title: Maori Flourishing in a Fast Changing World - Inaugural Professorial Address

authors: Nikora, Linda Waimarie

subjects: Indigenous psychology; Maori flourishing; social identity; social and emotional wellbeing

abstract: A strong sense of who one is and that one’s life matters is vital to health and wellbeing. Without meaning and belonging many people, families and communities lie open to the risk of mental illness, addiction, transience, criminality, suicide and so on. In a rapidly changing social and technological environment where being Maori is enacted in the face of a dominant Pakeha majority, and in an increasingly diverse Maori world, staying well is an important challenge that we cannot underestimate or take for granted. There are many unwellness forces upon Maori in this fast changing world. Some are obvious and readily felt, others not so easy to apprehend or explain. Surveying almost 30 years of research, Professor Nikora will examine some of these unwellness forces and responses Maori make within the broader quest to remain indigenous and to flourish.

text: Maori Flourishing in a Fast Changing World - Inaugural Professorial Address A strong sense of who one is and that one’s life matters is vital to health and wellbeing. Without meaning and belonging many people, families and communities lie open to the risk of mental illness, addiction, transience, criminality, suicide and so on. In a rapidly changing social and technological environment where being Maori is enacted in the face of a dominant Pakeha majority, and in an increasingly diverse Maori world, staying well is an important challenge that we cannot underestimate or take for granted. There are many unwellness forces upon Maori in this fast changing world. Some are obvious and readily felt, others not so easy to apprehend or explain. Surveying almost 30 years of research, Professor Nikora will examine some of these unwellness forces and responses Maori make within the broader quest to remain indigenous and to flourish.

year: 2015-11-17

title: Key concepts in Māori and iwi histories: A critique of Te Takanga o te Wā (2015)

authors: Palmer, Georgia

subjects: History

abstract: In 2019, the New Zealand government announced a “reset” of the national history curriculum, with the intention of including more Māori content and addressing ongoing petitions to make the New Zealand Wars compulsory in all schools. Two curricula - one for mainstream schools and the other for Māori immersion Kura - were developed, with each drawing on a recent Ministry of Education publication Te Takanga o te Wā (2015) to provide key insights to Māori history concepts and themes. The Māori curricula has since taken on the name of that document, and uses those themes in its new framework, while the mainstream curriculum also adopts some of these same concepts. But how relevant are these proposed themes and concepts to Māori history, and what have Māori and iwi historians and experts actually written or said about the significance of these concepts to Māori historical practice, content, and theory?
This thesis critiques the five key themes and concepts presented in Te Takanga o te Wā and evaluates their relevance as leading Māori history concepts. These are Whakapapa, Tūrangawaewae; Mana-Motuhake; Kaitiakitanga, and Whānaungatanga. This study surveys the existing work produced by Māori historians and other experts over the past century, particularly the extent to which they have used these themes or discussed their significance to Māori and iwi historical practice and thinking. This dissertation argues that aside from whakapapa, the majority of the themes presented in Te Takanga o te Wā are not reflected in the historiography of the field, and that there are in fact a range of other crucial concepts missing. These include discussions about Wā, the importance of te reo Māori, tikanga, Mātauranga-a-iwi and other important approaches like “historical trauma”, “survivance”, Kaupapa Māori and decolonisation.

text: Key concepts in Māori and iwi histories: A critique of Te Takanga o te Wā (2015) In 2019, the New Zealand government announced a “reset” of the national history curriculum, with the intention of including more Māori content and addressing ongoing petitions to make the New Zealand Wars compulsory in all schools. Two curricula - one for mainstream schools and the other for Māori immersion Kura - were developed, with each drawing on a recent Ministry of Education publication Te Takanga o te Wā (2015) to provide key insights to Māori history concepts and themes. The Māori curricula has since taken on the name of that document, and uses those themes in its new framework, while the mainstream curriculum also adopts some of these same concepts. But how relevant are these proposed themes and concepts to Māori history, and what have Māori and iwi historians and experts actually written or said about the significance of these concepts to Māori historical practice, content, and theory?
This thesis critiques the five key themes and concepts presented in Te Takanga o te Wā and evaluates their relevance as leading Māori history concepts. These are Whakapapa, Tūrangawaewae; Mana-Motuhake; Kaitiakitanga, and Whānaungatanga. This study surveys the existing work produced by Māori historians and other experts over the past century, particularly the extent to which they have used these themes or discussed their significance to Māori and iwi historical practice and thinking. This dissertation argues that aside from whakapapa, the majority of the themes presented in Te Takanga o te Wā are not reflected in the historiography of the field, and that there are in fact a range of other crucial concepts missing. These include discussions about Wā, the importance of te reo Māori, tikanga, Mātauranga-a-iwi and other important approaches like “historical trauma”, “survivance”, Kaupapa Māori and decolonisation.

year: 2022

title: On the set of certain conflicts of a given language

authors: Malik, Robi

subjects: computer science

abstract: Two concurrent processes are said to be in conflict if they can get trapped in a situation where they both are waiting or running endlessly, forever unable to complete their common task. In the design of reactive systems, this is a common fault which can be very subtle and hard to detect. This paper studies conflicts in more detail and characterises the most general set of behaviours of a process which certainly leads to a conflict when accepted by another process running in parallel. It shows how this set of certain conflicts can be used to simplify the automatic detection of conflicts and thus the verification of reactive systems.

text: On the set of certain conflicts of a given language Two concurrent processes are said to be in conflict if they can get trapped in a situation where they both are waiting or running endlessly, forever unable to complete their common task. In the design of reactive systems, this is a common fault which can be very subtle and hard to detect. This paper studies conflicts in more detail and characterises the most general set of behaviours of a process which certainly leads to a conflict when accepted by another process running in parallel. It shows how this set of certain conflicts can be used to simplify the automatic detection of conflicts and thus the verification of reactive systems.

year: 2004