title: Kūpapa ki raro, titiro ake

authors: Papa, Pānia Christine

abstract: Ko tā te kaituhi e manako nei i roto i tēnei tuhinga, kia āta tirohia he aha ngā huarahi i whāia ai e ngā iwi o Pōhara, hei kawe i a rātou mai i te pōharatanga ki te oranga tonutanga; mai i te noho marara ki te noho tahi; mai i te korekore ki te ao mārama. Ko te tuarua o ngā pātai kei mua i taku aroaro, he wānanga mena i tutuki pai ngā kaupapa i wawatahia ai e rātou. 
E rua ngā kōrero matua e toko ake ana i roto i ahau hei taumarumaru mō ngā whakaaro me ngā kōrero kua whakatakotoria i te tuhinga nei, hei whakautu i ngā pātai matua e rua ō runga ake nei. 
Tuatahi, 'Ko te amorangi ki mua, ko te hāpai ō ki muri'. E hāngai ana tēnei whakataukī ki te pūmautanga o ngā whakaaro o ngā tūpuna o Pōhara ki ngā kaupapa i kōkirihia ai e tō rātou rangatira, me te āhua o tā ngā tūpuna hāpai i aua kaupapa. I te tīmatanga, nā Piupiu Te Wherowhero rātou i arataki. I te rā nei, ko Te Arikinui, Te Atairangikaahu te manu whakataka pōkai i te ata hāpara, e ngāngahu tonu nei i ngā iwi o te marae o Pōhara. 
Tuarua, 'Kūpapa ki raro, Titiro ake.' Koia tēnei tētehi whakataukī whakahau i ngā uri whakatupu o te marae, o Pōhara, kua waihotia e rātou mā hei kupu ārahi i ngā uri i runga i te marae, i roto anō hoki i te ao hou. He hōhonutanga anō tō te whakataukī nei e tika ana kia whakamāramahia i roto i tēnei tuhinga, hei whāki atu i ngā rerenga kētanga o te āhua o te whakaaro o kui mā, o koro mā, me te āhua o tā rātou noho i te wā i a rātou. 
Ko te whakatau o ngā kōrero, i tutuki pai i ngā tūpuna o te marae o Pōhara ō rātou manako, nā tō rātou kaha ū ki te kaupapa o te Kāhui Ariki, me tō rātou ū ki te kaupapa o te tupuranga o te papakāinga o Pōhara hei marae mō ngā uri whakatupu. Ka noho mai tērā hei whakatohu i tō rātou pakaritanga, me ō rātou whakaaro rangatira hei tauira mā ngā uri whakaheke e whai ake ana i ngā tapuwae o ngā tūpuna. 
Ko ēnei tuhinga hei whakatinana i te ngākau nui kia waituhia ngā kōrero ā ngā rūruhi, ā ngā koroheke, mō te marae o Pōhara, kei ngaro katoa atu ngēnā kōrero e here nei i te ao kōhatu ki te ao hou. 
Nā te ngākau māhaki o ngā kaumātua i whakaae ai kia tuhia te kaupapa nei, kia puta ai ngā kōrero mō Pōhara ki te ao mārama hei painga mō ngā uri whakatupu. Nā rātou i whakatūwhera te kūaha ki tō rātou ao hei kuhu atu ki roto mā te hunga mahira. Ko ngā kongakonga kōrero i taka iho mai i ō rātou puna mahara, kua kohia-ā-rīpenehia hei taonga tuku iho mō ngā iwi o te marae. E tika ana kia puruhia te mauri o ērā kōrero e ngā whānau me ngā uri o te marae. 
