Articulating a Māori Design Language
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
And Taewa Māori (Solanum Tuberosum) to Aotearoa/New Zealand
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. Traditional Knowledge Systems and Crops: Case Studies on the Introduction of Kūmara (Ipomoea batatas) and Taewa Māori (Solanum tuberosum) to Aotearoa/New Zealand A thesis presented in partial fulfilment of the requirement for the degree of Master of AgriScience in Horticultural Science at Massey University, Manawatū, New Zealand Rodrigo Estrada de la Cerda 2015 Kūmara and Taewa Māori, Ōhakea, New Zealand i Abstract Kūmara (Ipomoea batatas) and taewa Māori, or Māori potato (Solanum tuberosum), are arguably the most important Māori traditional crops. Over many centuries, Māori have developed a very intimate relationship to kūmara, and later with taewa, in order to ensure the survival of their people. There are extensive examples of traditional knowledge aligned to kūmara and taewa that strengthen the relationship to the people and acknowledge that relationship as central to the human and crop dispersal from different locations, eventually to Aotearoa / New Zealand. This project looked at the diverse knowledge systems that exist relative to the relationship of Māori to these two food crops; kūmara and taewa. A mixed methodology was applied and information gained from diverse sources including scientific publications, literature in Spanish and English, and Andean, Pacific and Māori traditional knowledge. The evidence on the introduction of kūmara to Aotearoa/New Zealand by Māori is indisputable. Mātauranga Māori confirms the association of kūmara as important cargo for the tribes involved, even detailing the purpose for some of the voyages. -
East Coast Inquiry District: an Overview of Crown-Maori Relations 1840-1986
OFFICIAL Wai 900, A14 WAI 900 East Coast Inquiry District: An Overview of Crown- Maori Relations 1840-1986 A Scoping Report Commissioned by the Waitangi Tribunal Wendy Hart November 2007 Contents Tables...................................................................................................................................................................5 Maps ....................................................................................................................................................................5 Images..................................................................................................................................................................5 Preface.................................................................................................................................................................6 The Author.......................................................................................................................................................... 6 Acknowledgements............................................................................................................................................ 6 Note regarding style........................................................................................................................................... 6 Abbreviations...................................................................................................................................................... 7 Chapter One: Introduction ...................................................................................................................... -
Stories from Te Wharenui Teaching Resource ‘Identity’
Stories from Te Wharenui Teaching Resource ‘Identity’ OVERVIEW This unit explores the importance of oral and visual storytelling in Māori culture to show identity and record the history of people and events over time. Learning Outcomes Students will: ● Identify the purpose, context and materials of traditional Māori taonga seen in wharenui ● Identify key patterns and symbols found in whakairo, kōwhaiwhai and tukutuku ● Share their own stories of who they are or retell traditional stories using a range of ways Contents 1 – WHARENUI (Carved Meeting House) Wharenui represent the ancestors and are made up of many parts to symbolise the human form. Many contain carvings and panels that show whakapapa (genealogy) of the iwi (tribe) and stories of the people and land. 2 – WHAKAIRO (Carvings) Māori did not have a written history in the form of an alphabet, but the carvings themselves are recorded history that people could read; the shape of the head, position of body and surface patterns combine to tell stories. 3 - TUKUTUKU Tukutuku are the woven harakeke (flax) panels that adorn wharenui and are placed between poupou. Their purpose is to tell stories of life to complement the poupou on each side. Explore their symbolism. 