Volume 07, Issue 1 (2006)

Permanent URI for this collectionhttps://hdl.handle.net/10289/18069

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He Puna Kōrero: Journal of Māori and Pacific Development (Vol. 7, Issue 1)
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2006-02)
He Puna Kōrero: Journal of Māori and Pacific Development, Volume 7, Issue 1.
Solomon Islands: Colonisation and the complexity of nationhood
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2006-02) Rohorua, Frederick Isom
To many people, 'Solomon Islands' is little more than a name attached to a group of islands on a map, a place often associated with unrest and internal strife. That these islands are perceived as a totality, as a bounded entity, relates to the fact that they are identified by a single name and the fact that this name is now associated with a political entity, a nation state. Whether these islands can be said to represent a social entity is a rather different matter, one that is critical to our understanding of both the people who inhabit these islands and the political processes that have played a part in shaping their sense of identity. In this paper, I attempt to unravel some of the complexities of nationhood and identity in contemporary Solomon Islands society with reference to three readily identifiable metaphors: island, betel nut and wantok which were first used with reference to Solomon Islands by Bishop Brown (2003).
My journey with te reo Māori: From primary schooling in the mid 20th century to retirement from full-time academic service in the early years of the 21st Century
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2006-02) Houia-Roberts, Ngaere
This is not an academic article in the traditional sense. It is a personal account of my experiences, as a first language speaker of te reo Māori, of New Zealand's educational system from the middle of the 20th century to the early years of the 21st century, from the early days of my primary schooling, through my service as a teacher, teacher trainer and academic researcher until my retirement from full-time academic service in 2005. A great deal has been written about the ways in which attitudes and approaches to te reo Māori have changed over that period of time but very little has been written about how it felt to be part of these changes. Our society is based on facts and feelings. If our mokopuna are to understand the fabric of our society, they need to have access to feelings as well as to facts. In this paper, weft and warp, facts and feelings, are woven together. This personal account is dedicated to our mokopuna, to all of our mokopuna, whatever their origin and whatever their colour. The future of our society depends upon their understanding.
Replacing medical and social models of disability by a communities-based model of equal access for people of differing abilities: A Māori perspective
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2006-02) Hickey, Huhana
I argue here that although the social model of disability which currently prevails in New Zealand is preferable in many ways to the earlier medical model, it is nevertheless based on a largely uni-dimensional concept of society and continues an established tradition of negativity, one that is evident in the ongoing use of the word 'disabled' itself by those who subscribe to the social model. I argue here that the social model of disability should be replaced by a communities-based model of equal access for people of differing abilities, one that is, in the New Zealand context, informed by a further developed Māori model of health and wellbeing proposed by Mason Durie, Te Whare Tapa Whā. This mode is designed in such a way as to accommodate difference and diversity. In the discussion of different models, I use the words 'disabled' and 'disability'; in other contexts, I replace 'disabled people' by 'people of differing abilities'.
The teaching and learning of te reo Māori in a higher education context: Intensive fast track immersion versus gradual progressive language exposure
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2006-02) Nock, Sophie
I report here on a comparison of the course grades of Bachelors degree students who are following two different pathways towards a major in te reo Māori - a traditional pathway in which language courses at different levels are spread over three or four years, and an intensive, fast-track, language immersion pathway in which courses in te reo Māori are concentrated into the first year of the degree programme. My findings are that, overall, in terms of course grades at level three, students following the intensive, fast-track, language-immersion pathway out-perform other students in te reo Māori course assessments. Thus, so far as course grades are concerned, many students appear to benefit from the fast track pathway. Whether course grades can be related to proficiency achievements and whether immediate gains are reflected in long-term gains is something that remains to be investigated.
The Diaolou of Zili Village: An aspect of China’s architectural heritage
(Te Pua Wānanga ki te Ao, Te Whare Wānanga o Waikato, 2006-02) Scott, Howard M.
In this piece of photographic journalism, I explore an aspect of Pacific Rim architecture, that is, China's Diaolou - fortress-like buildings combining aspects of Chinese and Western architecture which were constructed for a combination of defense and housing on the instructions of Chinese migrants returning from overseas. These buildings provide us with important insights into the history of China and Chinese migration.

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