title: A Critical Tiriti Analysis of the Treaty Statement From a University in Aotearoa New Zealand

authors: Hamley, Logan

abstract: Universities in Aotearoa New Zealand have been placed under the spotlight for claims of systemic racism. Following the claims made in relation to the University of Waikato in 2020 and University of Otago in 2022, universities have the responsibility to create an inclusive environment where systemic racism is dismantled, to meaningfully partner with Māori to construct a model for decolonisation, and to enhance the academic experience of Māori staff and students by weaving in mātauranga Māori into existing teaching and research practices. The University of Waikato progresses ahead of other universities in its attempt to fulfil Te Tiriti o Waitangi commitment through the introduction of the Treaty Statement. In this paper, the Treaty Statement is used as a case study to identify how universities articulate bicultural commitments. To do so, our team (consisting of Māori and tauiwi scholars) performed a critical Tiriti analysis comprising five phases to investigate the degree of alignment of the statement with Te Tiriti. The desktop analysis showed poor engagement with most Te Tiriti elements. The analysis evaluation of “good” (more than satisfactory) was measured for the consideration of “Māori exercising equitable citizenship”. This article concludes with recommendations of how universities can strengthen their practices to live up to Te Tiriti aspirations.

text: A Critical Tiriti Analysis of the Treaty Statement From a University in Aotearoa New Zealand Universities in Aotearoa New Zealand have been placed under the spotlight for claims of systemic racism. Following the claims made in relation to the University of Waikato in 2020 and University of Otago in 2022, universities have the responsibility to create an inclusive environment where systemic racism is dismantled, to meaningfully partner with Māori to construct a model for decolonisation, and to enhance the academic experience of Māori staff and students by weaving in mātauranga Māori into existing teaching and research practices. The University of Waikato progresses ahead of other universities in its attempt to fulfil Te Tiriti o Waitangi commitment through the introduction of the Treaty Statement. In this paper, the Treaty Statement is used as a case study to identify how universities articulate bicultural commitments. To do so, our team (consisting of Māori and tauiwi scholars) performed a critical Tiriti analysis comprising five phases to investigate the degree of alignment of the statement with Te Tiriti. The desktop analysis showed poor engagement with most Te Tiriti elements. The analysis evaluation of “good” (more than satisfactory) was measured for the consideration of “Māori exercising equitable citizenship”. This article concludes with recommendations of how universities can strengthen their practices to live up to Te Tiriti aspirations.

year: 2024-02-21

title: Te Mata Ira—Faces of the Gene: Developing a cultural foundation for biobanking and genomic research involving Māori

authors: Hudson, Maui

abstract: Te Mata Ira was a three-year research project (2012–2015) that explored Māori views on genomic research and biobanking for the development of culturally appropriate guidelines. A key component of this process has been to identify Māori concepts that provide cultural reference points for engaging with biobanking and genomic research. These cultural cues provide the basis for describing the cultural logic that underpins engagement in this context in a culturally acceptable manner. This paper outlines the role of two wānanga (workshops) conducted as part of the larger project that were used to make sense of the Māori concepts that emerged from other data-collection activities. The wānanga involved six experts who worked with the research team to make sense of the Māori concepts. The wānanga process created the logic behind the cultural foundation for biobanking and genomic research, providing a basis for understanding Māori concepts, Māori ethical principles and their application to biobanking and genomic research.

text: Te Mata Ira—Faces of the Gene: Developing a cultural foundation for biobanking and genomic research involving Māori Te Mata Ira was a three-year research project (2012–2015) that explored Māori views on genomic research and biobanking for the development of culturally appropriate guidelines. A key component of this process has been to identify Māori concepts that provide cultural reference points for engaging with biobanking and genomic research. These cultural cues provide the basis for describing the cultural logic that underpins engagement in this context in a culturally acceptable manner. This paper outlines the role of two wānanga (workshops) conducted as part of the larger project that were used to make sense of the Māori concepts that emerged from other data-collection activities. The wānanga involved six experts who worked with the research team to make sense of the Māori concepts. The wānanga process created the logic behind the cultural foundation for biobanking and genomic research, providing a basis for understanding Māori concepts, Māori ethical principles and their application to biobanking and genomic research.

year: 2016

title: A descriptive study exploring the potential benefits of a model train club community for children with developmental disabilities

authors: Geary, Tamara

subjects: Autistic people

abstract: Approximately 1 in 100 individuals in New Zealand are diagnosed with autism spectrum disorder (ASD), facing significant challenges in socialisation and communication. Identifying effective methods to enhance these skills is important, as difficulties can lead to adversity in independent living, employment, and relationships.
Research indicates that utilising items of interest can boost social interaction motivations in autistic individuals. For example, Le Goff’s study demonstrated how structured, interest-based activities like LEGO can promote social engagement.
Building on Le Goff’s (2004) findings, this study examined opportunities for facilitating social interactions and communication among autistic children through a model train club. A mixed-methods approach was applied, gathering data via observations, caregiver interviews, a volunteer focus group, and case studies. Observational data confirmed instances of social interaction and engagement with trains. Caregiver interviews revealed the club’s beneficial impact on their children and their reasons for ongoing involvement. The volunteer focus group expressed dedication to maintaining an inclusive and engaging atmosphere, emphasising the club's social value. Meanwhile, case studies showed that neurodivergent individuals participated in social interactions, joint attention, and engagement with trains within this environment. 
The findings indicate that the model train club is a valuable space for neurodivergent children, particularly those with milder autism, to practice and improve their social interaction skills in a supportive setting.

text: A descriptive study exploring the potential benefits of a model train club community for children with developmental disabilities Approximately 1 in 100 individuals in New Zealand are diagnosed with autism spectrum disorder (ASD), facing significant challenges in socialisation and communication. Identifying effective methods to enhance these skills is important, as difficulties can lead to adversity in independent living, employment, and relationships.
Research indicates that utilising items of interest can boost social interaction motivations in autistic individuals. For example, Le Goff’s study demonstrated how structured, interest-based activities like LEGO can promote social engagement.
Building on Le Goff’s (2004) findings, this study examined opportunities for facilitating social interactions and communication among autistic children through a model train club. A mixed-methods approach was applied, gathering data via observations, caregiver interviews, a volunteer focus group, and case studies. Observational data confirmed instances of social interaction and engagement with trains. Caregiver interviews revealed the club’s beneficial impact on their children and their reasons for ongoing involvement. The volunteer focus group expressed dedication to maintaining an inclusive and engaging atmosphere, emphasising the club's social value. Meanwhile, case studies showed that neurodivergent individuals participated in social interactions, joint attention, and engagement with trains within this environment. 
The findings indicate that the model train club is a valuable space for neurodivergent children, particularly those with milder autism, to practice and improve their social interaction skills in a supportive setting.

year: 2025-06-14