4 – KŌWHAIWHAI Kōwhaiwhai patterns are found on the rafters of the wharenui and as well as being decorative, they are used for enhancing stories. Nature is often the inspiration for these beautiful patterns. Curriculum Links Social Science: English: ▪ Place and Environment ▪ Making meaning ▪ Continuity and Change ▪ Creating meaning The Arts: Digital Technology: ▪ Understanding the Arts in Context ▪ Designing and Developing Digital Outcomes ▪ Developing Ideas ▪ Computational Thinking ▪ Communicating and Interpreting Mathematics and Statistics: Te Reo Māori - Te Whakatōtanga 1: ▪ Geometry and Measurement ▪ Kōrero - speaking Technology: ▪ Mātakitaki – viewing ▪ Technological practice ▪ Whakaatu – presenting ▪ Nature of technology Identity Resource by Imogen Rider is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License. -
The Colonial Reinvention of the Hei Tiki: Pounamu, Knowledge and Empire, 1860S-1940S
The Colonial Reinvention of the Hei Tiki: Pounamu, Knowledge and Empire, 1860s-1940s Kathryn Street A thesis submitted to Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts in History Victoria University of Wellington Te Whare Wānanga o te Ūpoko o te Ika a Māui 2017 Abstract This thesis examines the reinvention of pounamu hei tiki between the 1860s and 1940s. It asks how colonial culture was shaped by engagement with pounamu and its analogous forms greenstone, nephrite, bowenite and jade. The study begins with the exploitation of Ngāi Tahu’s pounamu resource during the West Coast gold rush and concludes with post-World War II measures to prohibit greenstone exports. It establishes that industrially mass-produced pounamu hei tiki were available in New Zealand by 1901 and in Britain by 1903. It sheds new light on the little-known German influence on the commercial greenstone industry. The research demonstrates how Māori leaders maintained a degree of authority in the new Pākehā-dominated industry through patron-client relationships where they exercised creative control. The history also tells a deeper story of the making of colonial culture. The transformation of the greenstone industry created a cultural legacy greater than just the tangible objects of trade. Intangible meanings are also part of the heritage. The acts of making, selling, wearing, admiring, gifting, describing and imagining pieces of greenstone pounamu were expressions of culture in practice. Everyday objects can tell some of these stories and provide accounts of relationships and ways of knowing the world. The pounamu hei tiki speaks to this history because more than merely stone, it is a cultural object and idea. -
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;...……………………………………………. -
Local Government on the East Coast
Local Government on the East Coast August 2009 Jane Luiten A Report Commissioned by HistoryWorks for the Crown Forestry Rental Trust 1 Table of Contents Introduction................................................................................................................................ 5 Local Government.................................................................................................................. 5 Project Brief ........................................................................................................................... 7 Statements of Claim ............................................................................................................... 9 The Author ........................................................................................................................... 11 Executive Summary ................................................................................................................. 13 Part One: The Historical Development of Local Government................................................. 27 1. Local Government in the Colonial Context: 1840-1876................................................... 28 1.1 Introduction.............................................................................................................. 28 1.2 Local Government in the Crown Colony, 1840-1852.............................................. 29 1.3 Constitution Act 1852 .............................................................................................. 35 1.4 Financing -
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
