title: Ko Waikato-Maniapoto te iwi

authors: Ngaia, Te Ingo Karangaroa Terehia

subjects: Waikato Maniapoto

abstract: Nō te ūnga mai o Tainui waka, i Whangaparāoa, ka tīmata i reira te tautapa haere a Tainui waka i tōna rohe, i tāna tere i Te Ika-ā-Māui. Nāwai rā ka tau ki tōna tumu i roto o Kāwhia Moana, Kāwhia Kai, Kāwhia Tāngata, i te taha hauāuru o Te Ika-ā-Māui. I roto i ngā rautau i muri mai i te ūnga o Tainui waka me ngā tūpuna i tere mai i te waka, ka tīmata ngā tūpuna te mātoro haere i te whenua hou me te whakanoho i ngō rātou whānau. Ka tupu i koneki ngā hapū me ngā iwi i heke mai i ngā waka. I roto i ngā tātai whakapapa o Tainu waka, e mārama mai ana ngā kāwai heke ki ngā iwi o Waikato me Maniapoto hoki. Ka whai mana ngā rangatira o ngā iwi nei i ngō rātou kāinga me ngā pānga whenua i noho ai rātou.
I hua tuatahi ai te iwi o Waikato-Maniapoto i roto i ngā pakanga me ngā whakaipoipotanga mo ngā kāinga me ngā pānga whenua, kai, moana hoki. Nā ngā pūkenga wānanga, pakanga hoki, i whakawehe, i kotahi ai rānei ngā iwi.
I te taenga mai o te Pākehā ki te pēhi i ngā tikanga a te Māori, ka huri te aro o te Pākehā ki te whakahau me te whakawai i ngā rātou tauira hou ki runga i ngā iwi.
Ka whakaturengia ngā ingoa o ngā tikanga hou, nā te Kāwanatanga Pākehā hou nei i whakamana, ā, i whakaū ngēnei tikanga hou kia pēhia ngā tikanga taketake ake a te Māori. Ka huri a Waikato-Maniapoto iwi ki te aru i ngā tauira hou ki te whakawhanake i ngā uri whakatupu i roto i te ao hou. Hoi, i mau tonu i a Waikato-Maniapoto te wairua me ngā tikanga i heke iho ki ngōna uri.
Ka whakaūngia te wairua me ngā tikanga o ngā mātua tūpuna ki roto i te tauira hou o te Kīngitanga. Ka mahi ngātahi te Kīngitanga me te iwi o Waikato-Maniapoto ki te whakatinana i tōna kaupapa, arā, hei pupuru i te toto; hei pupuru i te whenua; ā, hei pupuru i te mana Māori motuhake. I roto i te Kīngitanga nga 
hanganga iwi hou i puta hei kōkiri i ngā rautaki whakawhanake i te iwi whānui i roto i te ao hou nei.
Huhua noa atu ngā uri o Waikato-Maniapoto i whai wāhi i runga i ngā tūranga whakawhanake i te iwi whānui mā te whakaū i te mana Māori motuhake i roto i te reo me ngā tikanga o Waikato-Maniapoto iwi me ngōna kaupapa. Ko te whakahua i ngā hononga iwi kia whai whanaungatanga, kia whai tūrangawaewae te whakatinanatanga o te whakapono ā-wairua nei ki ngā taonga tuku iho o Waikato-Maniapoto. Ka whai mana, ka tūturu te kīanga a Waikato-Maniapoto i roto i te whakamana a ngā uri i ngā kōrero whakapapa o te iwi o Waikato-Maniapoto me te whakamana i te kīanga nei i ngā reanga whakapapa.

