title: Student Companion: Intellectual Property (July 2012)

authors: Kingsbury, Anna

subjects: copyright infringement

abstract: This article discusses the copyright infringement case of: “National Rugby League Investments Pty Ltd v Singtel Optus Pty Ltd” [2012, FCAFC 59].

text: Student Companion: Intellectual Property (July 2012) This article discusses the copyright infringement case of: “National Rugby League Investments Pty Ltd v Singtel Optus Pty Ltd” [2012, FCAFC 59].

year: 2012-07

title: Funds of knowledge: Developing a Diploma in Teaching in Early Childhood Education in the Solomon Islands.

authors: Kelly, Janette

subjects: early childhood education

abstract: This article discusses how three early childhood teacher educators, from the Solomon Islands College of Higher Education School of Education and the University of Waikato Faculty of Education, worked in partnership together and with others to develop a new Diploma in Teaching Early Childhood Education (ECE) for the Solomon Islands. We argue that the knowledge and understandings that we shared about New Zealand early childhood education and its bicultural curriculum Te Whāriki made our task easier from the outset. So too did our shared "funds of knowledge" and expertise, particularly the Solomon Islands women's indigenous knowledge and abilities to reflect on teaching and learning in their nation and New Zealand, two contexts they understood well. As we worked through a range of issues related to the development and delivery of courses, the primacy of relationships and historical, cultural and social contexts for learning were reinforced. Broad understandings of relevant education pedagogy for adults and young children were incorporated through the diploma development process. The result was a new Diploma in Teaching Early Childhood Education and new ways of teaching and learning embedded in Solomon Islands contexts, blending the best of local and imported knowledge. This article adds to a small body of literature related to ECE in the Solomon Islands and the Pacific region.

text: Funds of knowledge: Developing a Diploma in Teaching in Early Childhood Education in the Solomon Islands. This article discusses how three early childhood teacher educators, from the Solomon Islands College of Higher Education School of Education and the University of Waikato Faculty of Education, worked in partnership together and with others to develop a new Diploma in Teaching Early Childhood Education (ECE) for the Solomon Islands. We argue that the knowledge and understandings that we shared about New Zealand early childhood education and its bicultural curriculum Te Whāriki made our task easier from the outset. So too did our shared "funds of knowledge" and expertise, particularly the Solomon Islands women's indigenous knowledge and abilities to reflect on teaching and learning in their nation and New Zealand, two contexts they understood well. As we worked through a range of issues related to the development and delivery of courses, the primacy of relationships and historical, cultural and social contexts for learning were reinforced. Broad understandings of relevant education pedagogy for adults and young children were incorporated through the diploma development process. The result was a new Diploma in Teaching Early Childhood Education and new ways of teaching and learning embedded in Solomon Islands contexts, blending the best of local and imported knowledge. This article adds to a small body of literature related to ECE in the Solomon Islands and the Pacific region.