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. HE IPU WHAKAIRO – INSCRIBING PEACE, KNOWLEDGE AND UNDERSTANDING: New/beginning social science teachers’ delivery of Treaty of Waitangi and citizenship education in New Zealand Secondary Schools. A thesis presented in partial fulfilment of the requirements for the degree of Masters of Arts in Māori Studies At Massey University, Palmerston North, Aotearoa New Zealand. Hona Lambert Black 2013 Abstract This thesis examines new/beginning social science teachers’ delivery of Treaty of Waitangi and citizenship education in New Zealand secondary schools. A lack of education about the Treaty and New Zealand citizenship has seen poor understanding amongst our citizenry about the Treaty, race and ethnicity in Aotearoa New Zealand. Research conducted with six new/beginning Māori and non-Māori social science teachers explored, from their perspective, their ability to deliver Treaty and citizenship education based on their teacher training, the New Zealand Curriculum, teaching resources, and their professional development. Mōteatea and whakatauāki, critical consciousness and critical education formed a theoretical base for this work. Individual semi-structured in-depth interviews and thematic analysis were utilized to collect and analyse data, observing Durie’s (1998) ethical framework on ‘mana’. Research findings revealed that Treaty education receives little attention in schools, and teachers, little support to deliver it. For example, although specified within the Curriculum as a learning subject as well as a principle for schools, teachers reported they received no guidance on how to deliver education on the Treaty and were unable to identify how it translated into classroom or school-wide practices. -
Census 2013 – Wellington City Māori Profile
Census 2013 – Wellington City Māori Profile John Clarke Research, Consultation and Planning April 2014 Wellington City Wards: 2013 – 2016 as determined by the Local Government Commission Page 2 of 65 - 2 -2 Contents Wellington City ...................................................................... 6 Total Māori Population – 14,433 ...................................................................................... 6 Age ......................................................................................................................................... 6 Iwi .......................................................................................................................................... 8 Māori speakers of te reo Māori ......................................................................................... 9 Household Income ............................................................................................................ 10 Personal Income ................................................................................................................ 11 Household Composition ................................................................................................... 12 Household Tenure ............................................................................................................. 13 Qualifications ..................................................................................................................... 14 Access to Telecommunications ...................................................................................... -
44289699.Pdf
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Research Commons@Waikato http://researchcommons.waikato.ac.nz/ Research Commons at the University of Waikato Copyright Statement: The digital copy of this thesis is protected by the Copyright Act 1994 (New Zealand). The thesis may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. Authors control the copyright of their thesis. You will recognise the author’s right to be identified as the author of the thesis, and due acknowledgement will be made to the author where appropriate. You will obtain the author’s permission before publishing any material from the thesis. I Muri i Te Ārai: Ko Ngā Mōrehu Ka Toe: Healing Processes in Tangihanga for Wāhine Māori. A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Māori Studies and Psychology at The University of Waikato by Keriata Paterson 2015 i Abstract I Muri i Te Ārai: Ko Nga Mōrehu Ka Toe: Healing Processes Inherent in Tangihanga for Wāhine Māori. This study involved a qualitative examination of the healing elements of tangihanga as described by eight female Māori respondents whose loss was not spousal but was dearly loved. Few substantive contemporary works on the subject of tangihanga experiences and processes existed (Nikora & Te Awekōtuku, 2013). To contextualise, western society’s cultural death practices were explored from an interdisciplinary perspective. -
A Comparative Analysis of Content in Maori
