The Place of Fiction in Contemporary Understandings and Expressions of Indigeneity
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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. -
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. -
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. -
Chapter 2 Statistical Context
2 Statistical context CONTENTS Aboriginal and Torres Strait Islander data in the Statistical context chapter 2.2 Population 2.2 Population, by ethnicity and proficiency in English 2.3 Aboriginal and Torres Strait Islander population profile 2.3 Income 2.4 Educational attainment 2.5 Statistical concepts used in the Report — reliability of estimates 2.5 Statistical concepts used in the Report — age standardisation of data 2.7 List of attachment tables 2.13 References 2.15 Attachment tables Attachment tables are identified in references throughout this Indigenous Compendium by an ‘A’ prefix (for example, in this chapter, table 2A.1). As the data are directly sourced from the 2015 Report, the Compendium also notes where the original table, figure or text in the 2015 Report can be found. For example, where the Compendium refers to ‘2015 Report, p. 2.1’ this is page 1 of chapter 2 of the 2015 Report, and ‘2015 Report, table 2A.1’ is attachment table 1 of attachment 2A of the 2015 Report. A list of attachment tables referred to in the Compendium is provided at the end of this chapter, and the full attachment tables are available from the Review website at www.pc.gov.au/research/recurring/report-on-government-services. The Statistical context chapter (chapter 2) in the Report on Government Services 2015 (2015 Report) contains contextual information to assist the interpretation of the performance indicators presented in this Report. Data are presented for Aboriginal and Torres Strait Islander people for some items — those data are compiled and presented here. The Statistical context chapter also contains a discussion of the statistical concept of age standardisation and its application to prisoner population rates, and to death rates, for Aboriginal and Torres Strait Islander and non-Indigenous people. -
The Promise of Regional Governance for Aboriginal and Torres Strait Islander Communities1
Ngiya: Talk the Law – Volume 1 THE PROMISE OF REGIONAL GOVERNANCE FOR ABORIGINAL AND TORRES STRAIT ISLANDER COMMUNITIES1 ALEX REILLY∗, LARISSA BEHRENDT∗∗, RUTH McCAUSLAND∗∗∗ and MARK McMILLAN∗∗∗∗ The national interest requires a new relationship with Aboriginal and Torres Strait Islander people. There can be no relationship without partnership. There can be no partnership without participation.2 From the time the Whitlam Government introduced ‘self-determination’ as its policy framework for Aboriginal and Torres Strait Islander people, there have been many legislative versions of what this means in practice. This debate about how Indigenous people’s interests and needs can be best represented in legislation has re-emerged after the Federal Government’s announcement of the abolition of ATSIC and its Regional Councils.3 Both Indigenous peoples and governments continue to struggle with the question of representation in the context of policy formulation, funding arrangements, accountability, regulation, service delivery and Indigenous peoples’ human rights. Regional governance for Aboriginal and Torres Strait Islander people is often proposed as a means of addressing disadvantage and disempowerment, and as better reflecting the priorities and aspirations of Indigenous communities than national or state-based structures. In the wake of the abolition of ATSIC, both the Federal Government and Opposition indicated their support for working with 1 This paper is part of an Australian Research Council funded project on Regional Governance and Indigenous communities that Jumbunna Indigenous House of Learning, University of Technology Sydney and the Gilbert + Tobin Centre of Public Law, University of New South Wales, has undertaken in partnership with Reconciliation Australia. ∗ Alex Reilly is Senior Lecturer, Macquarie University. -
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. -
Raising Awareness of Australian Aboriginal Peoples Reality: Embedding Aboriginal Knowledge in Social Work Education Through the Use of Field Experiences
The International Education Journal: Comparative Perspectives, 2013, 12(1), 197–212 iSSN 1443-1475 © 2013 www.iejcomparative.org Raising awareness of Australian Aboriginal peoples reality: Embedding Aboriginal knowledge in social work education through the use of field experiences Deb Duthie Queensland University of Technology, Australia Julie King Queensland University of Technology, Australia Jenni Mays Queensland University of Technology, Australia Effective social work practice with Aboriginal peoples and communities requires knowledge of operational communication skills and practice methods. In addition, there is also a need for practitioners to be aware of the history surrounding white engagement with Aboriginal communities and their cultures. Indeed, the Australian Association of Social Workers (AASW) acknowledges the importance of social workers practising cultural safety. Engendering knowledge of cultural safety for social work students is the opportunity to listen and talk with Aboriginal people who have experienced the destructive impacts of colonisation and the subsequent disruption to family and community. This article discusses the use of field experiences within a Masters of Social Work (Qualifying) Program (MSW) as an educational method aimed at increasing student awareness of contemporary Aboriginal issues and how to practice effectively and within a culturally safe manner. KeyWords: Aboriginal Australia, social work education, cultural safety, field experiences, blended learning. Australia was colonised by Great Britain in the late 18th Century. From the outset, the impact on Aboriginal peoples was detrimental on many levels. As has been well documented, this impact has taken many forms, from semi-official extermination (Lake & Reynolds, 2008; Richards, 2008) through to social engineering policies of less 197 Raising awareness of Australian Aboriginal peoples reality obvious brutality. -
Keynote Speakers
