Volume 03, Issue 1 (2002)

Permanent URI for this collectionhttps://hdl.handle.net/10289/17874

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He Puna Kōrero (Vol. 3, Issue 1)
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2002-02)
He Puna Kōrero: Journal of Māori and Pacific Development, Volume 3, Issue 1.
Pōwhiri and Death: Poems
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2002-02) Rewi, Poia
Creating a curriculum for indigenous and community languages: Te reo Māori as an example
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2002-02) Bruce, Ian; Whaanga, Hēmi
Part 1 of this paper introduces the draft Common European Framework of Reference (CEFR) for languages and describes how it was used in the construction of draft New Zealand curriculum guidelines for French and German. Part 2 discusses how the CEFR has been employed in curriculum development in Te Reo Māori at the University of Waikato and suggests that it could also prove useful in relation to curriculum development projects involving indigenous and community languages more generally.
Iwi case study report- Tarawera river: Tuwharetoa ki Kawerau, Te Arawa and Ngati Awa
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2002-02) Dodd, Materoa
There is a deep sense of injustice and creeping despair that the cultural life of the Tarawera River has been destroyed. Cultural lore has been reduced to a perspective of the dominant cultures’ rule of law. The plea for the cultural voice of the Tarawera River to be heard echoes throughout this research, yet the silence of the response is deafening. This research informs on the cultural story of the Tarawera River, it examines the ways in which the relationship between Te Arawa, Tūwharetoa Ki Kawerau and Ngāti Awa and the Tarawera River changed since the discharge of effluent from pulp and paper mills into the river began nearly half a century ago. The research reported on here involves action research approached and informed by Māori epistemologies and what has come to be known as ‘kaupapa Māori research’, an approach that privileges indigenous values, attitudes and practices.
An analysis of typical errors of young learners of te reo Maori
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2002-02) Houia, Waldo
In 1999, the New Zealand Ministry of Education commissioned the development of a draft proficiency test for learners of Māori in bilingual and immersion settings in Year 5 of schooling (aged 8 - 10). That test was, along with a range of survey materials, produced and piloted in a very short time - 13 weeks. Although it provided a starting point for further development of a proficiency battery, it did not prove sufficiently robust in itself to retain. What it did do, however, was provide a range of useful samples of the speaking and writing of Year 5 students (70 samples were collected from five different schools). These samples revealed a number of common errors, errors which were analysed and are discussed here.
On the Role of Literature and Translation in Language Maintenance
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2002-02) Harlow, Ray
The paper investigates the actual and potential role which is played by the promotion of traditional and innovative literature in efforts to maintain minority language under threat from a dominant language. The arguments advanced in the controversy surrounding the incorporation of translated material in a minority language’s corpus are discussed, and the view represented that the appropriateness or otherwise of translating material into a minority language depends on the (sometimes implicit) ideological goals of the maintenance movement. Fishman’s (1991, 2001) Graded Intergenerational Disruption Scale provides a framework for this discussion.
Whanaungatanga: an illustration of the importance of cultural context
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2002-02) McNatty, William; Roa, Tom
The word 'whanaungatanga' is often used by people who lack an intimate understanding of the philosophical base in Māori culture out of which it emerges. Thus, it is sometimes used simply to describe the camaraderie that can be associated with team sports or with reference to the 'glue' that connects people to one another socially. This is not necessarily a problem in itself. After all, change and development in the lexicon is a characteristic of living languages. However, real problems can emerge where words become divorced from their cultural roots to such an extent that two speakers using the same word can completely fail to understand one another. It is argued here that this is what can happen when Māori words, such as 'whanaungatanga', are used in the context of modelling in the social sciences, particularly where that modelling is conducted in the context of Western social and cultural values. In particular, the essential spiritual dimension of whanaungatanga may be overlooked or misunderstood.
Hēmi Whaanga nterviews Eci Nabalarua
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2002-02) Whaanga, Hēmi; Nabalarua, Eci K.
Eci Nabalarua arrived from Fiji early in 2001 to take up a position at the University of Waikato. She quickly made such a positive impression on staff and students that Hemi Whaanga, Assistant Production Editor, decided to interview her to see whether he could discover the secret of her success. His conclusion: She genuinely likes people and really believes in what she’s doing.

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