DOCSLIB.ORG

Te Reo Māori

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Te Reo Māori Mana reo: The learning worlds of endangered language learners – te reo Māori A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Elisa Duder December 2016 Acknowledgements It is regrettable that a doctoral thesis only has one name on the cover, as in reality it represents thousands of collective hours. There are four people who deserve their name alongside mine on the cover: Tessa Duder, John Duder, Mukai Hura and Mukai Duder Hura. I have been fortunate to have Tania Ka’ai and Larissa Warhol as my supervisors: two strong, articulate and forthright women. The final, but no less important, group to thank are my colleagues Phillip Coombs, Jamie Cowell, Erana Foster, Sandy Hata, Julia Hallas, Jason King, Hēmi Kelly, William Keung, Ena Manuireva, Jen Martin, Hinematau McNeil, Helena Mill, Antony Nobbs, John Patolo, John Prince and Maree Sheehan. I acknowledge the privilege of receiving a Vice Chancellor’s Doctoral Scholarship from 2012 to 2015. Approval for the ethics application (13/278) for this was given on the 23 October 2013. Ki ngā mate kua whakawhetūria i te wā i whakarerehia ai tēnei rangahau, e tika ana kia mihia, kia poroporoakitia e au. Taiaroa Iris David Mona Wendy Jocelyn Rau Elliot ii Abstract Endangered languages create learning and social contexts that are different from learning dominant majority languages. As a field with its roots in the Anglo-American tradition there is huge scope for SLA to be more inclusive of language and social contexts where linguistic and cultural pluralism is a given, not a deviation. This thesis contributes to a wider understanding in the combination of theoretical and contextual diversity and linguistic heritage in endangered language acquisition (ELA). To explore this idea in context this study focuses on second language (L2) learners and new speakers of Māori to provide a portrait of an under-acknowledged group and understand their role in the language’s future at a critical point in the vitality of te reo Māori. This poses question around the role of L2 learners in endangered language revitalisation. How do L2 learners locate themselves in the context of language revitalisation? What are L2 learners’ perceptions of the community and the individual in the revitalisation of te reo Māori? What role does the Māori language have Māori life and has this changed over the last 40 years of the Māori language movement? What terminology do L2 learners describe themselves? What factors of L2 learning have helped language development the most? And finally, what have been some of the struggles of L2 learning of Māori? As a study of Māori language speakers it is grounded methodologically in a framework that views and shapes all participants in Māori worlds, including the Pākehā researcher. In negotiating this space and drawing on the wisdom and experience of other Pākehā researchers, the thesis hopes to be part of an existing intellectual narrative around theoretical and practical aspects of Pākehā identity in and engagement with Māori worlds. This study draws on four decades of experience in Māori language revitalisation through its participants, who reveal Māori language learning as a site of multi-level hegemonic resistance, mediated access to the language and disruption to traditional roles. The study highlights the possible repercussions in restricting Māori language learning to ‘mainstream’ tertiary institutions as it becomes increasingly vulnerable to prevailing neoliberal policies and hegemonic practices. However, the most important and revelatory feature of the participants’ stories and the literature is that we can recast the earliest theoretical and philosophical endeavours of Māori language revitalisation in Kōhanga Reo and Te Ātaarangi as pivotal to its success. And equally, to celebrate Māori language communities’ extraordinary efforts since the 1970s to contribute towards a more sophisticated understanding of the social conditions of eL2 (L2 learners of endangered languages) as they take their ancestral languages into the 21st century. iii Attestation of authorship I hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person (except where explicitly defined in the acknowledgements), nor material which to a substantial extent has been submitted for the award of any other degree or diploma of a university or other institution of higher learning. iv Contents Acknowledgements ................................................................................................................................. ii Abstract .................................................................................................................................................. iii Attestation of authorship....................................................................................................................... iv Contents .................................................................................................................................................. v Preface .................................................................................................................................................. xi Acknowledgements ............................................................................................................................... xii Abstract ................................................................................................................................................ xiii Attestation of authorship......................................................................................................................xiv Contents .................................................................................................................................................. v List of tables ........................................................................................................................................ x List of images ...................................................................................................................................... x List of figures ....................................................................................................................................... x Preface ................................................................................................................................................... xi Orthographic conventions ................................................................................................................. xi Clarification of terms ......................................................................................................................... xi Personal statement ............................................................................................................................ xi Chapter 1. Introduction .......................................................................................................................... 1 The research’s niche ........................................................................................................................... 2 Purpose and aims ................................................................................................................................ 5 Methodologies and methods .............................................................................................................. 6 Researcher position: inside and out ................................................................................................... 6 Significance and justification .............................................................................................................. 7 Chapter 2: Towards a ‘social turn’? Language endangerment, sociolinguistics and te reo Maori ......... 9 Applied linguistics and endangered languages ................................................................................... 9 Endangered language terminology ............................................................................................... 10 Critical reflection on the study of endangered languages ................................................................ 11 Endangerment as a field of academic study ................................................................................. 11 v Towards a social turn in endangered language and language revitalisation discourse ................... 13 The sociohistorical conditions of te reo Māori ................................................................................. 18 Languages in New Zealand ............................................................................................................ 18 Social processes impact on te reo Māori ...................................................................................... 19 Renaissance and revolution: New Zealand in the 1980s .......................................................... 20 1990s and the rise of Neoliberalism ......................................................................................... 23 Conclusion ......................................................................................................................................... 26 Chapter 3. Te reo Māori language revitalisation: power, ideology and practice in transition ............ 28 Community roots: challenge and struggle .......................................................................................