I tutuki ai te taha rangahau i ngā kōrero kaumātua i te whakatū wānanga, me te uiui kaumātua. I whāia ngā huarahi e rua nei hei kohikohi i ngā kōrero-ā-waha mō te hītori o Pōhara. Arā noa atu ngā painga i kitea, o te noho tahi a ngā kaumātua i runga tonu i te marae, ki te whakawhitiwhiti whakaaro, kōrero hoki mō ngā rā o mua i waenganui i a rātou. Ā, hei whai ake i ngā kōrero i puta i ngā wānanga, i haere māua ko taku matua ki te torotoro i tēnā, i tēnā o ngā kaumātua e mōhio pai ana ki ngā kōrero, hei whakakīkī i ngā whārua, hei whakawhānui hoki i ngā kōrero. I ngāwari ake taku mahi i te haere tahitanga mai o taku matua, hei hoa mōku. Ko tāna, he āta whakamārama atu i te pūtake o te rangahau, he whakamārama hoki i te whakaaetanga o ngā kaumātua ki tērā mahi. I mōhio pai hoki ia ki ngā kōrero whānui mō te marae, ki ngā tāngata ka kōrerohia, ā, nā konā i taea e ia te whiu atu ētehi pātai, te whakamārama hoki i ahau i muri mai mō te āhua o ētehi o ngā kōrero kāore i tino mārama mai ki ahau. I tū hoki taku matua hei piriti i waenganui i te kaikōrero kaumātua me te kaiuiui rangatahi kia whakawhiti pai ai ngā pātai me ngā whakautu ki waenganui i ngā taha e rua. Koia tērā taku waimarie i roto i ngā mahi uiui kaumātua, ā, koia hoki i tutuki pai ai tērā taha o te rangahau. 
I tae mai ki aku ringa tētehi rīpene o tētehi wānanga i hopukina ai i te tau 1978. Nō taua tau, i haere ake ētehi akonga o te Tari Māori o Te Whare Wānanga o Waikato, i raro i te maru o Wharehuia Milroy ki te rapu i ngā kōrero mō te marae o Pōhara. Heoi anō, i tō rātou hokinga atu ki te kāinga, kāore te nuinga o ngā kōrero i hopukina. Ka waihotia te take nā kia tārewa, ā, tae rawa ki te tau 1990, kātahi ka riro i ahau te rīpene kotahi i ora mai, hei āwhina i aku mahi rangahau mō tōku marae. 
I rapu māramatanga ahau mō te āhua o te noho a te iwi Māori whānui i ngā rā o mua, i roto i ngā pukapuka maha kua tuhia kētia. Mō ngā kōrero mō te whenua e tū nei te marae ināianei, i haere ki te Kooti Whenua Māori, ki reira kimi ai i ngā kōrero mō te rohe o Maungatautari whānui, mō te marae o Pōhara hoki. Nā ēnei whaiwhainga, kua puta he kōrero, kua puta hoki he whakaaro hei whakawā i ērā kōrero, hei whakamārama rānei i ērā kōrero, ā, koia tēnei e takoto nei i roto i tēnei tuhinga. Ka huri ināianei ki te wetewetetanga o ngā wāhanga o roto i te tuhinga nei. 
Nō namata mai anō i tīkina atu ai te rākau i te Wao-nui-ā-Tāne hei tārai i te waka o ōku tūpuna. Tēnei au e tiki atu nei i te rākau hei tauira hanga kōrero mōku. Ko tō te rākau tupu, ki ngā whakaaro o tēnei e tuhi nei, e pērā ana ki te tupu o te kaupapa kia nohoia te marae o Pōhara e tū ana i raro i te maru o Maungatautari. 
Arā noa atu ngā tauritenga o te tupu o te rākau me tō te marae o Pōhara tupu, mai i ōna pūtakenga hei papakāinga, ki te puāwaitanga o te whakaaro kia tū hei marae mō te mokopuna a te motu, mō ngā uri whakatupu, otirā, mō te iwi whānui. 
E whitu anō ngā wāhanga o tō te rākau tupu e whakatauritehia nei i roto i ngā whārangi o tēnei tuhinga. Ko te whenua tonu hei papa mō te tupu o te rākau, mō te tupu hoki o te marae Nō reira, ka tīmata ake i konā.

