title: Indigenous human rights and knowledge in archives, museums, and libraries: Some international perspectives with specific reference to New Zealand and Canada

authors: Morse, Bradford W.

subjects: indigenous records

abstract: This article highlights the extent to which international law has changed rapidly in recent years in relation to the rights of Indigenous peoples generally and in particular how this impacts upon the legal status of traditional knowledge and culture. It reviews the recognition of the unique legal status of Māori in Aotearoa and Aboriginal peoples in Canada in relation to self-determination and how their changing place within these nations are affecting the operations of museums, libraries, and archives as case studies, illustrating some of the key legal and practical challenges that now impinge upon the work of archivists and related professionals in many countries.

text: Indigenous human rights and knowledge in archives, museums, and libraries: Some international perspectives with specific reference to New Zealand and Canada This article highlights the extent to which international law has changed rapidly in recent years in relation to the rights of Indigenous peoples generally and in particular how this impacts upon the legal status of traditional knowledge and culture. It reviews the recognition of the unique legal status of Māori in Aotearoa and Aboriginal peoples in Canada in relation to self-determination and how their changing place within these nations are affecting the operations of museums, libraries, and archives as case studies, illustrating some of the key legal and practical challenges that now impinge upon the work of archivists and related professionals in many countries.

year: 2012

title: Re-designing the national imaginary: The development of Matariki as a contemporary festival

authors: Hardy, Ann

subjects: Aotearoa/New Zealand

abstract: This article considers the factors shaping the contemporary redevelopment in Aotearoa/ New Zealand of the indigenous commemoration of the rising of the constellation Matariki as a marker of seasonal change.  Through interviews with producers of media materials celebrating Matariki, it examines the ideological, cultural, and economic factors determining the encoding of the materials, investigating in particular the ways in which Matariki can resource a marketplace for spiritual commodities.

text: Re-designing the national imaginary: The development of Matariki as a contemporary festival This article considers the factors shaping the contemporary redevelopment in Aotearoa/ New Zealand of the indigenous commemoration of the rising of the constellation Matariki as a marker of seasonal change.  Through interviews with producers of media materials celebrating Matariki, it examines the ideological, cultural, and economic factors determining the encoding of the materials, investigating in particular the ways in which Matariki can resource a marketplace for spiritual commodities.

year: 2012

title: Drama and Theatre in and for Schools: Referencing the Nature of Theatre in Contemporary New Zealand

authors: Luton, Jane Isobel

subjects: Educational Drama

abstract: This thesis considers the nature of drama and theatre in and for schools and references the nature of theatre in contemporary New Zealand. Drama in schools in New Zealand has developed from the earliest school productions in the 1800's, through its perceived role to enrich lives, to becoming a discrete Arts subject within the New Zealand educational curriculum in 1999. During this development, theatre companies began to tour schools and arguments ensued regarding drama's role in education as a process or performance. This development is charted through a range of historical and current curriculum documents.  The thesis references the importance of the Australian UNESCO Seminar on drama in education in 1958 which explored the relationship between the educational aspects of Drama and Drama as an art form, and which inspired New Zealand Drama teachers. The research contains interviews conducted during 2009, with Drama teachers, students and theatre practitioners, as well as considering examples of performances by schools and professional theatre since the advent of the new curriculum. The thesis investigates some of the many kinds of Drama work taking place in contemporary New Zealand schools, including co-curricula and curricula productions concerning a wide range of issues and utilising a range of dramatic styles. These include, an Intermediate School's collaboration and contribution to capital E's production of Kia Ora Khalid,   and examples of devised and scripted projects undertaken at Secondary Colleges in New Zealand.  The research explores the relationship which exists between schools and professional theatre practitioners, and establishes some of the ways in which the relationship is beneficial for the development of high quality Drama programmes in schools.   The contribution of the Auckland Theatre Company's Educational Unit to schools is investigated, as is an example of the Artist in Schools programme at Pakuranga College in Auckland.  The introduction of the National certificate in Educational drama in 2001 has  undoubtedly contributed to the range and quality of work being undertaken in schools, allowing the contention that their Drama performance work can, and often does, contribute  to the cultural welfare of local communities and to a New Zealand theatre identity in general.

text: Drama and Theatre in and for Schools: Referencing the Nature of Theatre in Contemporary New Zealand This thesis considers the nature of drama and theatre in and for schools and references the nature of theatre in contemporary New Zealand. Drama in schools in New Zealand has developed from the earliest school productions in the 1800's, through its perceived role to enrich lives, to becoming a discrete Arts subject within the New Zealand educational curriculum in 1999. During this development, theatre companies began to tour schools and arguments ensued regarding drama's role in education as a process or performance. This development is charted through a range of historical and current curriculum documents.  The thesis references the importance of the Australian UNESCO Seminar on drama in education in 1958 which explored the relationship between the educational aspects of Drama and Drama as an art form, and which inspired New Zealand Drama teachers. The research contains interviews conducted during 2009, with Drama teachers, students and theatre practitioners, as well as considering examples of performances by schools and professional theatre since the advent of the new curriculum. The thesis investigates some of the many kinds of Drama work taking place in contemporary New Zealand schools, including co-curricula and curricula productions concerning a wide range of issues and utilising a range of dramatic styles. These include, an Intermediate School's collaboration and contribution to capital E's production of Kia Ora Khalid,   and examples of devised and scripted projects undertaken at Secondary Colleges in New Zealand.  The research explores the relationship which exists between schools and professional theatre practitioners, and establishes some of the ways in which the relationship is beneficial for the development of high quality Drama programmes in schools.   The contribution of the Auckland Theatre Company's Educational Unit to schools is investigated, as is an example of the Artist in Schools programme at Pakuranga College in Auckland.  The introduction of the National certificate in Educational drama in 2001 has  undoubtedly contributed to the range and quality of work being undertaken in schools, allowing the contention that their Drama performance work can, and often does, contribute  to the cultural welfare of local communities and to a New Zealand theatre identity in general.

year: 2010