title: New Zealand history is Maori history: Tikanga as the ethical foundation of historical scholarship In Aotearoa New Zealand

authors: Mahuika, Nepia

subjects: Arts & Humanities

abstract: IT SHOULD COME AS NO SURPRISE TO FIND that New Zealand history is Māori history. In 1987 when Tipene O’Regan stated that the ‘the past belongs to all New Zealanders, but first it is ours’, he was drawing attention to New Zealand history’s foundation in Māori history.1 Thinking about New Zealand history as Māori history does not mean denying the histories of European, Asian and Pasifika immigrants, but draws attention to the notion that ‘settler’ aspirations to claim ‘Aotearoa’ as home occur within a much broader narrative of indigenous occupation and struggle.2 Indeed, how can New Zealand history be the story of ‘here’ when it has ‘othered’ indigenous narratives that speak to the heart of what it is to belong in the land of the long white cloud? Yes, New Zealand history is Māori history – and that presents a problem for tangata whenua self-determination. Likewise, for Pākehā, it is an issue because until New Zealand history recognizes and enables the centrality of Māori history it will always fail to articulate the collective ‘us’ that is so often assumed in the discourse of ‘full and final settlement’.3 In its current form it will never be able to ethically or adequately account for the shaping of a New Zealand identity that finds ‘composure’ in the story of how Pākehā became ‘native’ New Zealanders.4 For Māori, these issues are keenly felt, because while New Zealand history has always been about us, it has predominantly been articulated on the colonizers’ terms. In the ‘discursive constructions’ that are New Zealand histories, the indigenous have regularly been culturally appropriated, dislocated and misrepresented.5 Even when Māori have turned their back on the writing of New Zealand history it has been, and will still be, a history of being or becoming ‘native’. Yes, New Zealand history is Māori history – so why does it feel like the story of Pākehā settlers?

text: New Zealand history is Maori history: Tikanga as the ethical foundation of historical scholarship In Aotearoa New Zealand IT SHOULD COME AS NO SURPRISE TO FIND that New Zealand history is Māori history. In 1987 when Tipene O’Regan stated that the ‘the past belongs to all New Zealanders, but first it is ours’, he was drawing attention to New Zealand history’s foundation in Māori history.1 Thinking about New Zealand history as Māori history does not mean denying the histories of European, Asian and Pasifika immigrants, but draws attention to the notion that ‘settler’ aspirations to claim ‘Aotearoa’ as home occur within a much broader narrative of indigenous occupation and struggle.2 Indeed, how can New Zealand history be the story of ‘here’ when it has ‘othered’ indigenous narratives that speak to the heart of what it is to belong in the land of the long white cloud? Yes, New Zealand history is Māori history – and that presents a problem for tangata whenua self-determination. Likewise, for Pākehā, it is an issue because until New Zealand history recognizes and enables the centrality of Māori history it will always fail to articulate the collective ‘us’ that is so often assumed in the discourse of ‘full and final settlement’.3 In its current form it will never be able to ethically or adequately account for the shaping of a New Zealand identity that finds ‘composure’ in the story of how Pākehā became ‘native’ New Zealanders.4 For Māori, these issues are keenly felt, because while New Zealand history has always been about us, it has predominantly been articulated on the colonizers’ terms. In the ‘discursive constructions’ that are New Zealand histories, the indigenous have regularly been culturally appropriated, dislocated and misrepresented.5 Even when Māori have turned their back on the writing of New Zealand history it has been, and will still be, a history of being or becoming ‘native’. Yes, New Zealand history is Māori history – so why does it feel like the story of Pākehā settlers?

year: 2015

title: Typographic design in Māori-English bilingual picturebooks: some educational implications

authors: Vanderschantz, Nicholas

subjects: Te Reo Māori

abstract: The role of bilingual picturebooks in language learning has been explored recently by a number of authors who show their potential in normalising multilingualism (Naqvi, Thorne, Pfitscher, Nordstokke & McKeough, 2013; Zaidi, 2020), raising metalinguistic awareness and engaging parents (Sneddon, 2009), as well as raising language awareness (Kleker, Short & Daly, 2021). Hadaway and Young (2013) suggest bilingual picturebooks have a particular role to play in supporting the revitalisation of Indigenous languages. In New Zealand, the number of MāoriEnglish bilingual picturebooks is increasing, but there is very little, if any, research concerning their design or their use in educational settings. The design of bilingual picturebooks, as reflected in their linguistic landscape, has an important role to play in their pedagogical use (Daly, 2016; 2017), and in this article, we explore the typographic design of five bilingual Māori-English picturebooks with respect to the elements of typeface, type size, type colour and page layout. We discuss the design and audience implications of these factors for educational settings.

text: Typographic design in Māori-English bilingual picturebooks: some educational implications The role of bilingual picturebooks in language learning has been explored recently by a number of authors who show their potential in normalising multilingualism (Naqvi, Thorne, Pfitscher, Nordstokke & McKeough, 2013; Zaidi, 2020), raising metalinguistic awareness and engaging parents (Sneddon, 2009), as well as raising language awareness (Kleker, Short & Daly, 2021). Hadaway and Young (2013) suggest bilingual picturebooks have a particular role to play in supporting the revitalisation of Indigenous languages. In New Zealand, the number of MāoriEnglish bilingual picturebooks is increasing, but there is very little, if any, research concerning their design or their use in educational settings. The design of bilingual picturebooks, as reflected in their linguistic landscape, has an important role to play in their pedagogical use (Daly, 2016; 2017), and in this article, we explore the typographic design of five bilingual Māori-English picturebooks with respect to the elements of typeface, type size, type colour and page layout. We discuss the design and audience implications of these factors for educational settings.

year: 2022

title: Decomposing complete equipartite graphs into short odd cycles

authors: Smith, Benjamin R.

subjects: mathematics

abstract: In this paper we examine the problem of decomposing the lexicographic product of a cycle with an empty graph into cycles of uniform length. We determine necessary and sufficient conditions for a solution to this problem when the cycles are of odd length. We apply this result to find necessary and sufficient conditions to decompose a complete equipartite graph into cycles of uniform length, in the case that the length is both odd and short relative to the number of parts.

text: Decomposing complete equipartite graphs into short odd cycles In this paper we examine the problem of decomposing the lexicographic product of a cycle with an empty graph into cycles of uniform length. We determine necessary and sufficient conditions for a solution to this problem when the cycles are of odd length. We apply this result to find necessary and sufficient conditions to decompose a complete equipartite graph into cycles of uniform length, in the case that the length is both odd and short relative to the number of parts.

year: 2010