Volume 6, Issue 2 (2005)

Permanent URI for this collectionhttps://hdl.handle.net/10289/17955

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He Puna Korero - Journal of Maori and Pacific Development
(University of Waikato, 2010) Johnson, D
He Puna Kōrero (Vol. 6, Issue 2)
Tikanga Tainui: Tikanga whare wānanga
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2005-09) Roa, Tom; Tuaupiki, Jackie T
This paper is a preliminary report on an ongoing research project begun in 1999. The project involves consultation with Waikato-Tainui, the tāngata whenua of the Waikato region, about the construction of guidelines for University of Waikato staff (both Māori and non-Māori) who are involved in gatherings that call for adherence to Tainui protocols. Here, the emphasis is on guidelines for the conduct of pōwhiri (formal welcomes) on the University Marae.
Indigenous people with disabilities: The argument for representation in human rights legislation (with specific reference to the development stage of the United Nations International Disability Convention)
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2005-09) Hickey, Huhana
Until comparatively recently, human rights legislation was largely based on a universalist analysis. In treating all human beings alike, in failing to acknowledge the need for special measures to combat the marginalisation and oppression of particular groups, such as indigenous people and people with disabilities, it actually contributed to their invisibility and, hence, to their marginalisation and oppression. More recently, however, there has been a global trend towards the recognition of marginalised groups in human rights legislation. Even so, universalism, and the prejudice that so often accompanies it, is still in evidence. For example, although the United Nations is currently involved in drafting a Disabled Persons Convention, indigenous people with disabilities are not specifically represented. Their particular situation, one that involves a dual form of oppression (as indigenous people and as people with disabilities) is not acknowledged. Unless this situation is remedied, the Convention will inevitably be both less acceptable and less useful than would otherwise be the case.
Sowing the seeds of conflict: Britain
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2005-09) Rohorua, Frederick Isom
It is argued here that independent Solomon Islands was poorly prepared for the development tasks that lay ahead. That argument is based on the nature of the last two development plans produced for the British Solomon Islands Protectorate before the departure of the British. The failure of the British to take development planning seriously left the newly independent country with a range of problems that even very experienced politicians and administrators would have found extremely difficult to address adequately. As there can be little doubt that the later outbreak of ethnic tension related, in part at least, to the perception that development activities had had little effect on the lives of Solomon Islanders (particularly rural Solomon Islanders), it follows that responsibility rests not only with Solomon Islanders themselves, but also with the British.
The Māori language revitalisation agenda and Te Whakapiki Reo and Te Whakapiki i te Reo: Meeting the needs of teachers
(University of Waikato, 2005) Kahukura, Hine; Whaanga, Te Kanawa Hēmi
Since 1994, and under contract to the New Zealand Ministry of Education, the University of Waikato has provided teacher professional development programmes in the context of kaupapa matauranga Māori. Because these programmes are designed to play a role in the Māori language revitalisation agenda as it relates to the teaching and learning of te reo Māori in school contexts, we believe that it is important to share our experiences with others. In this article, we discuss the context in which these programmes are delivered, some of the ways in which they have changed over time, and what we have learned from them.
The Māori language curriculum for New Zealand schools: Spiral lesson/ lesson sequence design
(School of Maori and Pacific Development, 2005) Johnson, Diane; Houia, Diane
A draft curriculum document for the teaching and learning of te reo Māori as a subject in mainstream schools in New Zealand (that is, in schools other than Kura Kaupapa Māori schools) was designed and trialled in 2004 and 2005. That draft is currently being reworked in line with the advice of those who trialled the document as well as that of a team of advisers set up by the Ministry of Education. The revised curriculum document will be submitted to the Ministry of Education in May 2006. As is the case with all new curriculum documents, the implementation phase will be critical. The extent to which this flexible, outcomes-focused curriculum document will genuinely inform new approaches to teaching and learning will depend not only upon the good will of teachers and communities, but also upon their ability to interpret the curriculum and to use it in a way that informs the design of language programmes, including the planning of units of work and of lessons and lesson sequences. In balancing language development and language practice, a communicative core and spiral approach is recommended, an approach in which there are core lessons (where the focus is language development) and spiral lessons (where the focus is language practice). In an earlier issue of this Journal (Johnson, 2003), one of us discussed core lesson design. Here, the design of spiral lessons is discussed and exemplified in the context of an outcomes-based curriculum.
Aloha Betrayed: Native Hawaiian Resistance to American Colonialism
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2005-09) Kehaulani Watson, Trisha
Critical analysis of: Aloha Betrayed: Native Hawaiian Resistance to American Colonialism (by Noenoe K. Silva). Review(s) of: Noenoe K. Silva, Aloha Betrayed: Native Hawaiian Resistance to American Colonialism, Durham, Duke University Press, 2004.

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