title: RE-AUTHORISING BICULTURAL EXPERIENCES: Listening to previously silenced voices

authors: Stubbings, Mary Ann

subjects: Education

abstract: "Nothing strengthens authority so much as silence."
Leonardo de Vinci

The principles of the Doctrine of Discovery, conceived 500 years ago, advocated absolute power and authority for European invaders to conquer and claim indigenous land. This shaped the converging of Māori/Settler relationships and validated the colonisation of Aotearoa New Zealand. 

This thesis contends that the historic and taken for granted power and privilege that has benefitted Pākehā, transpired through a reimagined, fabricated version of our separate and combined past. The study unearths ingrained Pākehā perspectives and stereotypes about Māori, and a rejection of their disparate culture and identity. It highlights the role of schooling in Aotearoa New Zealand as a tool of colonisation to erase the culture and identity of Māori and to maintain a world view that authorised power and privilege for the Settlers. 

The study challenges Pākehā to 'step up' by shattering the sphere of silence around our combined historical narratives. It urges us [Pākehā] to develop critical consciousness so we may reflect on the world, and our position within it.

Inherent in this research is the premise that for Aotearoa, New Zealand to devise a future based on respectful and equitable sharing of social, financial, cultural, spiritual, and physical resources and opportunities, our silenced history, authorised by the State through the procedures of colonisation, must be acknowledged.

text: RE-AUTHORISING BICULTURAL EXPERIENCES: Listening to previously silenced voices "Nothing strengthens authority so much as silence."
Leonardo de Vinci

The principles of the Doctrine of Discovery, conceived 500 years ago, advocated absolute power and authority for European invaders to conquer and claim indigenous land. This shaped the converging of Māori/Settler relationships and validated the colonisation of Aotearoa New Zealand. 

This thesis contends that the historic and taken for granted power and privilege that has benefitted Pākehā, transpired through a reimagined, fabricated version of our separate and combined past. The study unearths ingrained Pākehā perspectives and stereotypes about Māori, and a rejection of their disparate culture and identity. It highlights the role of schooling in Aotearoa New Zealand as a tool of colonisation to erase the culture and identity of Māori and to maintain a world view that authorised power and privilege for the Settlers. 

The study challenges Pākehā to 'step up' by shattering the sphere of silence around our combined historical narratives. It urges us [Pākehā] to develop critical consciousness so we may reflect on the world, and our position within it.

Inherent in this research is the premise that for Aotearoa, New Zealand to devise a future based on respectful and equitable sharing of social, financial, cultural, spiritual, and physical resources and opportunities, our silenced history, authorised by the State through the procedures of colonisation, must be acknowledged.

year: 2023

title: Evaluation of the Whānau Ora Wellbeing Service of Te Whakaruruhau: Final report

authors: Robertson, Neville

subjects: whānau ora

abstract: Domestic violence and child abuse represent significant threats to whānau ora. Conversely, the weakening or loss of whānau ties can increase the vulnerability of whānau members to domestic violence and child abuse. Thus enhancing whānau ora in the context of domestic violence and child abuse is both a high priority and a significant challenge.

Te Whakaruruhau Māori Women’s Refuge has been providing safe housing, support and advocacy to women and children for over two decades and has become a key agency in family violence networks in Kirikiriroa. The development of the Whānau Ora Wellbeing Service, the focus of this evaluation, was a logical extension of Refuge services.

The Māori and Psychology Research Unit was commissioned in mid‐2011 to conduct this evaluation. It is based on ten case studies of clients in the programme, interviews with Te Whakaruruhau staff and key informants in allied agencies, and participant‐observation of Refuge activities. The case studies provide insights into the lived experience of women dealing with violence, their attempts to protect themselves and their children, and their experiences of – and reflections upon – the Whānau Ora Wellbeing programme.

text: Evaluation of the Whānau Ora Wellbeing Service of Te Whakaruruhau: Final report Domestic violence and child abuse represent significant threats to whānau ora. Conversely, the weakening or loss of whānau ties can increase the vulnerability of whānau members to domestic violence and child abuse. Thus enhancing whānau ora in the context of domestic violence and child abuse is both a high priority and a significant challenge.

Te Whakaruruhau Māori Women’s Refuge has been providing safe housing, support and advocacy to women and children for over two decades and has become a key agency in family violence networks in Kirikiriroa. The development of the Whānau Ora Wellbeing Service, the focus of this evaluation, was a logical extension of Refuge services.

The Māori and Psychology Research Unit was commissioned in mid‐2011 to conduct this evaluation. It is based on ten case studies of clients in the programme, interviews with Te Whakaruruhau staff and key informants in allied agencies, and participant‐observation of Refuge activities. The case studies provide insights into the lived experience of women dealing with violence, their attempts to protect themselves and their children, and their experiences of – and reflections upon – the Whānau Ora Wellbeing programme.

year: 2013-07-20

title: Physical education in primary schools: holding on to the past or heading for a different future?

authors: Petrie, Kirsten Culhane

subjects: primary schools

abstract: This paper reports on research undertaken by Pétrie, jones, and McKlm (2007)' during 2006, as part of a Ministry of Education funded evaluation ofthe Impacts of professional learning on currlcular and co-currlcular physical activity. While the evaluative research explored physical activity In the broadest sense, this paper concentrates specifically on the aspect ofthe research that focussed on physical education [PEj as a curriculum subject. The paper provides a snapshot of how PE ¡s understood and practised by generallst teachers In ten primary schools. It then identifies some of the factors that contribute to interpretations and delivery of PE, and Issues that need to be addressed If PE is to move beyond the past and towards an alternative future.

text: Physical education in primary schools: holding on to the past or heading for a different future? This paper reports on research undertaken by Pétrie, jones, and McKlm (2007)' during 2006, as part of a Ministry of Education funded evaluation ofthe Impacts of professional learning on currlcular and co-currlcular physical activity. While the evaluative research explored physical activity In the broadest sense, this paper concentrates specifically on the aspect ofthe research that focussed on physical education [PEj as a curriculum subject. The paper provides a snapshot of how PE ¡s understood and practised by generallst teachers In ten primary schools. It then identifies some of the factors that contribute to interpretations and delivery of PE, and Issues that need to be addressed If PE is to move beyond the past and towards an alternative future.

year: 2008