title: Whakahokia te reo ki tōna taioretanga: He rautaki reo mō Waikato-Tainui

authors: Roa, Raukura

subjects: Whakaora reo

abstract: Ko te kaupapa o tēnei pepa, ko te whakatakoto i tētehi mahere rautaki hei whakakaha, hei whakapakari i te reo Māori o te iwi o Waikato-Tainui. Ehara tēnei i te pepa wetewete i te rautaki whakaora reo, ehara hoki i te pepa tātari i ngā rautaki whakaora reo o te ao. Engari ia, he pepa whakatakoto i ōku whakaaro mō tētehi huarahi e ora ai te reo o Waikato-Tainui. Kei te rārangi whakapuakanga ētehi rauemi i toro atu ai au, heoi, kāore i āta tātarihia mō tēnei pepa. Nō reira, e rima ngā wāhanga o tēnei pepa. Ko te wāhanga tuatahi, he whakakaupapa i tēnei rautaki. Ko te wāhanga tuarua, he whakamārama i ngā whakahaeretanga o te iwi. Ko te wāhanga tuatoru, he whakatakoto i ngā whāinga o te rautaki. Ko te wāhanga tuawhā, he whakatakoto i te mahere e tutuki ai ngā whāinga o te rautaki. Ka mutu he whakatakoto whakaaro atu anō kāore i whakauru ki roto i te rautaki.

text: Whakahokia te reo ki tōna taioretanga: He rautaki reo mō Waikato-Tainui Ko te kaupapa o tēnei pepa, ko te whakatakoto i tētehi mahere rautaki hei whakakaha, hei whakapakari i te reo Māori o te iwi o Waikato-Tainui. Ehara tēnei i te pepa wetewete i te rautaki whakaora reo, ehara hoki i te pepa tātari i ngā rautaki whakaora reo o te ao. Engari ia, he pepa whakatakoto i ōku whakaaro mō tētehi huarahi e ora ai te reo o Waikato-Tainui. Kei te rārangi whakapuakanga ētehi rauemi i toro atu ai au, heoi, kāore i āta tātarihia mō tēnei pepa. Nō reira, e rima ngā wāhanga o tēnei pepa. Ko te wāhanga tuatahi, he whakakaupapa i tēnei rautaki. Ko te wāhanga tuarua, he whakamārama i ngā whakahaeretanga o te iwi. Ko te wāhanga tuatoru, he whakatakoto i ngā whāinga o te rautaki. Ko te wāhanga tuawhā, he whakatakoto i te mahere e tutuki ai ngā whāinga o te rautaki. Ka mutu he whakatakoto whakaaro atu anō kāore i whakauru ki roto i te rautaki.

year: 2011

title: Joe Gillayley: A model of cultural hybridity in Keri Hulme’s novel The Bone People

authors: Cozma, Codrina

subjects: Literary analysis

abstract: Born and raised at the confluence of two cultures, Western and Māori, the New Zealand author Keri Hulme crafts in her 1983 novel, The Bone People, a vigorous literary discourse whose integrity and realism often topple consecrated stereotyping colonial theories. Joe Gillayley displays complex mechanisms of cultural hybridity in major areas of his private and social life. His initially ambivalent attitude towards both his Western and his Māori heritage are evident in his personal, social and economic life - in his interactions with his family, his semi-adopted son Simon/ Himi, his friend Kerewin, his work, school authorities, and tribal figures such as the mysterious prophet Tiaki Mira. Post-colonial scholarship provides the context in which the analysis provided here is conducted, an analysis that highlights the futility of colonial theories that are based on distorted, stereotypical images of both Western and indigenous life and values.

text: Joe Gillayley: A model of cultural hybridity in Keri Hulme’s novel The Bone People Born and raised at the confluence of two cultures, Western and Māori, the New Zealand author Keri Hulme crafts in her 1983 novel, The Bone People, a vigorous literary discourse whose integrity and realism often topple consecrated stereotyping colonial theories. Joe Gillayley displays complex mechanisms of cultural hybridity in major areas of his private and social life. His initially ambivalent attitude towards both his Western and his Māori heritage are evident in his personal, social and economic life - in his interactions with his family, his semi-adopted son Simon/ Himi, his friend Kerewin, his work, school authorities, and tribal figures such as the mysterious prophet Tiaki Mira. Post-colonial scholarship provides the context in which the analysis provided here is conducted, an analysis that highlights the futility of colonial theories that are based on distorted, stereotypical images of both Western and indigenous life and values.

year: 2004-02

title: The Long Term Implication of RTLB Support: 'Listening to the Voices of Student Experiences'

authors: Pillay, Poobie

subjects: RTLB

abstract: This research inquiry is based on the narratives of six secondary school male students who tell of their experiences of having learning and/or behaviour difficulties in school.The research explores the perspectives of these six participants, from one New Zealand Secondary School, who received support from a Resource Teacher Learning and Behaviour (RTLB) from a single RTLB cluster. The RTLB service is a school based resource that provides itinerant specialist support to schools and work with regular class teachers to improve the educational outcomes for students with moderate learning and/or behavioural difficulties (Ministry of Education, 1999; Walker et al, 1999).

