title: A history of Māori literacy success

authors: Derby, Melissa

abstract: This article explores literacy in 19th century Māori society, and in particular, this work considers the initial interactions Māori tribal groups had with literacy following contact with British settlers. The overarching purpose of this article is to respond to the increasingly prevalent suggestion that literacy is a Western competency, and that to be concerned with ensuring Māori children are achieving well in reading and writing is an act of colonisation. This work illustrates that these narratives run counter to the history, behaviour, and values of many tribal groups in New Zealand. More specifically, the historical interactions Māori had with literacy illustrate that both the ability and the desire to succeed in reading and writing was a feature of Māori historical practices. Therefore, to ensure high levels of literacy achievement in contemporary times is not a colonising act but rather aligns with Māori history, behaviour, and values.

text: A history of Māori literacy success This article explores literacy in 19th century Māori society, and in particular, this work considers the initial interactions Māori tribal groups had with literacy following contact with British settlers. The overarching purpose of this article is to respond to the increasingly prevalent suggestion that literacy is a Western competency, and that to be concerned with ensuring Māori children are achieving well in reading and writing is an act of colonisation. This work illustrates that these narratives run counter to the history, behaviour, and values of many tribal groups in New Zealand. More specifically, the historical interactions Māori had with literacy illustrate that both the ability and the desire to succeed in reading and writing was a feature of Māori historical practices. Therefore, to ensure high levels of literacy achievement in contemporary times is not a colonising act but rather aligns with Māori history, behaviour, and values.

year: 2021

title: Pūrākau, death, and assisted dying: A Māori framework for understanding end-of-life

authors: Karaka-Clarke, Te Hurinui

subjects: Pūrākau, Assisted Dying, Tikanga Māori, Mōair Cosmology, End of Life: Ethics, Mana Motuhake, Wairua, Whakapapa, Relational Autonomy

abstract: This conceptual article addresses several critical gaps in health literature by exploring the ethical, spiritual, and cultural dimensions of assisted dying through the lens of Tikanga Māori and pūrākau (ancestral narratives).  While existing end-of-life policy frameworks often prioritize Western bioethical principles, this article argues for the inclusion of Kaupapa Māori principles such as whakapapa, wairua, mana motuhake, and tapu/ noa as essential components of culturally resonant care.    Drawing upon foundational narratives including the separation of  Ranginui and Papatūānuku, the creation of Hineahuone, the transformation of Hinetītama into Hinenuitepō, and the fatal attempt of Māui to conquer death, we position pūrākau as dynamic ethical texts that guide decision-making.  This article contributes to Indigenous health discourse by offering a whānau-centred, tikanga-informed critique of the End-of-Life Choice Act 2019 and calls for broader recognition of spiritual and relational dimensions in end-of-life care.   We contend that, when under-taken with whānau engagement, spiritual awareness, and cultural integrity, may be ethically compatible with tikanga Māori

text: Pūrākau, death, and assisted dying: A Māori framework for understanding end-of-life This conceptual article addresses several critical gaps in health literature by exploring the ethical, spiritual, and cultural dimensions of assisted dying through the lens of Tikanga Māori and pūrākau (ancestral narratives).  While existing end-of-life policy frameworks often prioritize Western bioethical principles, this article argues for the inclusion of Kaupapa Māori principles such as whakapapa, wairua, mana motuhake, and tapu/ noa as essential components of culturally resonant care.    Drawing upon foundational narratives including the separation of  Ranginui and Papatūānuku, the creation of Hineahuone, the transformation of Hinetītama into Hinenuitepō, and the fatal attempt of Māui to conquer death, we position pūrākau as dynamic ethical texts that guide decision-making.  This article contributes to Indigenous health discourse by offering a whānau-centred, tikanga-informed critique of the End-of-Life Choice Act 2019 and calls for broader recognition of spiritual and relational dimensions in end-of-life care.   We contend that, when under-taken with whānau engagement, spiritual awareness, and cultural integrity, may be ethically compatible with tikanga Māori

year: 2025-09-24

title: Systems of service delivery: A resilience perspective

authors: Stanley, Peter

subjects: Cross-agency referrals

abstract: This article discusses the efficacy of different methods of referring children for educational psychological services from the perspective of resilience theorising and research. Four referral systems are considered, and they are intake, patch, screening, and cross-agency referrals. It is argued that the intake system, where referrals are received by a central agency from a number of sources, is problematic from a practice as well as a theoretical perspective. The patch approach is where an educational psychologist works in a defined geographical area, and this system is recommended instead because it promotes an in-depth understanding of the particular circumstances of children, parents, and teachers. It is also suggested that geographical patches, plus the screening of students at several developmental points, is the most useful referral approach because it combines comparative standards and local knowledge. As well, cross-agency referrals, which are referrals from other social service agencies, can function as useful sources of clients for psychological services

text: Systems of service delivery: A resilience perspective This article discusses the efficacy of different methods of referring children for educational psychological services from the perspective of resilience theorising and research. Four referral systems are considered, and they are intake, patch, screening, and cross-agency referrals. It is argued that the intake system, where referrals are received by a central agency from a number of sources, is problematic from a practice as well as a theoretical perspective. The patch approach is where an educational psychologist works in a defined geographical area, and this system is recommended instead because it promotes an in-depth understanding of the particular circumstances of children, parents, and teachers. It is also suggested that geographical patches, plus the screening of students at several developmental points, is the most useful referral approach because it combines comparative standards and local knowledge. As well, cross-agency referrals, which are referrals from other social service agencies, can function as useful sources of clients for psychological services

year: 2012