana ........................................................................................................................................ 3 Tamahaki ......................................................................................................................................... 3 The Treaty of Waitangi........................................................................................................................ 4 2. Uenuku, Tamakana, and Tamahaki and the Colonial State 1840-1860 .......................................... 4 The New Zealand Company ................................................................................................................ 4 The Spain Commission ........................................................................................................................ 5 Crown purchasing negotiations ......................................................................................................... -
The Whare-Oohia: Traditional Maori Education for a Contemporary World
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. TE WHARE-OOHIA: TRADITIONAL MAAORI EDUCATION FOR A CONTEMPORARY WORLD A thesis presented in partial fulfilment of the requirements for the degree of Masters of Education at Massey University, Palmerston North, Aotearoa New Zealand Na Taiarahia Melbourne 2009 1 TABLE OF CONTENTS He Mihi CHAPTER I: INTRODUCTION 4 1.1 The Research Question…………………………………….. 5 1.2 The Thesis Structure……………………………………….. 6 CHAPTER 2: HISTORY OF TRADITIONAL MAAORI EDUCATION 9 2.1 The Origins of Traditional Maaori Education…………….. 9 2.2 The Whare as an Educational Institute……………………. 10 2.3 Education as a Purposeful Engagement…………………… 13 2.4 Whakapapa (Genealogy) in Education…………………….. 14 CHAPTER 3: LITERATURE REVIEW 16 3.1 Western Authors: Percy Smith;...……………………………………………… 16 Elsdon Best;..……………………………………………… 22 Bronwyn Elsmore; ……………………………………….. 24 3.2 Maaori Authors: Pei Te Hurinui Jones;..…………………………………….. 25 Samuel Robinson…………………………………………... 30 CHAPTER 4: RESEARCHING TRADITIONAL MAAORI EDUCATION 33 4.1 Cultural Safety…………………………………………….. 33 4.2 Maaori Research Frameworks…………………………….. 35 4.3 The Research Process……………………………………… 38 CHAPTER 5: KURA - AN ANCIENT SCHOOL OF MAAORI EDUCATION 42 5.1 The Education of Te Kura-i-awaawa;……………………… 43 Whatumanawa - Of Enlightenment..……………………… 46 5.2 Rangi, Papa and their Children, the Atua:…………………. 48 Nga Atua Taane - The Male Atua…………………………. 49 Nga Atua Waahine - The Female Atua…………………….. 52 5.3 Pedagogy of Te Kura-i-awaawa…………………………… 53 CHAPTER 6: TE WHARE-WAANANGA - OF PHILOSOPHICAL EDUCATION 55 6.1 Whare-maire of Tuhoe, and Tupapakurau: Tupapakurau;...……………………………………………. -
Legend -Voyage from Hawaiiki
Voyage from Hawaiki The The story of Te Arawa begins in Hawaiki, the distant land of our ancestors. Our iwi (tribe) is named aer the Te Arawa waka that brought them to the shores of Aotearoa. Theirs was an epic ourney; one that took courage, skill, and powerful magic to survive. Houmaitawhi# was a chief of a tribe called Nga# %homairangi in Hawaiki. His family became embroiled in a series of con&icts which lead to the momentous decision to leave. Trouble in Hawaiki The trouble began when the powerful chief Uenuku ate Potakatawhi#, the pet dog of Houmaitawhi#. The chief)s sons Tamatekapua and Whakaturia missed their father)s pet and set out to +nd him, calling his name as they went. When they entered Uenuku)s village they were delighted to hear an answering howl , only to discover that the sound was coming from inside the belly of Uenuku. The two brothers schemed how to take revenge for this insult. They se-led on the idea of stealing kuru (breadfruit) from Uenuku)s precious tree. Night aer night, they crept up to his house on s#lts and took as much as they could carry. .ut before long, they were found out. A violent ba-le ensued. Tamatekapua)s forces won the +ght, but Houmaitawhi# told his son to seek out a peaceful life in a new land. So he began to make prepara#ons to leave Hawaiki forever. Houmaitawhi# was too old to go himself. So he appointed his son Tamatekapua leader of the e0pedi#on. The Voyage Begins A great tree was felled and the waka (canoe) was built, ready to take on the fearsome ocean waves. -
Redalyc.Reintroducing Maori Ethnomathematical Activities Into