year: 2011

title: Ngā niho tēte o Pekehāua: An indigenous articulation of governance

authors: Mahuika, Rangimarie

subjects: Indigenous Governance

abstract: This thesis originally set out to examine the structures and models available within New Zealand for a post-settlement tribal governance framework that would meet the Office of Treaty Settlements requirements while empowering the needs and aspirations of Ngāti Rangiwewehi. During the course of the study, as a result of the fast-tracking of our tribal settlement this emphasis changed. With Ngāti Rangiwewehi electing to utilise the government recommended templates for the post-settlement entity, the research shifted to consider the evolution of governance within the tribe, looking at the ways tribal governance had developed from traditional practices to our current governance frameworks. It was anticipated that gaining a deeper understanding of the factors that have shaped and influenced our governance would also give us the necessary insights to adapt the Crown model the tribe had adopted to ensure it was able to meet Ngāti Rangiwewehi’s future aspirations. This belief was grounded in an understanding that prior to the arrival of Pākehā to Aotearoa/New Zealand Ngāti Rangiwewehi, along with all other iwi Māori, had their own systems of Governance. Our governance frameworks, encapsulated within our tikanga and kawa, operated to produce a strong, vibrant, and self-determining society. Through colonisation, and its imposed Western frameworks for governance within Aotearoa New Zealand, traditional Māori frameworks for law and governance were undermined, deconstructed, or marginalised to make way for the civilizing discourses and structures of the Settler, as enforced by the British Crown. Although the dominant system of law and frameworks for governance may have changed, Ngāti Rangiwewehi and Māori desires for self-determination have not.
Against this background the central question of this study has itself evolved, initially contemplating to what extent Ngāti Rangiwewehi might be able to remain self-determining in and through their post-settlement governance arrangements. The overwhelming conclusion the study could not avoid was that any governance approach drawn from the settler-colonial Eurocentric system currently dominant in New Zealand would be incapable of supporting tribal aspirations for self-determination. What was equally evident was the continued determination that the tribe, collectively and individually, maintained to mediate the imposed governance frameworks that interfere in our ability to fully exercise our tino rangatiratanga, or in our iwi-specific context, our tino Rangiwewehitanga. This observation led to the final iteration of the thesis question which asks what frameworks for governance would best empower Ngāti Rangiwewehi to be self-determining in and beyond this post-settlement governance era? Throughout the research what became apparent was the potential to utilise our traditional frameworks for governance, described and encapsulated within this study as Rangiwewehitanga, a decolonial paradigm for tribal governance. Viewed in this way, Rangiwewehitanga expands our understanding of governance beyond the limited perspectives imposed through colonization and requires our people to recognise and return to the wisdom of our ancestral teachings to craft the most appropriate pathways forward.

text: Ngā niho tēte o Pekehāua: An indigenous articulation of governance This thesis originally set out to examine the structures and models available within New Zealand for a post-settlement tribal governance framework that would meet the Office of Treaty Settlements requirements while empowering the needs and aspirations of Ngāti Rangiwewehi. During the course of the study, as a result of the fast-tracking of our tribal settlement this emphasis changed. With Ngāti Rangiwewehi electing to utilise the government recommended templates for the post-settlement entity, the research shifted to consider the evolution of governance within the tribe, looking at the ways tribal governance had developed from traditional practices to our current governance frameworks. It was anticipated that gaining a deeper understanding of the factors that have shaped and influenced our governance would also give us the necessary insights to adapt the Crown model the tribe had adopted to ensure it was able to meet Ngāti Rangiwewehi’s future aspirations. This belief was grounded in an understanding that prior to the arrival of Pākehā to Aotearoa/New Zealand Ngāti Rangiwewehi, along with all other iwi Māori, had their own systems of Governance. Our governance frameworks, encapsulated within our tikanga and kawa, operated to produce a strong, vibrant, and self-determining society. Through colonisation, and its imposed Western frameworks for governance within Aotearoa New Zealand, traditional Māori frameworks for law and governance were undermined, deconstructed, or marginalised to make way for the civilizing discourses and structures of the Settler, as enforced by the British Crown. Although the dominant system of law and frameworks for governance may have changed, Ngāti Rangiwewehi and Māori desires for self-determination have not.
Against this background the central question of this study has itself evolved, initially contemplating to what extent Ngāti Rangiwewehi might be able to remain self-determining in and through their post-settlement governance arrangements. The overwhelming conclusion the study could not avoid was that any governance approach drawn from the settler-colonial Eurocentric system currently dominant in New Zealand would be incapable of supporting tribal aspirations for self-determination. What was equally evident was the continued determination that the tribe, collectively and individually, maintained to mediate the imposed governance frameworks that interfere in our ability to fully exercise our tino rangatiratanga, or in our iwi-specific context, our tino Rangiwewehitanga. This observation led to the final iteration of the thesis question which asks what frameworks for governance would best empower Ngāti Rangiwewehi to be self-determining in and beyond this post-settlement governance era? Throughout the research what became apparent was the potential to utilise our traditional frameworks for governance, described and encapsulated within this study as Rangiwewehitanga, a decolonial paradigm for tribal governance. Viewed in this way, Rangiwewehitanga expands our understanding of governance beyond the limited perspectives imposed through colonization and requires our people to recognise and return to the wisdom of our ancestral teachings to craft the most appropriate pathways forward.

year: 2019