title: Political critique and genealogical vision in te oriori a Rihi Puhiwahine, 1870s

authors: Iti Prendergast, Sam

abstract: Long before twentieth-century scholars developed the language to describe 'settler colonialism', nineteenth-century Māori writers, composers, and storytellers critiqued British imperialism and theorized colonial violence. In mōteatea, letters, and kōrero heke iho (narratives passed down), tūpuna Māori asked what British colonial settlement would mean for te ao Māori, the Māori world. As they reflected on the changes wrought by imperialism, tūpuna offered guidance for future uri (descendants). This is an article about the ways that one wahine Māori critiqued colonization and imagined Māori futures in the context of mid-nineteenth-century colonial invasion. More specifically, it is an article about how Rihi Puhiwahine, a renowned composer, guided her descendants through a world disfigured by British imperialism.

text: Political critique and genealogical vision in te oriori a Rihi Puhiwahine, 1870s Long before twentieth-century scholars developed the language to describe 'settler colonialism', nineteenth-century Māori writers, composers, and storytellers critiqued British imperialism and theorized colonial violence. In mōteatea, letters, and kōrero heke iho (narratives passed down), tūpuna Māori asked what British colonial settlement would mean for te ao Māori, the Māori world. As they reflected on the changes wrought by imperialism, tūpuna offered guidance for future uri (descendants). This is an article about the ways that one wahine Māori critiqued colonization and imagined Māori futures in the context of mid-nineteenth-century colonial invasion. More specifically, it is an article about how Rihi Puhiwahine, a renowned composer, guided her descendants through a world disfigured by British imperialism.

year: 2024

title: 1999 Professorial Address: Nau te rourou, naku te rourou… Māori education: setting an agenda.

authors: Bishop, Russell

subjects: educational outcomes

abstract: Current educational policies and practices in Aotearoa/New Zealand were developed and continue to be developed within a framework of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Māori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successful participation by Māori students in mainstream classrooms. This model constitutes the classroom as a place where young people's sense-making processes (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as "acceptable" and "official" and where the teacher interacts with students in such a way that new knowledge is co-created. Such a classroom will generate totally different interaction and participation patterns and educational outcomes from a classroom where knowledge is seen as something that the teacher makes sense of and then passes on to students.

text: 1999 Professorial Address: Nau te rourou, naku te rourou… Māori education: setting an agenda. Current educational policies and practices in Aotearoa/New Zealand were developed and continue to be developed within a framework of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Māori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successful participation by Māori students in mainstream classrooms. This model constitutes the classroom as a place where young people's sense-making processes (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as "acceptable" and "official" and where the teacher interacts with students in such a way that new knowledge is co-created. Such a classroom will generate totally different interaction and participation patterns and educational outcomes from a classroom where knowledge is seen as something that the teacher makes sense of and then passes on to students.

year: 2000

title: The role of brief mindfulness meditation instruction and practice in changing biophysical indicators in pregnant women and their babies

authors: Clark, Mary Rosanne

subjects: Mindfulness

abstract: Pregnancy is a time of change that has the potential to be a stressful experience for some women. There is evidence from animal and human studies that longterm exposure to maternal stress can be detrimental to the unborn baby, both before and after birth. Non-pharmacological interventions that are aimed at assisting pregnant women to mediate the way they respond to stress are particularly relevant for the pregnant population, due to the potential teratogenic risks associated with drug therapy. Mindfulness-based therapies have the potential to be beneficial for pregnant women. The aim of this study was to explore the effect of a brief biofeedback-assisted mindfulness meditation procedure on the physiological responses of pregnant women and their babies. Six women in the last trimester of pregnancy completed a brief mindfulness meditation procedure. Each participant’s physiological responses (heart rate, respiration rate and galvanic skin response), and her baby’s heart rate, were measured across baseline, teaching and practice conditions. The results indicated that the procedure was associated with a physiological change in at least one of the variables for all of the participants. The procedure was not, however, associated with a change in all of the variables for any of the participants. The procedure was associated with a decrease in the mean fetal heart rate in four of the six babies. There was no clear association between maternal physiological responses and fetal responses for five of the six participants. The findings suggest that biofeedback is helpful in assisting participants to learn and practice a brief mindfulness meditation procedure.

text: The role of brief mindfulness meditation instruction and practice in changing biophysical indicators in pregnant women and their babies Pregnancy is a time of change that has the potential to be a stressful experience for some women. There is evidence from animal and human studies that longterm exposure to maternal stress can be detrimental to the unborn baby, both before and after birth. Non-pharmacological interventions that are aimed at assisting pregnant women to mediate the way they respond to stress are particularly relevant for the pregnant population, due to the potential teratogenic risks associated with drug therapy. Mindfulness-based therapies have the potential to be beneficial for pregnant women. The aim of this study was to explore the effect of a brief biofeedback-assisted mindfulness meditation procedure on the physiological responses of pregnant women and their babies. Six women in the last trimester of pregnancy completed a brief mindfulness meditation procedure. Each participant’s physiological responses (heart rate, respiration rate and galvanic skin response), and her baby’s heart rate, were measured across baseline, teaching and practice conditions. The results indicated that the procedure was associated with a physiological change in at least one of the variables for all of the participants. The procedure was not, however, associated with a change in all of the variables for any of the participants. The procedure was associated with a decrease in the mean fetal heart rate in four of the six babies. There was no clear association between maternal physiological responses and fetal responses for five of the six participants. The findings suggest that biofeedback is helpful in assisting participants to learn and practice a brief mindfulness meditation procedure.

year: 2012