text: Kūpapa ki raro, titiro ake Ko tā te kaituhi e manako nei i roto i tēnei tuhinga, kia āta tirohia he aha ngā huarahi i whāia ai e ngā iwi o Pōhara, hei kawe i a rātou mai i te pōharatanga ki te oranga tonutanga; mai i te noho marara ki te noho tahi; mai i te korekore ki te ao mārama. Ko te tuarua o ngā pātai kei mua i taku aroaro, he wānanga mena i tutuki pai ngā kaupapa i wawatahia ai e rātou. 
E rua ngā kōrero matua e toko ake ana i roto i ahau hei taumarumaru mō ngā whakaaro me ngā kōrero kua whakatakotoria i te tuhinga nei, hei whakautu i ngā pātai matua e rua ō runga ake nei. 
Tuatahi, 'Ko te amorangi ki mua, ko te hāpai ō ki muri'. E hāngai ana tēnei whakataukī ki te pūmautanga o ngā whakaaro o ngā tūpuna o Pōhara ki ngā kaupapa i kōkirihia ai e tō rātou rangatira, me te āhua o tā ngā tūpuna hāpai i aua kaupapa. I te tīmatanga, nā Piupiu Te Wherowhero rātou i arataki. I te rā nei, ko Te Arikinui, Te Atairangikaahu te manu whakataka pōkai i te ata hāpara, e ngāngahu tonu nei i ngā iwi o te marae o Pōhara. 
Tuarua, 'Kūpapa ki raro, Titiro ake.' Koia tēnei tētehi whakataukī whakahau i ngā uri whakatupu o te marae, o Pōhara, kua waihotia e rātou mā hei kupu ārahi i ngā uri i runga i te marae, i roto anō hoki i te ao hou. He hōhonutanga anō tō te whakataukī nei e tika ana kia whakamāramahia i roto i tēnei tuhinga, hei whāki atu i ngā rerenga kētanga o te āhua o te whakaaro o kui mā, o koro mā, me te āhua o tā rātou noho i te wā i a rātou. 
Ko te whakatau o ngā kōrero, i tutuki pai i ngā tūpuna o te marae o Pōhara ō rātou manako, nā tō rātou kaha ū ki te kaupapa o te Kāhui Ariki, me tō rātou ū ki te kaupapa o te tupuranga o te papakāinga o Pōhara hei marae mō ngā uri whakatupu. Ka noho mai tērā hei whakatohu i tō rātou pakaritanga, me ō rātou whakaaro rangatira hei tauira mā ngā uri whakaheke e whai ake ana i ngā tapuwae o ngā tūpuna. 
Ko ēnei tuhinga hei whakatinana i te ngākau nui kia waituhia ngā kōrero ā ngā rūruhi, ā ngā koroheke, mō te marae o Pōhara, kei ngaro katoa atu ngēnā kōrero e here nei i te ao kōhatu ki te ao hou. 
Nā te ngākau māhaki o ngā kaumātua i whakaae ai kia tuhia te kaupapa nei, kia puta ai ngā kōrero mō Pōhara ki te ao mārama hei painga mō ngā uri whakatupu. Nā rātou i whakatūwhera te kūaha ki tō rātou ao hei kuhu atu ki roto mā te hunga mahira. Ko ngā kongakonga kōrero i taka iho mai i ō rātou puna mahara, kua kohia-ā-rīpenehia hei taonga tuku iho mō ngā iwi o te marae. E tika ana kia puruhia te mauri o ērā kōrero e ngā whānau me ngā uri o te marae. 
I tutuki ai te taha rangahau i ngā kōrero kaumātua i te whakatū wānanga, me te uiui kaumātua. I whāia ngā huarahi e rua nei hei kohikohi i ngā kōrero-ā-waha mō te hītori o Pōhara. Arā noa atu ngā painga i kitea, o te noho tahi a ngā kaumātua i runga tonu i te marae, ki te whakawhitiwhiti whakaaro, kōrero hoki mō ngā rā o mua i waenganui i a rātou. Ā, hei whai ake i ngā kōrero i puta i ngā wānanga, i haere māua ko taku matua ki te torotoro i tēnā, i tēnā o ngā kaumātua e mōhio pai ana ki ngā kōrero, hei whakakīkī i ngā whārua, hei whakawhānui hoki i ngā kōrero. I ngāwari ake taku mahi i te haere tahitanga mai o taku matua, hei hoa mōku. Ko tāna, he āta whakamārama atu i te pūtake o te rangahau, he whakamārama hoki i te whakaaetanga o ngā kaumātua ki tērā mahi. I mōhio pai hoki ia ki ngā kōrero whānui mō te marae, ki ngā tāngata ka kōrerohia, ā, nā konā i taea e ia te whiu atu ētehi pātai, te whakamārama hoki i ahau i muri mai mō te āhua o ētehi o ngā kōrero kāore i tino mārama mai ki ahau. I tū hoki taku matua hei piriti i waenganui i te kaikōrero kaumātua me te kaiuiui rangatahi kia whakawhiti pai ai ngā pātai me ngā whakautu ki waenganui i ngā taha e rua. Koia tērā taku waimarie i roto i ngā mahi uiui kaumātua, ā, koia hoki i tutuki pai ai tērā taha o te rangahau. 
I tae mai ki aku ringa tētehi rīpene o tētehi wānanga i hopukina ai i te tau 1978. Nō taua tau, i haere ake ētehi akonga o te Tari Māori o Te Whare Wānanga o Waikato, i raro i te maru o Wharehuia Milroy ki te rapu i ngā kōrero mō te marae o Pōhara. Heoi anō, i tō rātou hokinga atu ki te kāinga, kāore te nuinga o ngā kōrero i hopukina. Ka waihotia te take nā kia tārewa, ā, tae rawa ki te tau 1990, kātahi ka riro i ahau te rīpene kotahi i ora mai, hei āwhina i aku mahi rangahau mō tōku marae. 
I rapu māramatanga ahau mō te āhua o te noho a te iwi Māori whānui i ngā rā o mua, i roto i ngā pukapuka maha kua tuhia kētia. Mō ngā kōrero mō te whenua e tū nei te marae ināianei, i haere ki te Kooti Whenua Māori, ki reira kimi ai i ngā kōrero mō te rohe o Maungatautari whānui, mō te marae o Pōhara hoki. Nā ēnei whaiwhainga, kua puta he kōrero, kua puta hoki he whakaaro hei whakawā i ērā kōrero, hei whakamārama rānei i ērā kōrero, ā, koia tēnei e takoto nei i roto i tēnei tuhinga. Ka huri ināianei ki te wetewetetanga o ngā wāhanga o roto i te tuhinga nei. 
Nō namata mai anō i tīkina atu ai te rākau i te Wao-nui-ā-Tāne hei tārai i te waka o ōku tūpuna. Tēnei au e tiki atu nei i te rākau hei tauira hanga kōrero mōku. Ko tō te rākau tupu, ki ngā whakaaro o tēnei e tuhi nei, e pērā ana ki te tupu o te kaupapa kia nohoia te marae o Pōhara e tū ana i raro i te maru o Maungatautari. 
Arā noa atu ngā tauritenga o te tupu o te rākau me tō te marae o Pōhara tupu, mai i ōna pūtakenga hei papakāinga, ki te puāwaitanga o te whakaaro kia tū hei marae mō te mokopuna a te motu, mō ngā uri whakatupu, otirā, mō te iwi whānui. 
E whitu anō ngā wāhanga o tō te rākau tupu e whakatauritehia nei i roto i ngā whārangi o tēnei tuhinga. Ko te whenua tonu hei papa mō te tupu o te rākau, mō te tupu hoki o te marae Nō reira, ka tīmata ake i konā.

