title: From assimilation to biculturalism: Changing patterns in Maori-Pakeha relationships

authors: Thomas, David R.

subjects: New Zealand

abstract: This chapter examines the changing patterns of inter-ethnic relationships among Maori and Pakeha in New Zealand, specifically the moves from assimilation towards biculturalism. The impact of recent debate about the Treaty of Waitangi is described and examples of bicultural policies and their consequences are outlined.

text: From assimilation to biculturalism: Changing patterns in Maori-Pakeha relationships This chapter examines the changing patterns of inter-ethnic relationships among Maori and Pakeha in New Zealand, specifically the moves from assimilation towards biculturalism. The impact of recent debate about the Treaty of Waitangi is described and examples of bicultural policies and their consequences are outlined.

year: 1996

title: Indigenous service programs plus indigenous evaluator equals Whitestream evaluation - What's wrong with this picture? (Reflections from my PhD)

authors: Masters-Awatere, Bridgette

abstract: For the past 100 or so years, formal evaluation has taken its lead from frameworks that originate from a culturally blind standpoint. Worldwide the major influence on evaluation practice comes from the United States of America. The absence of non-dominant (or indigenous) culturally constructed frameworks has been replicated around the world.
Before the formation of the Aotearoa New Zealand Evaluation Association (ANZEA), as a NZ specific evaluation group, practitioners generally belonged to the Australasian Evaluation Society (AES) and joined in the sharing, adoption and adaptation of USAs Program Evaluation Standards. However, the context of evaluation in New Zealand has been somewhat different from the rest of the world, becoming more culturally centred than other countries. The role and place of the Treaty of Waitangi has been acknowledged as an attributing factor by ANZEA.
Four indigenous, externally evaluated “By Maori for Maori”, health & wellbeing programmes were used as case studies within my research. I draw upon examples from the cases studies to highlight the vulnerable and contentious position indigenous service providers and indigenous evaluators were in. Adapting Sandra Grande’s (2003) analysis, I critiqued the context of the case study evaluations that commissioners considered as Kaupapa Maori. In this presentation I argue that while stakeholders perceived the work to be an indigenous evaluation, the case studies demonstrate that whitestream evaluation was prevalent.

text: Indigenous service programs plus indigenous evaluator equals Whitestream evaluation - What's wrong with this picture? (Reflections from my PhD) For the past 100 or so years, formal evaluation has taken its lead from frameworks that originate from a culturally blind standpoint. Worldwide the major influence on evaluation practice comes from the United States of America. The absence of non-dominant (or indigenous) culturally constructed frameworks has been replicated around the world.
Before the formation of the Aotearoa New Zealand Evaluation Association (ANZEA), as a NZ specific evaluation group, practitioners generally belonged to the Australasian Evaluation Society (AES) and joined in the sharing, adoption and adaptation of USAs Program Evaluation Standards. However, the context of evaluation in New Zealand has been somewhat different from the rest of the world, becoming more culturally centred than other countries. The role and place of the Treaty of Waitangi has been acknowledged as an attributing factor by ANZEA.
Four indigenous, externally evaluated “By Maori for Maori”, health & wellbeing programmes were used as case studies within my research. I draw upon examples from the cases studies to highlight the vulnerable and contentious position indigenous service providers and indigenous evaluators were in. Adapting Sandra Grande’s (2003) analysis, I critiqued the context of the case study evaluations that commissioners considered as Kaupapa Maori. In this presentation I argue that while stakeholders perceived the work to be an indigenous evaluation, the case studies demonstrate that whitestream evaluation was prevalent.

year: 2015

title: A philosophical anchor for creating inclusive communities in early childhood education: anti-bias philosophy and Te Whāriki: Early childhood curriculum.

authors: Gunn, Alexandra Claire

subjects: early childhood education

abstract: The basic premise of this paper is that inclusion in early childhood education in Aotearoa New Zealand is a worthy focus of early childhood education curriculum and that an anti-bias philosophy assists in developing curriculum that is inclusive. It is claimed that the early childhood curriculum in Aotearoa New Zealand is an emancipatory one, and arguments for activism and anti-bias principles in support of curriculum implementation are made. Drawing on anti-bias principles, the current curriculum statement (Te Whāriki: Early Childhood Curriculum) is examined to ascertain what support for anti-bias foci exists. Teaching strategies based upon discussion, critical thinking and an awareness of diversity themes/difference are considered in support of active anti-bias work in early childhood education.

text: A philosophical anchor for creating inclusive communities in early childhood education: anti-bias philosophy and Te Whāriki: Early childhood curriculum. The basic premise of this paper is that inclusion in early childhood education in Aotearoa New Zealand is a worthy focus of early childhood education curriculum and that an anti-bias philosophy assists in developing curriculum that is inclusive. It is claimed that the early childhood curriculum in Aotearoa New Zealand is an emancipatory one, and arguments for activism and anti-bias principles in support of curriculum implementation are made. Drawing on anti-bias principles, the current curriculum statement (Te Whāriki: Early Childhood Curriculum) is examined to ascertain what support for anti-bias foci exists. Teaching strategies based upon discussion, critical thinking and an awareness of diversity themes/difference are considered in support of active anti-bias work in early childhood education.

year: 2003