Load more

Recommended publications
  • New Zealand Literature
    ENGL331 New Zealand Literature Dylan Horrocks Hicksville, by permission Trimester 1, 2008 School of English, Film, Theatre & Media Studies 1 New Zealand Literature Class sessions Lecture: Monday, Friday 3.10pm – 4.00pm Hugh Mackenzie LT002 Weekly tutorials: Tutorials begin on 2 nd week of trimester; tutorial lists will be posted on the English noticeboard and on Blackboard. Each student attends eleven tutorials. Attendance at eight or more is required. The tutorials are a very important part of your development in the subject, and you should prepare fully for them by reading and being ready to contribute to the discussion. Course Organisation Convener: Mark Williams [email protected] 463 6810 (internal: 6810) office VZ 911 Lecturers: Mark Williams (MW) Jane Stafford (JS) [email protected] VZ905 Erin Mercer (EM) [email protected] VZ910 Hamish Clayton (HC) [email protected] Tutors: Tutors’ information will be posted on the Blackboard site. Blackboard • Updated information about the course, and all handouts etc relating to the course, are posted on the Blackboard site for this course. • Joining in the discussion about texts and issues on the class blackboard site is encouraged. • Access to the blackboard site is available through http://blackboard.vuw.ac.nz/ Aims, Objectives, Content The course is designed to expose you to a range of concepts relevant to more advanced students in literature; it will equip you with an understanding of the cultural and historical contexts of the material you are studying; and it will foster your ability to respond critically to a range of literary and theatrical texts and present your findings in formal assessment tasks.
    [Show full text]
  • 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.
    [Show full text]
  • NEW ZEALAND ASIA INSTITUTE Te Roopu Aotearoa Ahia Annual
    Level 4, 58 Symonds Street Private Bag 92019 Auckland, New Zealand Tel: (64 9) 373 7599 Fax: (64 9) 208 2312 Email: [email protected] NEW ZEALAND ASIA INSTITUTE Te Roopu Aotearoa Ahia Annual Report 2007 COMMITTED TO ASIAN KNOWLEDGE CREATION AND DISSEMINATIONAND BRIDGE-BUILDING AND NETWOEKING BETWEEN NEW ZEALAND AND ASIA CONTENTS Mission Statement 3 Acknowledgements 4 1. Overview of strategic and Institutional Development 5 2. Highlights of the Year 7 3. Program of Activities 11 4. NZAI Offshore 23 5. Financial Performance Reports 26 6. Staff Publications 28 7. Conclusion 30 Appendix 1 The NZAI Advisory Board, 2007 31 2 MISSION STATEMENT The mission of the Institute is to: o Initiate and develop a multidisciplinary research program addressing issues concerning Asia and New Zealand; o Provide a forum for discussion and debate on policy issues and disseminate the output from these activities; o Develop relationships with external constituencies in New Zealand and the Asian region; o Serve as the point of access by external constituencies to the University and to its expertise on Asia. 3 ACKNOWLEDGEMENTS The Institute acknowledges with gratitude the generous financial support from the Japan Foundation, the Academy of Koran Studies, the Asia-New Zealand Foundation, the Korean Foundation, and the Ministry of Foreign Affairs and Trade, without which the successful completion of research and policy briefing projects initiated by the Institute in 2007 would not have been possible. The Institute would also like to thank the following institutional
    [Show full text]
  • Vol 2 (1) 019 Jackson.Pdf
    A DISCURSIVE ANALYSIS OF RANGATIRATANGA IN A MÄORI FISHERIES CONTEXT Anne- Marie Jackson* Abstract Rangatiratanga is a nodal discourse that subsumes a number of smaller discourses. This paper utilises critical discourse analysis to examine the emergent discourses of rangatiratanga within the context of Mäori fi sheries management. Three Tiriti o Waitangi translation texts and six Waitangi Tribunal texts relevant to fi sheries were selected as the texts. The main conclusions are that there are multiple understandings of the discourses of rangatiratanga that allows for certain meanings and not others, and while the principles of the Treaty of Waitangi retain the spirit of the Treaty, the principles in fact limit and restrict the full authority of rangatiratanga that is guaranteed under the Treaty. It remains to be seen whether rangatiratanga that is provided in a Mäori fi sheries context allows for the myriad of understandings discussed in this paper. Keywords rangatiratanga, fi sheries, Tiriti o Waitangi, critical discourse analysis Introduction northern Mäori chiefs, particularly those of the hapü of He Wakaminenga o Nu Tireni Te Tiriti o Waitangi/Treaty of Waitangi is New (the Confederation of the United Tribes of Zealand’s founding constitutional document New Zealand). There are two versions of the (Jackson, 2010). It was signed on 6 February Treaty: Mäori language (Tiriti o Waitangi) and 1840 between the Queen of England’s rep- English language (Treaty of Waitangi), and resentative Captain William Hobson and both versions contain references to fi sheries. * University of Otago, School of Physical Education, Dunedin. Iwi: Ngäti Whätua, Ngäpuhi, Ngäti Wai, Ngäti Kahu o Whangaroa.