MATTERS OF LIFE AND DEATH: A COMPARATIVE ANALYSIS OF CONTENT IN MAORI TRADITIONAL AND CONTEMPORARY ART AND DANCE AS A REFLECTION OF FUNDAMENTAL MAORI CULTURAL ISSUES AND THE FORMATION AND PERPETUATION OF MAORI AND NON-MAORI CULTURAL IDENTITY IN NEW ZEALAND by Cynthia Louise Zaitz A Dissertation Submitted to the Faculty of The Dorothy F. Schmidt College of Arts and Letters in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Florida Atlantic University Boca Raton, Florida August 2009 Copyright by Cynthia Louise Zaitz 2009 ii CURRICULUM VITA In 1992 Cynthia Louise Zaitz graduated magna cum laude with a Bachelor of Arts in Drama from the University of California, where she wrote and directed one original play and two musicals. In 1999 she graduated with a Masters in Consciousness Studies from John F. Kennedy University. Since 2003 she has been teaching Music, Theatre and Dance in both elementary schools and, for the last two years, at Florida Atlantic University. She continues to work as a composer, poet and writer, painter, and professional musician. Her original painting, Alcheme 1 was chosen for the cover of Volume 10 of the Florida Atlantic Comparative Studies Journal listed as FACS in Amazon.com. Last year she composed the original music and created the choreography for Of Moon and Madness, a spoken word canon for nine dancers, three drummers, an upright bass and a Native American flute. Of Moon and Madness was performed in December of 2008 at Florida Atlantic University (FAU) and was selected to represent FAU on iTunesU. In April 2009 she presented her original music composition and choreography at FAU in a piece entitled, Six Butts on a Two-Butt Bench, a tongue-in- cheek look at overpopulation for ten actors and seventy dancers. -
Kaitoke Regional Park Resource Statement
Kaitoke Regional Park Resource Statement Contents HISTORY & CULTURAL HERITAGE 3 1. History of Kaitoke Regional Park 3 Contents 1.1 Maori history of the area 3 1.2 Making peace 4 1.3 The New Zealand company arrives in Te Whanganui a Tara 5 1.4 Tenths Reserves 7 1.5 Early European explorations and settlement 8 1.6 Kaitoke and Wellington’s water supply 10 1.7 Further land acquisitions 12 Bibliography 13 PHYSICAL ENVIRONMENT 15 2. Topography, Geology and Landforms 15 2.1 Physical features and topography 15 2.2 Predominance of greywacke rocks 18 2.3 Tectonic setting of Kaitoke Regional Park 20 2.4 Impact of glacial periods 20 3. Soils 21 3.1 Soils of Kaitoke Regional Park 21 4. Climate 24 5. Waterways 26 BIODIVERSITY 27 6. Flora 27 6.1 Vegetation in prehistoric Wellington 27 6.2 Human impacts on the vegetation 28 6.3 Vegetation of Kaitoke Regional Park today 29 7. Fauna 32 7.1 Birds 32 7.2 Freshwater fi sh 34 7.3 Lizards 35 7.4 Invertebrates 35 1 ENVIRONMENTAL MANAGEMENT & LAND USES 37 8. Ecosystem Classifi cation and Environmental Protection 37 8.1 Kaitoke’s ecosystems 37 8.2 Impacts of introduced pests on the vegetation 37 8.3 Control of introduced mammalian pests and weeds 38 8.4 Ecosystem monitoring and rehabilitation 39 9. Landscape Character 41 9.1 Te Marua 41 9.2 Kaitoke 41 9.3 Southern Ridge 42 9.4 Park Interior 42 9.5 Hutt Gorge 42 9.6 Kaitoke Hill 42 10. -
Roll of Members of the New Zealand House of Representatives, 1854 Onwards
Roll of members of the New Zealand House of Representatives, 1854 onwards Sources: New Zealand Parliamentary Record, Newspapers, Political Party websites, New Zealand Gazette, New Zealand Parliamentary Debates (Hansard), Political Party Press Releases, Appendix to the Journal of the House of Representatives, E.9. Last updated: 17 November 2020 Abbreviations for the party affiliations are as follows: ACT ACT (Association of Consumers and Taxpayers) Lib. Liberal All. Alliance LibLab. Liberal Labour CD Christian Democrats Mana Mana Party Ch.H Christian Heritage ManaW. Mana Wahine Te Ira Tangata Party Co. Coalition Maori Maori Party Con. Conservative MP Mauri Pacific CR Coalition Reform Na. National (1925 Liberals) CU Coalition United Nat. National Green Greens NatLib. National Liberal Party (1905) ILib. Independent Liberal NL New Labour ICLib. Independent Coalition Liberal NZD New Zealand Democrats Icon. Independent Conservative NZF New Zealand First ICP Independent Country Party NZL New Zealand Liberals ILab. Independent Labour PCP Progressive Coalition ILib. Independent Liberal PP Progressive Party (“Jim Anderton’s Progressives”) Ind. Independent R Reform IP. Independent Prohibition Ra. Ratana IPLL Independent Political Labour League ROC Right of Centre IR Independent Reform SC Social Credit IRat. Independent Ratana SD Social Democrat IU Independent United U United Lab. Labour UFNZ United Future New Zealand UNZ United New Zealand The end dates of tenure before 1984 are the date the House was dissolved, and the end dates after 1984 are the date of the election. (NB. There were no political parties as such before 1890) Name Electorate Parl’t Elected Vacated Reason Party ACLAND, Hugh John Dyke 1904-1981 Temuka 26-27 07.02.1942 04.11.1946 Defeated Nat.