text: Ko Waikato-Maniapoto te iwi Nō te ūnga mai o Tainui waka, i Whangaparāoa, ka tīmata i reira te tautapa haere a Tainui waka i tōna rohe, i tāna tere i Te Ika-ā-Māui. Nāwai rā ka tau ki tōna tumu i roto o Kāwhia Moana, Kāwhia Kai, Kāwhia Tāngata, i te taha hauāuru o Te Ika-ā-Māui. I roto i ngā rautau i muri mai i te ūnga o Tainui waka me ngā tūpuna i tere mai i te waka, ka tīmata ngā tūpuna te mātoro haere i te whenua hou me te whakanoho i ngō rātou whānau. Ka tupu i koneki ngā hapū me ngā iwi i heke mai i ngā waka. I roto i ngā tātai whakapapa o Tainu waka, e mārama mai ana ngā kāwai heke ki ngā iwi o Waikato me Maniapoto hoki. Ka whai mana ngā rangatira o ngā iwi nei i ngō rātou kāinga me ngā pānga whenua i noho ai rātou.
I hua tuatahi ai te iwi o Waikato-Maniapoto i roto i ngā pakanga me ngā whakaipoipotanga mo ngā kāinga me ngā pānga whenua, kai, moana hoki. Nā ngā pūkenga wānanga, pakanga hoki, i whakawehe, i kotahi ai rānei ngā iwi.
I te taenga mai o te Pākehā ki te pēhi i ngā tikanga a te Māori, ka huri te aro o te Pākehā ki te whakahau me te whakawai i ngā rātou tauira hou ki runga i ngā iwi.
Ka whakaturengia ngā ingoa o ngā tikanga hou, nā te Kāwanatanga Pākehā hou nei i whakamana, ā, i whakaū ngēnei tikanga hou kia pēhia ngā tikanga taketake ake a te Māori. Ka huri a Waikato-Maniapoto iwi ki te aru i ngā tauira hou ki te whakawhanake i ngā uri whakatupu i roto i te ao hou. Hoi, i mau tonu i a Waikato-Maniapoto te wairua me ngā tikanga i heke iho ki ngōna uri.
Ka whakaūngia te wairua me ngā tikanga o ngā mātua tūpuna ki roto i te tauira hou o te Kīngitanga. Ka mahi ngātahi te Kīngitanga me te iwi o Waikato-Maniapoto ki te whakatinana i tōna kaupapa, arā, hei pupuru i te toto; hei pupuru i te whenua; ā, hei pupuru i te mana Māori motuhake. I roto i te Kīngitanga nga 
hanganga iwi hou i puta hei kōkiri i ngā rautaki whakawhanake i te iwi whānui i roto i te ao hou nei.
Huhua noa atu ngā uri o Waikato-Maniapoto i whai wāhi i runga i ngā tūranga whakawhanake i te iwi whānui mā te whakaū i te mana Māori motuhake i roto i te reo me ngā tikanga o Waikato-Maniapoto iwi me ngōna kaupapa. Ko te whakahua i ngā hononga iwi kia whai whanaungatanga, kia whai tūrangawaewae te whakatinanatanga o te whakapono ā-wairua nei ki ngā taonga tuku iho o Waikato-Maniapoto. Ka whai mana, ka tūturu te kīanga a Waikato-Maniapoto i roto i te whakamana a ngā uri i ngā kōrero whakapapa o te iwi o Waikato-Maniapoto me te whakamana i te kīanga nei i ngā reanga whakapapa.

year: 2010

title: How Well Does Psychological Research in Aotearoa New Zealand Reflect Diversity?

authors: Tan, Kyle K. H.

subjects: biculturalism

abstract: This paper presents our reflections as psychological researchers based on a content analysis of studies published in Journal of the New Zealand College of Clinical Psychologists and New Zealand Journal of Psychology over the last decade. We found the frequency of articles that had considered biculturalism, multiculturalism and diversity was related to the scope of the journal and the release of special issues on specific themes (e.g. Indigenous psychologies in 2017). Five issues were identified around the inclusion of cultural diversity in psychological research: inadequate data collection, controlling for diversity, no contextualisation of diversity, pathologisation of diversity and passing responsibility to others. Each issue was succinctly discussed with examples provided. Through this paper, we hope to open up a conversation on how psychological researchers can meet their ethical responsibility to Te Tiriti o Waitangi.

text: How Well Does Psychological Research in Aotearoa New Zealand Reflect Diversity? This paper presents our reflections as psychological researchers based on a content analysis of studies published in Journal of the New Zealand College of Clinical Psychologists and New Zealand Journal of Psychology over the last decade. We found the frequency of articles that had considered biculturalism, multiculturalism and diversity was related to the scope of the journal and the release of special issues on specific themes (e.g. Indigenous psychologies in 2017). Five issues were identified around the inclusion of cultural diversity in psychological research: inadequate data collection, controlling for diversity, no contextualisation of diversity, pathologisation of diversity and passing responsibility to others. Each issue was succinctly discussed with examples provided. Through this paper, we hope to open up a conversation on how psychological researchers can meet their ethical responsibility to Te Tiriti o Waitangi.

year: 2023-07-24

title: Understanding informal learning among international students through their brokering practices

authors: Lee, Sherrie

subjects: international students

abstract: While informal learning is recognised as an important part of academic learning, the significance of learning outside the prescribed curriculum has been largely overlooked in the literature on international students. The purpose of this study is to better understand the informal academic learning practices of international EAL students through the concept of brokering. In this study, brokering practices are defined as academic help-seeking social interactions outside the formal curriculum. Examples of brokering interactions include translating academic-related information or making explicit the requirements of an academic task. This paper is based on an ethnographic study involving ten international EAL students at a New Zealand university. Students were interviewed regularly over the period of one academic semester. Based on initial findings, the article details the characteristics of peer and non-peer brokers. Brokers were chosen because they had prior experience or recognised expertise in particular academic areas. At times, they were also chosen because they could communicate in the students’ native language. It is hoped that understanding the different types of brokers will allow institutions to develop more effective strategies in supporting international students’ academic needs.

text: Understanding informal learning among international students through their brokering practices While informal learning is recognised as an important part of academic learning, the significance of learning outside the prescribed curriculum has been largely overlooked in the literature on international students. The purpose of this study is to better understand the informal academic learning practices of international EAL students through the concept of brokering. In this study, brokering practices are defined as academic help-seeking social interactions outside the formal curriculum. Examples of brokering interactions include translating academic-related information or making explicit the requirements of an academic task. This paper is based on an ethnographic study involving ten international EAL students at a New Zealand university. Students were interviewed regularly over the period of one academic semester. Based on initial findings, the article details the characteristics of peer and non-peer brokers. Brokers were chosen because they had prior experience or recognised expertise in particular academic areas. At times, they were also chosen because they could communicate in the students’ native language. It is hoped that understanding the different types of brokers will allow institutions to develop more effective strategies in supporting international students’ academic needs.

year: 2017