Revista Latinoamericana de Etnomatemática E-ISSN: 2011-5474 [email protected] Red Latinoamericana de Etnomatemática Colombia Trinick, Tony; Meaney, Tamsin; Fairhall, Uenuku Reintroducing Maori ethnomathematical activities into the classroom: traditional Maori spatial orientation concepts Revista Latinoamericana de Etnomatemática, vol. 8, núm. 2, junio-septiembre, 2015, pp. 415-431 Red Latinoamericana de Etnomatemática San Juan de Pasto, Colombia Available in: http://www.redalyc.org/articulo.oa?id=274041586021 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Trinick, T., Meaney, T., & Fairhall, U. (2015). Reintroducing Māori ethnomathematical activities into the classroom: traditional Māori spatial orientation concepts. Revista Latinoamericana de Etnomatemática, 8(2), 415-431. Artículo recibido el 13 de noviembre de 2014; Aceptado para publicación el 1 de mayo de 2015 Reintroducing Māori ethnomathematical activities into the classroom: traditional Māori spatial orientation concepts Reintroduciendo actividades etnomatemáticas maoríes en el aula: conceptos tradicionales maoríes de orientación espacial Tony Trinick1 Tamsin Meaney2 Uenuku Fairhall3 Abstract Māori mathematical practices were excluded from schooling in Aotearoa/New Zealand for over 150 years as a result of explicit policies precluding the use of the Indigenous language and culture. As a consequence of the range of assimilationist policies, by the 1970s, the Māori language was considered endangered. In response to the perilous state of the language, Māori communities set up their own schools, initially outside of the state system, to support the revitalisation of the language and culture. -
ANNUAL REPORT 2019 FOREWORD 2019 Has Been an Extraordinary Year in the Development and Progress of the Pūhoro STEM Academy
ANNUAL REPORT 2019 FOREWORD 2019 has been an extraordinary year in the development and progress of the Pūhoro STEM Academy. We celebrated many new milestones including the official launch of Te Urunga Pae or Phase 2 of our programme which saw our original 2016 cohort transition successfully into tertiary level study. This was an amazing achievement and a true realisation of our vision to see our rangatahi advance Māori leadership and capability to deliver and grow a world-class science community. The progress of the Pūhoro programme also included our expansion into Ōtautahi. We were privileged to OUR VISION be welcomed into the region at a pōwhiri held at Ara Institute of Canterbury by Kāi Tahu, Te Pūtahitanga o Te Waipounamu and Ara Institute of Canterbury staff. To advance Māori leadership and capability to help deliver a world Another highlight for Pūhoro was the introduction of the Engineering Young Māori Minds STEM Challenge to class science community our suite of offerings. This initiative is the first of its kind in the world - an indigenous, pūrākau-based science challenge designed to offer a Māori-centred approach to engaging rangatahi in STEM. As the growth of the Pūhoro programme accelerates, we are seeing increased iwi representation through our OUR PURPOSE rangatahi and this will have a significant impact on how our whānau, hapū and iwi interact with, and access, the benefits of STEM innovation and mātauranga Māori. To be the Centre of Excellence for Rangatahi STEM capability This annual snapshot showcases these milestones, demonstrating that through the collective efforts of our in Aotearoa rangatahi, whānau, teachers, kura, industry partners and government agencies, we are continuing to disrupt the narrative around Māori student science achievement and advancing our purpose of being the centre of excellence for Rangatahi STEM capability in Aotearoa. -
Te Oranga Hinengaro – Māori Mental Wellbeing
Te Oranga Hinengaro – Māori Mental Wellbeing Results from the New Zealand Mental Health Monitor & Health and Lifestyles Survey OCTOBER 2018 ISBN: 978-0-478-44935-8 (online) ISBN: 978-0-478-44951-8 (print) Prepared for the Health Promotion Agency/Te Hiringa Hauora by: Dr Lynne Russell (Kāi Tahu, Ngāti Kahungunu, Rangitāne, Kāti Māmoe, Ngāti Porou), Health Promotion Agency/ Te Hiringa Hauora. Citation: Russell, L. (2018). Te Oranga Hinengaro: Report on Māori Mental Wellbeing Results from the New Zealand Mental Health Monitor & Health and Lifestyles Survey. Wellington: Health Promotion Agency/Te Hiringa Hauora. Copyright: The copyright owner of this publication is HPA. HPA permits the reproduction of material from this publication without prior notification, provided that fair representation is made of the material and HPA is acknowledged as the source. This document is available at: http://www.hpa.org.nz/research-library/research-publications Stock images are used for illustration purposes only. Health Promotion Agency PO Box 2142 Wellington 6140 Aotearoa New Zealand www.hpa.org.nz Ph (04) 917 0060 Email [email protected] October 2018 Ngā Kitenga Matua (Key Findings) Te Oranga Hinengaro uses Māori mental health data from three population surveys to highlight findings about whanaungatanga1 and belonging, cultural connectedness and reconnection, and cultural identity for Māori mental wellbeing. Overall, the findings show that most Māori feel positive about their lives. This is despite many also experiencing considerable difficulties on a daily basis that are disproportionate to non-Māori. Besides a higher burden of depression, anxiety and psychological distress, for example, a significantly higher proportion of Māori than non-Māori also consider the last 12 months as being among their most difficult ever.