title: He Whakaoranga Kia Puta Kia Ora (prepared for Health Research Council of New Zealand)

authors: Kilgour, Jonathan T.

abstract: This research project explored the relationship between cultural connectedness and wellbeing (as a social determinant of health). In particular, the research explored the diverse ways in which tribal members connected with and expressed their Waikatotanga.

text: He Whakaoranga Kia Puta Kia Ora (prepared for Health Research Council of New Zealand) This research project explored the relationship between cultural connectedness and wellbeing (as a social determinant of health). In particular, the research explored the diverse ways in which tribal members connected with and expressed their Waikatotanga.

year: 2015

title: Ngā wāhine ariki tapairu o Te Arawa: Te Kuraimonoa, Kearoa, Whakaotirangi

authors: Retikaukau, Georgia-Louise

subjects: Te Arawa

abstract: Similar to many other iwi (tribes) in Aotearoa, the Arawa people have a rich ancestral heritage that traces back to our origins in Hawaiki through our esteemed canoe traditions. However, within these narratives, the prominence of our heroic male ancestors tends to overshadow the stories of their wives, who are often mentioned merely as secondary characters. Te Kuraimonoa, Kearoa, and Whakaotirangi represent the first three women to be named in Te Arawa traditions, yet their narratives remain vague, existing only from a male perspective. Although their names can be found scattered throughout European and Māori literature, their stories are fragmented and incomplete, varying from tribe to tribe.

The objective of this research is to delve into these three ancestresses' lives from a Te Arawa female perspective, aiming to provide a more comprehensive and nuanced understanding. Employing a mixed-method research approach, this study will investigate Māori and European literature, supplemented by thematical analysis to study and compare data gathered from interviews with female Te Arawa descendants. The insights gained from this endeavour will contribute to the creation of substantial knowledge that can benefit both present and future generations.

Comprising of seven chapters, this thesis unfolds as follows: Chapter one introduces the research purpose and provides an overview of the subsequent chapters. Chapter two outlines the research methodology employed. Chapter three presents an in-depth exploration of Te Arawa iwi, elucidating their significance and cultural context. Chapter four encompasses a comprehensive literature review, while chapter five is solely dedicated to the insights derived from the interview dialogues. Chapter six delves into the findings and engages in detailed discussions, offering a comprehensive analysis. Lastly, chapter seven serves as the conclusion, summarizing the key findings and their implications.

text: Ngā wāhine ariki tapairu o Te Arawa: Te Kuraimonoa, Kearoa, Whakaotirangi Similar to many other iwi (tribes) in Aotearoa, the Arawa people have a rich ancestral heritage that traces back to our origins in Hawaiki through our esteemed canoe traditions. However, within these narratives, the prominence of our heroic male ancestors tends to overshadow the stories of their wives, who are often mentioned merely as secondary characters. Te Kuraimonoa, Kearoa, and Whakaotirangi represent the first three women to be named in Te Arawa traditions, yet their narratives remain vague, existing only from a male perspective. Although their names can be found scattered throughout European and Māori literature, their stories are fragmented and incomplete, varying from tribe to tribe.

The objective of this research is to delve into these three ancestresses' lives from a Te Arawa female perspective, aiming to provide a more comprehensive and nuanced understanding. Employing a mixed-method research approach, this study will investigate Māori and European literature, supplemented by thematical analysis to study and compare data gathered from interviews with female Te Arawa descendants. The insights gained from this endeavour will contribute to the creation of substantial knowledge that can benefit both present and future generations.

Comprising of seven chapters, this thesis unfolds as follows: Chapter one introduces the research purpose and provides an overview of the subsequent chapters. Chapter two outlines the research methodology employed. Chapter three presents an in-depth exploration of Te Arawa iwi, elucidating their significance and cultural context. Chapter four encompasses a comprehensive literature review, while chapter five is solely dedicated to the insights derived from the interview dialogues. Chapter six delves into the findings and engages in detailed discussions, offering a comprehensive analysis. Lastly, chapter seven serves as the conclusion, summarizing the key findings and their implications.

year: 2023

title: Healthy Relationships? An Examination of Health and Physical Education School-Provider Relationships in Aotearoa New Zealand

authors: Fellows, Sam Bryce

subjects: Physical Education

abstract: Recent research in New Zealand and internationally has indicated an abundance of external providers operating in the Health and Physical Education (HPE) sector and an increasing use of programmes created by these providers during curriculum time. This is a recent phenomenon with limited research about the way multiple programmes operate within schools and the way the relationships between providers and schools are managed. Much of the previous research related to external providers of HPE programmes has examined the effectiveness of a single programme or has been part of broader HPE research. The study undertaken for this thesis examined the relationships between external providers and schools in an attempt to develop some key principles for both schools and providers to take into account when engaging in a relationship with the other. The research examined how each of the parties within a school-provider relationship viewed the relationship, the curriculum and programmes offered by the providers. The study also looked at the way the programmes worked within schools, the reasons for their use and the effects of using the programmes during curriculum time. This thesis reports on strong relationships between the providers and schools based on mutual trust. The research also found both parties within school-provider relationships believed the use of providers provided higher quality HPE as it allowed students greater opportunities in HPE led by experts in the area. The discussion considers further effects of these relationships and potential principles that may be used for schools and providers to ensure the breadth and depth of the HPE curriculum is taught to students.

text: Healthy Relationships? An Examination of Health and Physical Education School-Provider Relationships in Aotearoa New Zealand Recent research in New Zealand and internationally has indicated an abundance of external providers operating in the Health and Physical Education (HPE) sector and an increasing use of programmes created by these providers during curriculum time. This is a recent phenomenon with limited research about the way multiple programmes operate within schools and the way the relationships between providers and schools are managed. Much of the previous research related to external providers of HPE programmes has examined the effectiveness of a single programme or has been part of broader HPE research. The study undertaken for this thesis examined the relationships between external providers and schools in an attempt to develop some key principles for both schools and providers to take into account when engaging in a relationship with the other. The research examined how each of the parties within a school-provider relationship viewed the relationship, the curriculum and programmes offered by the providers. The study also looked at the way the programmes worked within schools, the reasons for their use and the effects of using the programmes during curriculum time. This thesis reports on strong relationships between the providers and schools based on mutual trust. The research also found both parties within school-provider relationships believed the use of providers provided higher quality HPE as it allowed students greater opportunities in HPE led by experts in the area. The discussion considers further effects of these relationships and potential principles that may be used for schools and providers to ensure the breadth and depth of the HPE curriculum is taught to students.

year: 2013