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ASU's Center for Child Well-Being and Office of American Indian Projects

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ASU's Center for Child Well-Being and Office of American Indian Projects ASU's Center for Child Well-Being and Office of American Indian Projects, under the School of Social Work, cordially invite ASU staff, faculty, and interested partners to a panel presentation on historical trauma, and community and indigenous well-being. We are honored to host the following international scholars representing Te Kotahi Research Institute of the University of Waikato, New Zealand. Date and Time: Monday, November 28, 2016 9:30 – 11:00 AM Location: ASU Center for Child Well-Being 618 North Central Avenue Suite 100 (Concho room) Phoenix, AZ 85004 RSVP/Free Tickets: https://www.eventbrite.com/e/visiting-maori-scholars-panel- presentation-on-historical-trauma-community-and-indigenous-well- being-tickets-28734561848 PhD Student Profiles J Alison Green Ngāti Awa, Ngāti Ranginui Iwi: Bio: Tēnā koe, I am a member of the Ngāti Awa and Ngāti Ranginui tribes of the Mataatua region of Aotearoa New Zealand, and parent to three adult children. I am a researcher, a doctoral student at the University of Waikato, and chief executive of Te Whāriki Takapou, a Māori community- controlled sexual and reproductive health organisation. I am also a member of the social development board for my iwi, Ngāti Awa. I have spent most of my working career in leadership roles that involve working closely with Māori communities to re-establish Māori approaches to wellbeing and in doing so, improve Māori health. Health and social services for Māori in Aotearoa New Zealand are under-funded, the Māori workforce is critically under-resourced, and this situation is unlikely to change. Unfortunately, devolution with its appearance of government support for greater Māori self- determination quickly became a mechanism for controlling and subjugating Māori knowledge and approaches to health and wellbeing. New resistance strategies are required in order to re- establish Māori knowledge and Māori socio-economic self-determination in the government social services sectors. Abstract: Indigenous knowledge in health policy in New Zealand and Canada: A comparative approach Colonial policies have damaged Indigenous knowledges in New Zealand and Saskatchewan, Canada. As a consequence of resistance by Māori, First Nations and Métis peoples to the subjugation of their knowledges, remnants are now flourishing. Using a comparative two- country approach, the study examines historical and contemporary socio-political and ontological factors supporting Māori self-determined incorporation of Māori knowledges in government policy. The outcome is a contribution to Kaupapa Māori theory called ‘Kaupapa Here’, a theory of the reclamation of Māori knowledge in government policy. Sharyn Heaton Iwi: Kai Tahu, Muaupoko, Tainui/Waikato, Te Arawa Bio: My field of research and teaching is Māori Education and is framed by Kaupapa Māori. My work has a strong focus on Māori medium education, including Māori medium educational leadership, teaching and learning in Māori medium educational contexts, Māori medium curriculum and pedagogical development transitions schooling and tertiary contexts. My main goal at present is to explore the nature of Māori knowledge and ways of being in curriculum and Māori medium schooling contexts. A scan of international literature indicates that there is very little international research and writing on the inclusion of indigenous knowledge in national curricula and assessment practices. I aim to contribute to the consolidation and building of knowledge, theory and practices in relation to indigenous ways of knowing in curricula and in an international context. Abstract: Kia whai kiko te whare: Re-storying the whare in curricula This research investigates the historical construction of the ‘whare tapa whā in national curricula and ‘othered’ constitutions of the subjectivities of a whare. The structure of this project is framed around a physical embodiment of the Māori language, culture and identity that is a whare, a Māori meeting house. The central questions to this research are: How could a 'whare' model of hauora: health and physical well-being be used in future educational developments? and ‘How could a Māori re-envisaging of the whare assist in future Māori medium educational developments? Rihi Te Nana Iwi: Ngā Puhi, Te Atihau nui ā Pāpārangi, Tūwharetoa, Ngāti Raukawa, Ngāti Maniapoto Position: Director, Kakariki Ltd and Community Researcher Bio: Rihi Te Nana is a Director for Kakariki Ltd., and is currently focused on providing consultancy and research services. Rihi has four tamariki and one mokopuna. She worked as the Maori Development Leader for Relationships Aotearoa who has been in working in this area for over decade. She is an experienced therapist who has been working alongside Māori whanau, hapu and iwi to develop and strengthen tikanga practises of health and well-being. Rihi is a passionate advocate of whanau self-determination and is clear that her contribution to whanau is directed by their dreams and aspirations. Rihi attended the Indigenous Peoples Health, Knowledge and Practice Conference co presenting a paper on Whakapakari Whanau as a sustainable healing and well-being practice. Rihi is also a part of the ‘He Kokonga Whare’ research programme looking at the impact of sexual violence on Maori through a historical trauma lens’. Historical Trauma and Whānau Healing This project, led by Dr. Leonie Pihama (Associate Professor University of Waikato), has provided Māori counsellors, therapists and practitioners with a rich knowledge base of the impact of Historical Trauma within our communities. The project is a part of the ‘He Kokonga Whare’ Māori Health Research Programme that is exploring the intersection of historical trauma and sexual violence for Māori. This research is a rich source of information for the indigenous therapeutic practitioner to work and support whānau to develop their own whānau enhancing environments while at the same working through the challenges of their day to day lives .
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