title: The moral terrains of Māori tourism

authors: Ringham, Sandra Lee

subjects: Māori tourism geographies

abstract: The objective of this project is to understand how Māori values are integrated into Māori tourism geographies. The research asks three questions. First, how do values shape the moral terrains of Māori tourism? Second, how is Māori tourism constructed through state sponsored branding and policies? Finally, how and in what ways do Māori tourism providers (re)construct their places and identities through practicing Māori values in Aotearoa? 
The critical social geographies of tourism in this thesis are informed by Kaupapa Māori, mana wahine, feminist geography, moral terrains and diverse economies literatures. Methodologies are woven together using: semi-structured interviews; participant sensing; autoethnography; and, discourse analysis. A research whānau (extended family), including kuia and kaumātua (women and men elders), guide the ethical components of research design and practices. Participant sensing took place in northern, coastal and central areas of Aotearoa. As kaitāpoi (Māori domestic tourist) I took part in activities that included animal tourism, local cuisine, camping, high end accommodation, tramping, souvenir shopping, museums, a harbour cruise and visited information sites. Eleven semi-interviews were conducted with Māori tourism providers in northern and coastal spaces. I interacted with approximately 70 people during the course of this research.
The findings of are divided into three substantive chapters. The first is an examination of two Aotearoa’s government tourism agencies’ policies and state sponsored branding. Tourism New Zealand (TNZ) uses language such as ‘best partner’ to attempt to form relationships and policy with Māori. New Zealand Māori Tourism (NZMT) prescribe Māori leadership and adopt a ‘people first’ approach. I untangled concepts of leadership, partnerships and the way strategic priorities are prescribed within the two institutions’ documents to reveal the way power relations are inscribed onto Aotearoa’s tourism terrains. The second chapter analyses state sponsored branding. Here I highlight the inconsistencies in the way Māori identities are represented. TNZ maintains a colonial imagining of traditional performance while NZMT present Māori men as contemporary leaders of diverse tourism experiences. Both organisations, however, continue to represent women as the ‘exotic other’. The three and last substantive chapter considers the lived realities of Māori tourism providers. Participants feel proud of the way their identities are represented on the global stage but concerned with the lack of representations of their contemporary lives and diverse tourism opportunities. Women are leading Māori tourism in a multitude of spaces and Māori tourism providers are practicing diverse economies. I argue that Māori identities, and Māori values, are defining elements of the Māori tourism experience. 
In closing this thesis I argue that the representation and lived realities of Māori tourism needs to be controlled by the tangata whenua who exist and inhabit precious places within Aotearoa’s landscapes.

text: The moral terrains of Māori tourism The objective of this project is to understand how Māori values are integrated into Māori tourism geographies. The research asks three questions. First, how do values shape the moral terrains of Māori tourism? Second, how is Māori tourism constructed through state sponsored branding and policies? Finally, how and in what ways do Māori tourism providers (re)construct their places and identities through practicing Māori values in Aotearoa? 
The critical social geographies of tourism in this thesis are informed by Kaupapa Māori, mana wahine, feminist geography, moral terrains and diverse economies literatures. Methodologies are woven together using: semi-structured interviews; participant sensing; autoethnography; and, discourse analysis. A research whānau (extended family), including kuia and kaumātua (women and men elders), guide the ethical components of research design and practices. Participant sensing took place in northern, coastal and central areas of Aotearoa. As kaitāpoi (Māori domestic tourist) I took part in activities that included animal tourism, local cuisine, camping, high end accommodation, tramping, souvenir shopping, museums, a harbour cruise and visited information sites. Eleven semi-interviews were conducted with Māori tourism providers in northern and coastal spaces. I interacted with approximately 70 people during the course of this research.
The findings of are divided into three substantive chapters. The first is an examination of two Aotearoa’s government tourism agencies’ policies and state sponsored branding. Tourism New Zealand (TNZ) uses language such as ‘best partner’ to attempt to form relationships and policy with Māori. New Zealand Māori Tourism (NZMT) prescribe Māori leadership and adopt a ‘people first’ approach. I untangled concepts of leadership, partnerships and the way strategic priorities are prescribed within the two institutions’ documents to reveal the way power relations are inscribed onto Aotearoa’s tourism terrains. The second chapter analyses state sponsored branding. Here I highlight the inconsistencies in the way Māori identities are represented. TNZ maintains a colonial imagining of traditional performance while NZMT present Māori men as contemporary leaders of diverse tourism experiences. Both organisations, however, continue to represent women as the ‘exotic other’. The three and last substantive chapter considers the lived realities of Māori tourism providers. Participants feel proud of the way their identities are represented on the global stage but concerned with the lack of representations of their contemporary lives and diverse tourism opportunities. Women are leading Māori tourism in a multitude of spaces and Māori tourism providers are practicing diverse economies. I argue that Māori identities, and Māori values, are defining elements of the Māori tourism experience. 
In closing this thesis I argue that the representation and lived realities of Māori tourism needs to be controlled by the tangata whenua who exist and inhabit precious places within Aotearoa’s landscapes.