    [Show full text]
  • The Public Realm of Central Christchurch Narrative
    THE PUBLIC REALM OF CENTRAL CHRISTCHURCH NARRATIVE Written by Debbie Tikao, Landscape Architect and General Manager of the Matapopore Charitable Trust. Kia atawhai ki te iwi – Care for the people Pita Te Hori, Upoko – Ngāi Tūāhuriri Rūnanga, 1861 The Public Realm of Central Christchurch Narrative 1 2 CERA Grand Narratives INTRODUCTION This historical narrative weaves together Ngāi Tahu cultural values, stories and traditional knowledge associated with Ōtautahi (Christchurch) and the highly mobile existence of hapū and whānau groups within the Canterbury area and the wider landscape of Te Waipounamu (South Island). The focus of this historical narrative therefore is on this mobile way of life and the depth of knowledge of the natural environment and natural phenomena that was needed to navigate the length and breadth of the diverse and extreme landscape of Te Waipounamu. The story that will unfold is not one of specific sites or specific areas, but rather a story of passage and the detailed cognitive maps that evolved over time through successive generations, which wove together spiritual, genealogical, historical and physical information that bound people to place and provided knowledge of landscape features, mahinga kai and resting places along the multitude of trails that established the basis for an economy based on trade and kinship. This knowledge system has been referred to in other places as an oral map or a memory map, which are both good descriptions; however, here it is referred to as a cognitive map in an attempt to capture the multiple layers of ordered and integrated information it contains. This historical narrative has been written to guide the design of the public realm of the Christchurch central business area, including the public spaces within the East and South frames.
    [Show full text]
  • The Treaty and Democratic Government Andrew Ladley
    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 The Treaty and Democratic Government Andrew Ladley Introduction negotiation of relative degrees of autonomy, within a system based on government-by-consent. This is the first of a series of articles exploring current implications of the Treaty of Waitangi for New Zealand The limits to all claims of power governance. Here, the objective is to locate the persistent Maori demand for some form of self- Across history, the limits to power have always been government in its democratic context of government- the subject of debate, political action, war, and, more by-consent. The argument is that the issues are not recently, constitutionalism. How far can a particular conceptually difficult. In particular, fears about minority assert its distinctiveness and not become too ‘sovereignty’ are unwarranted. The current burst of divisive, perhaps bloody, for society as a whole? How activity in ‘Treaty negotiation’ is not a threat to New far can a majority assert its numerical, cultural or other Zealand’s democracy, but a sign of its strength – a dominance without crushing the distinctiveness of positive and expected part of the constitutional system. smaller groups? What are the limits of domination, As in any democracy, however, there are legitimate and of resistance to such? In the fast-churning washing questions about the framework within which such machine of today’s world, with accelerating movement negotiation takes place and its limits. of peoples, economies and cultures, what is the ‘right to self-determination’? Put differently, are there limits Self-determination is a major theme across human history to both ‘majority rule’ and ‘self-determination’ where and across cultures.
    [Show full text]
  • 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.
    [Show full text]
  • 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 .........................................................................................................
