title: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana

authors: Woller, Paul Robert

subjects: Ngāi Tamarāwaho

abstract: Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

text: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

year: 2016

title: Incorporating indigenous values in corporate social responsibility reports

authors: Schneider, Annika Barbara Sabine

subjects: corporate social responsibility

abstract: Purpose– The purpose of this paper is to show how a major state-owned enterprise in New Zealand uses its annual report to promote the image of an organisation concerned with the local community including Māori, the indigenous people of New Zealand, Māori values and their relationship with the environment.
Design/methodology/approach – This longitudinal single case study of Mighty River Power Limited spans the period 2000 to 2009. It involves detailed examination of the narrative disclosures contained in the annual reports, including photographs, over the period of the study to determine whether Mighty River Power used the annual report to present a favourable image to the organisation’s stakeholders. Indigenous partnerships between the organisation and Māori trusts were also investigated to determine how these contributed to the corporate identity promoted in the annual reports.
Findings – The analysis found that annual report was used to promote the image of an organisation upholding the Māori value of kaitiakitanga as part of its social responsibility to the local community and environment. Māori partnerships and community environmental group sponsorship were featured extensively in the images and narratives, with specific reference to indigenous values.
Originality/value – This paper builds upon previous literature in the field of corporate social responsibility in annual reports and extends it to the state-owned enterprise sector in New Zealand, focusing specifically on the relationship between the entity and the indigenous community in which it operates.

text: Incorporating indigenous values in corporate social responsibility reports Purpose– The purpose of this paper is to show how a major state-owned enterprise in New Zealand uses its annual report to promote the image of an organisation concerned with the local community including Māori, the indigenous people of New Zealand, Māori values and their relationship with the environment.
Design/methodology/approach – This longitudinal single case study of Mighty River Power Limited spans the period 2000 to 2009. It involves detailed examination of the narrative disclosures contained in the annual reports, including photographs, over the period of the study to determine whether Mighty River Power used the annual report to present a favourable image to the organisation’s stakeholders. Indigenous partnerships between the organisation and Māori trusts were also investigated to determine how these contributed to the corporate identity promoted in the annual reports.
Findings – The analysis found that annual report was used to promote the image of an organisation upholding the Māori value of kaitiakitanga as part of its social responsibility to the local community and environment. Māori partnerships and community environmental group sponsorship were featured extensively in the images and narratives, with specific reference to indigenous values.
Originality/value – This paper builds upon previous literature in the field of corporate social responsibility in annual reports and extends it to the state-owned enterprise sector in New Zealand, focusing specifically on the relationship between the entity and the indigenous community in which it operates.

year: 2012

title: Metadata and organizational structures in personal photograph digital libraries

authors: Cunningham, Sally Jo

subjects: computer science

abstract: We examine the ‘native’ metadata and organizational structures that individuals create for their personal photo digital libraries, by analyzing the behaviour of photo collectors as recorded in 37 autoethnographies and ethnographies. The findings confirm several common assumptions about how people organize their photos that have been the basis for features in earlier photo digital libraries- that photos are commonly organized by time, event, and location, and that collection owners create very little metadata manually. We discuss alternate sources of metadata that arise as a consequence of sharing photos, and consider additional features for photo digital libraries that may be useful in supporting searching and browsing of personal collections.

text: Metadata and organizational structures in personal photograph digital libraries We examine the ‘native’ metadata and organizational structures that individuals create for their personal photo digital libraries, by analyzing the behaviour of photo collectors as recorded in 37 autoethnographies and ethnographies. The findings confirm several common assumptions about how people organize their photos that have been the basis for features in earlier photo digital libraries- that photos are commonly organized by time, event, and location, and that collection owners create very little metadata manually. We discuss alternate sources of metadata that arise as a consequence of sharing photos, and consider additional features for photo digital libraries that may be useful in supporting searching and browsing of personal collections.

year: 2007