title: The government of themselves: Indigenous peoples' internal self-determination, effective self-governance and authentic representation - Waikato-Tainui, Ngāi Tahu and Nisga'a

authors: Joseph, Robert

abstract: The present thesis analyses the recognition and realisation of the international legal, human and the inherent right of Indigenous Peoples to exercise internal self-determination through effective self-governance within the nation-states of Canada and New Zealand. The following areas are reviewed in depth: first, internal self-determination which is, inter alia, about international fora and national governments recognising this fundamental right of Indigenous Peoples to self-govern as nations within; second, effective self-government which is, inter alia, about Indigenous Peoples having the authority and capability to govern themselves; and third, authentic representation which is, inter alia, a manifestation of internal self-determination and effective self-government at the indigenous local, regional and national operational levels. The challenges and issues that emerge at all levels, that is, between governments and indigenous entities, and within indigenous communities themselves, are examined extensively. The thesis findings highlight that the frequency and complexity of these challenges, as well as the inadequate and inappropriate fora and processes for resolution offered, make it incredibly difficult for Indigenous Peoples to recognise, realise and actualise the government of themselves.

text: The government of themselves: Indigenous peoples' internal self-determination, effective self-governance and authentic representation - Waikato-Tainui, Ngāi Tahu and Nisga'a The present thesis analyses the recognition and realisation of the international legal, human and the inherent right of Indigenous Peoples to exercise internal self-determination through effective self-governance within the nation-states of Canada and New Zealand. The following areas are reviewed in depth: first, internal self-determination which is, inter alia, about international fora and national governments recognising this fundamental right of Indigenous Peoples to self-govern as nations within; second, effective self-government which is, inter alia, about Indigenous Peoples having the authority and capability to govern themselves; and third, authentic representation which is, inter alia, a manifestation of internal self-determination and effective self-government at the indigenous local, regional and national operational levels. The challenges and issues that emerge at all levels, that is, between governments and indigenous entities, and within indigenous communities themselves, are examined extensively. The thesis findings highlight that the frequency and complexity of these challenges, as well as the inadequate and inappropriate fora and processes for resolution offered, make it incredibly difficult for Indigenous Peoples to recognise, realise and actualise the government of themselves.

year: 2005

title: Māori and bicultural positions: Professional development programme for Resource Teachers Learning and Behaviour

authors: Glynn, Ted

subjects: Maori

abstract: The Ministry of Education has introduced a new and far-reaching policy initiative,
Special Education 2000. One component of this policy is the provision of
professional development for approximately 700 Resource Teachers [Learning and
Behaviour (RTLB)]. These resource teachers will help schools to meet the needs
of students experiencing mild to moderate learning and behavioural difficulties.
An important aim of the professional development programme is to prepare RTLB
to improve the quality of support to teachers of Māori students in conventional and
Māori medium classes. The programme consists of four courses, one introducing
key concepts, one focussed on class-wide interventions, one focussed on school
and community, and the fourth being a professional practice folio. This paper
describes the Māori and bicultural content of the first two courses within the RTLB
programme. It assesses the extent to which the programme addresses critical
questions (Bishop, 1994; Bishop, 1996) relating to the ownership and control of
Māori content included in the first two courses.

text: Māori and bicultural positions: Professional development programme for Resource Teachers Learning and Behaviour The Ministry of Education has introduced a new and far-reaching policy initiative,
Special Education 2000. One component of this policy is the provision of
professional development for approximately 700 Resource Teachers [Learning and
Behaviour (RTLB)]. These resource teachers will help schools to meet the needs
of students experiencing mild to moderate learning and behavioural difficulties.
An important aim of the professional development programme is to prepare RTLB
to improve the quality of support to teachers of Māori students in conventional and
Māori medium classes. The programme consists of four courses, one introducing
key concepts, one focussed on class-wide interventions, one focussed on school
and community, and the fourth being a professional practice folio. This paper
describes the Māori and bicultural content of the first two courses within the RTLB
programme. It assesses the extent to which the programme addresses critical
questions (Bishop, 1994; Bishop, 1996) relating to the ownership and control of
Māori content included in the first two courses.

year: 2003

title: Utopic representations of empire: Examples of Seventeenth-Century colonial images

authors: Jennings, William

abstract: Early French colonies used enslavement to provide most of their labor, but they also needed to recruit landowners and artisans to build a settler society. This paper investigates how two colonial companies used maps and illustrations to represent new colonies as safe and prosperous sites that would appeal to potential recruits. The companies produced books and pamphlets promoting their colonies, but it was often possible to read between the lines and conclude that the colony was not as utopic as the company claimed. The images they produced, however, were utopic and had the advantage of allowing the viewer the freedom to interpret them regardless of literacy skills. The American Mainland Company, which in 1652 sent France’s biggest colonial expedition to date, showed it understood the importance of imagery when the following year it commissioned an illustration from France’s most prominent engraver, Israël Silvestre. A decade later, the French West India Company adapted a hydrographic map to present a more favorable view of a colony. This paper shows how the companies’ images deceived the viewer and created false impressions of easy life in the tropics.

text: Utopic representations of empire: Examples of Seventeenth-Century colonial images Early French colonies used enslavement to provide most of their labor, but they also needed to recruit landowners and artisans to build a settler society. This paper investigates how two colonial companies used maps and illustrations to represent new colonies as safe and prosperous sites that would appeal to potential recruits. The companies produced books and pamphlets promoting their colonies, but it was often possible to read between the lines and conclude that the colony was not as utopic as the company claimed. The images they produced, however, were utopic and had the advantage of allowing the viewer the freedom to interpret them regardless of literacy skills. The American Mainland Company, which in 1652 sent France’s biggest colonial expedition to date, showed it understood the importance of imagery when the following year it commissioned an illustration from France’s most prominent engraver, Israël Silvestre. A decade later, the French West India Company adapted a hydrographic map to present a more favorable view of a colony. This paper shows how the companies’ images deceived the viewer and created false impressions of easy life in the tropics.

year: 2025