This study aims to capture the voices of the participants through narratives and to tell
of their experiences with RTLB, their school and what makes sense in their lives. The purpose of this research is to induce reflection, themes or possibly questions for further discussion or research. There were four questions that drove this research inquiry:

1. What were the experiences of the participants who received support
from the RTLB while they were at primary, intermediate or secondary
school?
2. What were their current experiences of school life?
3. What is it about boys and school- especially those with learning and
behaviour difficulties?
4. Were there any new insights available to support/extend the work of the
RTLB in this cluster?

A narrative approach was chosen as the methodology because it allowed the stories of
the students to be told in their own voices. The principles of a narrative guided the construction, presentation and application of the interviews. The interviews were informally conducted and the transcription formed the narratives in this inquiry.

The themes from the narratives generated discussion about the family as an important
factor in raising positive, well balanced children. The similarities between the Caucasian participants and the Māori participants of the Te Kotahitanga project also featured. The themes also cover the impact of immigration on the South African participants and show the differences between the two school systems and how they
affect students new to New Zealand. The impact of RTLB support was greatest on those who remembered quite clearly the RTLB and the support they received.

The research presented a positive outlook for the participants despite their difficulties
and experiences of school. Their resilience and the combination of support they received at school and home were important contributors to this optimism. The analysis of the narratives provided the RTLB in this cluster with some implications to support or extend their work. The implications included the development of proactive
connections and meaningful relationships with the student. This was possible by getting to know them better and by making them aware of the purpose of RTLB involvement. The students could also be included in the problem solving and
intervention processes. Two recommendations from this research are that future research could investigate a system to monitor progress of students who received RTLB support and a process to place immigrant children correctly in the New Zealand school system.

text: The Long Term Implication of RTLB Support: 'Listening to the Voices of Student Experiences' This research inquiry is based on the narratives of six secondary school male students who tell of their experiences of having learning and/or behaviour difficulties in school.The research explores the perspectives of these six participants, from one New Zealand Secondary School, who received support from a Resource Teacher Learning and Behaviour (RTLB) from a single RTLB cluster. The RTLB service is a school based resource that provides itinerant specialist support to schools and work with regular class teachers to improve the educational outcomes for students with moderate learning and/or behavioural difficulties (Ministry of Education, 1999; Walker et al, 1999).

This study aims to capture the voices of the participants through narratives and to tell
of their experiences with RTLB, their school and what makes sense in their lives. The purpose of this research is to induce reflection, themes or possibly questions for further discussion or research. There were four questions that drove this research inquiry:

1. What were the experiences of the participants who received support
from the RTLB while they were at primary, intermediate or secondary
school?
2. What were their current experiences of school life?
3. What is it about boys and school- especially those with learning and
behaviour difficulties?
4. Were there any new insights available to support/extend the work of the
RTLB in this cluster?

A narrative approach was chosen as the methodology because it allowed the stories of
the students to be told in their own voices. The principles of a narrative guided the construction, presentation and application of the interviews. The interviews were informally conducted and the transcription formed the narratives in this inquiry.

The themes from the narratives generated discussion about the family as an important
factor in raising positive, well balanced children. The similarities between the Caucasian participants and the Māori participants of the Te Kotahitanga project also featured. The themes also cover the impact of immigration on the South African participants and show the differences between the two school systems and how they
affect students new to New Zealand. The impact of RTLB support was greatest on those who remembered quite clearly the RTLB and the support they received.

The research presented a positive outlook for the participants despite their difficulties
and experiences of school. Their resilience and the combination of support they received at school and home were important contributors to this optimism. The analysis of the narratives provided the RTLB in this cluster with some implications to support or extend their work. The implications included the development of proactive
connections and meaningful relationships with the student. This was possible by getting to know them better and by making them aware of the purpose of RTLB involvement. The students could also be included in the problem solving and
intervention processes. Two recommendations from this research are that future research could investigate a system to monitor progress of students who received RTLB support and a process to place immigrant children correctly in the New Zealand school system.

year: 2009