year: 2015

title: Ko te Pakiwaituhi Ko Au, Ko Au Ko te Pakiwaituhi: He Wewetenga o te Pakiwaituhi Tōra Mātātoa, He Whakapuakanga Pakiwaituhi Māori

authors: Ross, Kristin Cherie

subjects: Pakiwaituhi Māori

abstract: ARIĀ

Mai i ngā tau o te whitu tekau te pakanga a ētahi rōpū Māori kia rangona te Māori, kia kitea te Māori ki runga pouaka whakaata.  I kura takahi puni te whiua o rātou mā ki te Karauna kia whakamanahia tāna i oati ai i te Tiriti o Waitangi.  Otirā, ka tohua te Karauna ki te tiaki i ngā kura kāmehameha a te Māori, arā, ko te reo me ōna tikanga.  I kitea e rātou mā tētahi patanga oranga o tō tātou reo, o ā tātou tikanga mā te ao pāpāho.  E mara e, kua tuangahuru ngā tau e whakapāoho atu ana a Whakaata Māori mai i tōna whakarewanga i te tau 2004.  Nā aua kikopuku reo, nā aua mumu tikanga, nā aua matā mana motuhake i whai wāhi mai ai te Māori i te ao pāpāho, otirā, i te ao o te pouaka whakaata. 

Ka mutu, ko te ngako ia o tēnei tuhinga, he whakamahuki, he tirotiro, he ketuketu i te pakiwaituhi kōhungahunga, i a Dora the Explorer.  I whakamāorihia e Whakaata Māori ki a Tōra Mātātoa.  Mō te pakiwaituhi rongonui, kāhore he painga i a Tōra Mātātoa.  Kei te mātakitakihia e ngā iwi huhua ki ngā tōpito katoa o te ao.  Ko te pātai ia nā, he aha oti ngā ehunga Māori ka kitea, ka rangona rā roto mai i te pakiwaituhi kōhungahunga, i a Tōra Mātātoa?  Mā tēnei rangahau tonu e whakautu.  

Ko ngā pakiwaituhi katoa o Whakaata Māori mā te kōhungahunga he mea hanga e iwi kē atu i te Māori.  Ka mutu ka whakaarohia e tēnei rangahau ētahi huarahi e taea ai e tātou te whakaputa pakiwaituhi Māori mā te kōhungahunga.  Otirā, ka whakapua mai ai i tētahi pakiwaituhi Māori nāku tonu.  Ko tāku e whakapae nei, me kite ā tātou tamariki i a rātou anō rā roto mai i ngā pakiwaituhi.  Ko tāku e manako nei, kia kaha te iwi Māori ki te kimi huarahi e whakaputa ai i ā tātou ake pakiwaituhi nā te Māori, mā te Māori, mō te Māori. 

ABSTRACT

Since the 1970s select Māori groups have fought to be seen and heard in the broadcasting industry and particular television.  United and banded they challenged the Crown to honour what was promised to them in the Treaty of Waitangi.  They demanded that the Government maintain the Māori language and its customs.  They saw television as a means to retain and transmit our language and culture.  2014 marked the tenth year of broadcasting for Māori Television.  This prestigious achievement in Māori broadcasting was due to the efforts of our leaders who fought tirelessly to ensure our language and customs were and are maintained throughout broadcasting. 

The basis of this thesis is the analysis of the preschool animation, Dora the Explorer, which was broadcast and translated by Māori Television as Tōra Mātātoa.  Dora the Explorer is arguably the most famous preschool animation.  The show is watched by the masses all over the world. This thesis investigates the question; what representations of Māori are seen and heard in the preschool animation Tōra Mātātoa? 

All of the preschool animations shown on Māori Television have been created by non-Māori.  Therefore, the purpose of this research is to create new ways of thinking that will initiate the production of locally made preschool animation.  This thesis looks at a Māori animation example that I have created based on the findings of this research.  It is imperative that our children see themselves on the television screen.  I hope Māori actively seek avenues to ensure the production of preschool animation by Māori, for Māori and about Māori.

text: Ko te Pakiwaituhi Ko Au, Ko Au Ko te Pakiwaituhi: He Wewetenga o te Pakiwaituhi Tōra Mātātoa, He Whakapuakanga Pakiwaituhi Māori ARIĀ

Mai i ngā tau o te whitu tekau te pakanga a ētahi rōpū Māori kia rangona te Māori, kia kitea te Māori ki runga pouaka whakaata.  I kura takahi puni te whiua o rātou mā ki te Karauna kia whakamanahia tāna i oati ai i te Tiriti o Waitangi.  Otirā, ka tohua te Karauna ki te tiaki i ngā kura kāmehameha a te Māori, arā, ko te reo me ōna tikanga.  I kitea e rātou mā tētahi patanga oranga o tō tātou reo, o ā tātou tikanga mā te ao pāpāho.  E mara e, kua tuangahuru ngā tau e whakapāoho atu ana a Whakaata Māori mai i tōna whakarewanga i te tau 2004.  Nā aua kikopuku reo, nā aua mumu tikanga, nā aua matā mana motuhake i whai wāhi mai ai te Māori i te ao pāpāho, otirā, i te ao o te pouaka whakaata. 