    [Show full text]
  • Aotearoa New Zealand's Histories in the New Zealand Curriculum
    Aotearoa New Zealand’s Histories in the New Zealand Curriculum Me tiro whakamuri, kia anga whakamua. If we want to shape Aotearoa New Zealand’s future, start with our past. DRAFT FOR CONSULTATION January 2021 Copyright © Crown 2021 | ISBN (online): 978-1-77663-943-4 Why is learning about Aotearoa New Zealand’s DRAFT FOR CONSULTATION histories too important to leave to chance? Me tiro whakamuri, kia anga Through the social sciences, students explore “how societies work and how they themselves Understand can participate and take action as critical, informed, and responsible citizens” (The New The big ideas of Aotearoa New Zealand’s whakamua. Zealand Curriculum, page 17). Aotearoa New Zealand’s histories curriculum content supports histories this focus on critical citizenship – understanding the past to make sense of the present and Learning that cannot If we want to shape Aotearoa to inform future decisions and actions. It focuses on stories of interactions across time that Know National, rohe, and local contexts be left to chance New Zealand’s future, connect us to one another and to place. start with our past. There are three elements to the histories curriculum content: UNDERSTAND, KNOW, and DO. Do Teachers design learning experiences that weave these elements together so that student Thinking critically about the past and learning is deep and meaningful. interpreting stories about it Understand Know Do Three big ideas Three national contexts Three inquiry practices Māori history is the foundational and continuous history Whakapapa me te whanaungatanga Identifying and using sequence of Aotearoa New Zealand This context focuses on how the past shapes who we are The construction of narratives about the past is based on the Māori have been settling, storying, shaping, and have been today – our familial links and bonds, our networks and ability to sequence events and changes, to identify relationships shaped by these lands and waters for centuries.
    [Show full text]
  • 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;...…………………………………………….
    [Show full text]
  • A Review on the Maori Research As the Unique Language
    AD ALTA JOURNAL OF INTERDISCIPLINARY RESEARCH A REVIEW ON THE MAORI RESEARCH AS THE UNIQUE LANGUAGE AND CULTURAL IDENTITY OF NEW ZEALAND aANNA BEKEEVA, bELENA NOTINA, cIRINA BYKOVA, Adult learning programs such as Te Ataarangi and Wananga dVALENTINA ULIUMDZHIEVA Reo (immersion courses for adults) were also developed throughout the country with the result that the older generation People’s Friendship University of Russia – RUDN University, of fluent speakers is indeed disappearing. Today the amount of 8/2 Miklukho-Maklaya Street, Moscow 117198, Russia spoken Maori varies around the country, with considerably more email: [email protected], being heard in the North Island than in the South Island. The [email protected], [email protected], language is kept in the public awareness through radio and [email protected] television programs, together with bilingual road signs and lexical items such as marae (a meeting place), hui (a meeting), The publication has been prepared with the support of the «RUDN University Program kaupapa (an agenda), powhiri (a welcome ceremony) borrowed 5-100». from Maori. Abstract: The aim of this article is to review the Maori research as the unique language One of the significant influences on the development of New and cultural identity of New Zealand. We have discovered that the most distinctive Zealand English has been contact with the Maori language and feature of New Zealand English as the national variety is the large number of Maori with Maori cultural traditions. This is reflected in the presence of words and phrases related to indigenous Maori cultural traditions, many of which have become part of general New Zealand culture, as well as to the flora and fauna of New a large number of Maori words in common use in New Zealand Zealand, along with place names.
    [Show full text]
  • Culture and the Place of Haka in Commemoration at Gallipoli
    University of Wollongong Research Online Faculty of Law, Humanities and the Arts - Papers Faculty of Arts, Social Sciences & Humanities 1-1-2015 Me Haka I te Haka a Tānerore?: Māori 'Post-War' Culture and the Place of Haka in Commemoration at Gallipoli Hemopereki Simon University of Wollongong, [email protected] Follow this and additional works at: https://ro.uow.edu.au/lhapapers Part of the Arts and Humanities Commons, and the Law Commons Recommended Citation Simon, Hemopereki, "Me Haka I te Haka a Tānerore?: Māori 'Post-War' Culture and the Place of Haka in Commemoration at Gallipoli" (2015). Faculty of Law, Humanities and the Arts - Papers. 2971. https://ro.uow.edu.au/lhapapers/2971 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] Me Haka I te Haka a Tānerore?: Māori 'Post-War' Culture and the Place of Haka in Commemoration at Gallipoli Abstract This article is an extensive discussion from a Maori perspective into issues around the use of Maori cultural terms, in particular haka, to commemorate the fallen in WWI. Embedded in the article are key theories of cultural memory, 'war culture' and 'post-war culture'. The research outlines the differences between European and Indigenous war and post war cultural practices focusing on Maori. It seeks to understand the reluctance of Turkish officials to see haka being performed when it was apparently banned from ceremonies in 2005. It outlines the media reporting on the issue and the subsequent reintroduction of haka in August 2015 at the centenary of the Chunuk Bair battle.
    [Show full text]