KEYNOTE SPEAKERS 1 Keynote 1 From Maoritanga to Matauranga: Indigenous Knowledge Discourses Linda Tuhiwai Smith (NMM, Cinema) _______________________________________________________________________________ My talk examines the current fascination with matauranga Maori in policy and curriculum. I am interested in the way academic discourses have shifted dramatically to encompass Maori interests and ways of understanding knowledge. I explore some aspects of the development of different approaches to Maori in the curriculum and track the rising interest in matauranga (traditional Maori knowledge) through a period of neoliberal approaches to curriculum in our education system and measurement of research excellence. The Performance Based Research Fund recognises matauranga Maori as a field of research, Government research funds ascribe to a Vision Matauranga policy which must be addressed in all contestable research funds and there are qualifications, majors and subject papers which teach matauranga Maori at tertiary level. New Zealand leads the world in terms of incorporating indigenous knowledge, language and culture into curriculum. Most of the named qualifications are accredited through the New Zealand Qualifications Authority, which then owns the intellectual property of the curriculum. Maori individuals clearly play a significant role in developing the curriculum and resources. They are mostly motivated by wanting to provide a Maori-friendly and relevant curriculum. However, Maori people are also concerned more widely about cultural -
Appropriate Terminology, Indigenous Australian Peoples
General Information Folio 5: Appropriate Terminology, Indigenous Australian Peoples Information adapted from ‘Using the right words: appropriate as ‘peoples’, ‘nations’ or ‘language groups’. The nations of terminology for Indigenous Australian studies’ 1996 in Teaching Indigenous Australia were, and are, as separate as the nations the Teachers: Indigenous Australian Studies for Primary Pre-Service of Europe or Africa. Teacher Education. School of Teacher Education, University of New South Wales. The Aboriginal English words ‘blackfella’ and ‘whitefella’ are used by Indigenous Australian people all over the country — All staff and students of the University rely heavily on language some communities also use ‘yellafella’ and ‘coloured’. Although to exchange information and to communicate ideas. However, less appropriate, people should respect the acceptance and use language is also a vehicle for the expression of discrimination of these terms, and consult the local Indigenous community or and prejudice as our cultural values and attitudes are reflected Yunggorendi for further advice. in the structures and meanings of the language we use. This means that language cannot be regarded as a neutral or unproblematic medium, and can cause or reflect discrimination due to its intricate links with society and culture. This guide clarifies appropriate language use for the history, society, naming, culture and classifications of Indigenous Australian and Torres Strait Islander people/s. Indigenous Australian peoples are people of Aboriginal and Torres -
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. -
Preserving and Promoting Indigenous Australian Cultural Heritage
#thismymob: Preserving and Promoting Indigenous Australian Cultural Heritage Joel Fredericks and Christopher Lawrence Centre for Indigenous Technology Research and Development School of Software, Faculty of Engineering and IT University of Technology Sydney [joel.fredericks; christopher.lawrence]@uts.edu.au Abstract. Mobile technologies have become an integral part of daily life in con- temporary society thanks to the pervasiveness of smartphones and tablet devices. Over the past 30 years these technologies have evolved beyond their original mandate by permeating diverse social segments across the world. Many cultural heritage projects have adopted mobile technologies to catalogue and document culture and history. However, limited research has examined the potential of us- ing mobile technologies as a mechanism to preserve and promote Indigenous cul- tural heritage. This work-in-progress paper outlines three distinct areas for the design and development of mobile technologies for Indigenous cultural heritage. We outline these as: (1) Establishing the notion of ‘digital land rights’ which asserts the rights of Indigenous people to a safe online space that they control; (2) Co-designing with a diverse group of Indigenous communities to build mean- ingful mobile experiences; and, (3) Documenting traditions within their unique context to preserve and promote Indigenous cultural history. Keywords: Indigenous Australia, Mobile technologies, Digital land rights 1 Introduction Social and cultural dislocation have been identified as key causes of disadvantage and vulnerability in Indigenous communities [1]. Key factors include the loss of social net- works, language barriers, racism, and the sense of not belonging. At the same time, Indigenous communities are rapidly losing their ability to transmit their languages and cultures to a new generation. -
Putting Down Roots Belonging and the Politics of Settlement on Norfolk Island
Putting Down Roots Belonging and the Politics of Settlement on Norfolk Island Mitchell Kenneth Low B.A. (Hons) University of Western Australia, 2004 This thesis is presented for the degree of Doctor of Philosophy of The University of Western Australia School of Social Sciences (Anthropology and Sociology) 2012 Abstract In this thesis I theorise emergent nativeness and the political significance of resettlement among the descendants of the mutineers of the Bounty in the Australian external territory of Norfolk Island (South Pacific). Norfolk Islanders are a group of Anglo-Polynesian descendants who trace their ancestry to unions between the mutineers of the HMAV Bounty and Tahitian women. Norfolk Islanders’ ancestors were resettled from their home of Pitcairn Island to the decommissioned, vacant, penal settlement of Norfolk Island in 1856. Since this date, members of the Norfolk community have remained at odds with state officials from Britain and Australia over the exact nature of their occupancy of Norfolk Island. This fundamental contestation over the Island’s past is the basis of ongoing struggles over recognition, Island autonomy and territoriality, and belonging. Using a combination of qualitative research conducted on Norfolk Island and extensive historical and archival research, I present an ethnography of belonging among a highly emplaced island population. One of the central problems in conceptualising Norfolk Islanders’ assertions of belonging is that Norfolk Islanders not only claim Norfolk as a homeland, but members of this community have at times declared themselves the indigenous people of the Island. With respect to recent anthropological theorisations of indigeneity as relationally and historically constituted, I consider the extent to which concepts such as ‘native’ and ‘indigenous’ may be applicable to descendants of historical migrants.