Ka mutu, ko te ngako ia o tēnei tuhinga, he whakamahuki, he tirotiro, he ketuketu i te pakiwaituhi kōhungahunga, i a Dora the Explorer.  I whakamāorihia e Whakaata Māori ki a Tōra Mātātoa.  Mō te pakiwaituhi rongonui, kāhore he painga i a Tōra Mātātoa.  Kei te mātakitakihia e ngā iwi huhua ki ngā tōpito katoa o te ao.  Ko te pātai ia nā, he aha oti ngā ehunga Māori ka kitea, ka rangona rā roto mai i te pakiwaituhi kōhungahunga, i a Tōra Mātātoa?  Mā tēnei rangahau tonu e whakautu.  

Ko ngā pakiwaituhi katoa o Whakaata Māori mā te kōhungahunga he mea hanga e iwi kē atu i te Māori.  Ka mutu ka whakaarohia e tēnei rangahau ētahi huarahi e taea ai e tātou te whakaputa pakiwaituhi Māori mā te kōhungahunga.  Otirā, ka whakapua mai ai i tētahi pakiwaituhi Māori nāku tonu.  Ko tāku e whakapae nei, me kite ā tātou tamariki i a rātou anō rā roto mai i ngā pakiwaituhi.  Ko tāku e manako nei, kia kaha te iwi Māori ki te kimi huarahi e whakaputa ai i ā tātou ake pakiwaituhi nā te Māori, mā te Māori, mō te Māori. 

ABSTRACT

Since the 1970s select Māori groups have fought to be seen and heard in the broadcasting industry and particular television.  United and banded they challenged the Crown to honour what was promised to them in the Treaty of Waitangi.  They demanded that the Government maintain the Māori language and its customs.  They saw television as a means to retain and transmit our language and culture.  2014 marked the tenth year of broadcasting for Māori Television.  This prestigious achievement in Māori broadcasting was due to the efforts of our leaders who fought tirelessly to ensure our language and customs were and are maintained throughout broadcasting. 

The basis of this thesis is the analysis of the preschool animation, Dora the Explorer, which was broadcast and translated by Māori Television as Tōra Mātātoa.  Dora the Explorer is arguably the most famous preschool animation.  The show is watched by the masses all over the world. This thesis investigates the question; what representations of Māori are seen and heard in the preschool animation Tōra Mātātoa? 

All of the preschool animations shown on Māori Television have been created by non-Māori.  Therefore, the purpose of this research is to create new ways of thinking that will initiate the production of locally made preschool animation.  This thesis looks at a Māori animation example that I have created based on the findings of this research.  It is imperative that our children see themselves on the television screen.  I hope Māori actively seek avenues to ensure the production of preschool animation by Māori, for Māori and about Māori.

year: 2015

title: Parents as teachers: Using parent helpers to guide young children’s technological practice

authors: Milne, Louise

abstract: Technology Education is one of eight learning areas of the New Zealand national curriculum. It aims to develop a broad technological literacy through students participating in learning programmes in which they engage in technological practice and through this practice develop capability, knowledge and an understanding of technology as a domain in its own right. Experiencing and exploring contemporary examples of technological practice is recognised as an effective way of developing technological literacy and, in this study, students visited a chocolate factory in order to find out how to make a chocolate gift for Mothers’ Day. While the value of learning experiences outside the classroom (LEOTC) is well documented in learning areas such as science, there are few studies which explore LEOTC in Technology and specifically those of junior primary students.
A key element of this process, and the focus of this paper, is the role that parent helpers play in guiding and supporting students during both visits outside the classroom, and construction tasks within the classroom. It also raises the issue of the preparation and scaffolding parents require to enable them to help students effectively carry out these tasks. The role of a parent helper is a crucial one and the data from this study suggests that the status and time given to this preparation is, at times, varied and can have significant impact on children’s learning outcomes.

text: Parents as teachers: Using parent helpers to guide young children’s technological practice Technology Education is one of eight learning areas of the New Zealand national curriculum. It aims to develop a broad technological literacy through students participating in learning programmes in which they engage in technological practice and through this practice develop capability, knowledge and an understanding of technology as a domain in its own right. Experiencing and exploring contemporary examples of technological practice is recognised as an effective way of developing technological literacy and, in this study, students visited a chocolate factory in order to find out how to make a chocolate gift for Mothers’ Day. While the value of learning experiences outside the classroom (LEOTC) is well documented in learning areas such as science, there are few studies which explore LEOTC in Technology and specifically those of junior primary students.
A key element of this process, and the focus of this paper, is the role that parent helpers play in guiding and supporting students during both visits outside the classroom, and construction tasks within the classroom. It also raises the issue of the preparation and scaffolding parents require to enable them to help students effectively carry out these tasks. The role of a parent helper is a crucial one and the data from this study suggests that the status and time given to this preparation is, at times, varied and can have significant impact on children’s learning outcomes.

year: 2012