year: 1997

title: Strawmen and the decolonisation of the academy

authors: Tauri, Juan Marcellus

subjects: Social justice

abstract: For this piece I take as my point of departure Biko Agozino’s response to a series of questions posed by a member of the audience, to a panel he was a member of during this time in New Zealand. The panel in question was part of the launch of a new journal, Decolonisation of Criminology and Justice, at AUT University, Auckland in June 2018. Biko was invited to give a speech at the launch of the journal, and participate in a panel discussion on the broad theme of ‘decolonising criminology and criminal justice’.

text: Strawmen and the decolonisation of the academy For this piece I take as my point of departure Biko Agozino’s response to a series of questions posed by a member of the audience, to a panel he was a member of during this time in New Zealand. The panel in question was part of the launch of a new journal, Decolonisation of Criminology and Justice, at AUT University, Auckland in June 2018. Biko was invited to give a speech at the launch of the journal, and participate in a panel discussion on the broad theme of ‘decolonising criminology and criminal justice’.

year: 2019-07-10

title: Towards a functional definition of German studies: New Zealand and the international context

authors: McGuiness-King, Kristina Lois

abstract: Particularly during the past two decades education systems have been confronted by globalisation and internationalisation, resulting diversification and integration of foreign and trading relations, increasingly multicultural societies, rapidly advancing economic and technological developments and the dominance of the English language internationally as the language of international trade, and political and cultural communication. These changes have led to a process of ongoing restructuring in education internationally.

The determination of academic programmes according to the principle of consumer demand, and the vocational focus associated with the ‘marketisation’ of the education system have led many to question the ‘usefulness’ of foreign languages, particularly the European languages, especially in view of the fact that historically foreign languages disciplines have been largely literature-based. During the past two decades, however, the question of ‘general or cultural education’ versus career-oriented education has become more pointed. Foreign languages disciplines, including German Studies, have been forced to adapt the programmes offered to reflect the diversification of career options and the trend towards the study of vocational or professional subjects. 

This thesis explores the diverse, interrelated and changing regional and international parameters that have impacted on the situation of foreign languages in the Asia-Pacific. In order to provide international reference points for recommendations for the future development of German Studies in New Zealand, I investigate the framework, context and national parameters (historical, political, economic, educational and social) that have impacted on the context and concept of German Studies in selected Asian-Pacific countries: China, Japan, Korea, Australia and New Zealand. This evaluation ascertains what innovations have occurred within the discipline in these countries in response to the changing parameters.

The discipline of German Studies in the Asia-Pacific has responded to these challenges in various ways. These include the incorporation of the German departments into larger administrative and curricular units, the diversification of the ‘German’ courses and programmes offered to include practical applications of German and contemporary German and European issues, the development of vocationally-oriented programmes and of interdisciplinary and integrated programmes, such as European Studies, the introduction of DaF or Interkulturelle Germanistik programmes and the development of cooperative ventures and programmes with German companies, organisations and institutions.

It is evident from the responses of the discipline that irrespective of national differences the pressures of globalisation and internationalisation exerted on the discipline in these five countries are very similar. The discipline of German Studies in New Zealand cannot isolate itself from the developments occurring internationally and the necessity to respond. The discipline must take cognisance of these developments and respond to the pressures it is faced with by clearly defining its function and role within the environment of interrelated political, economic and educational parameters that it operates in. It does not suffice to point to the cultural value of individual languages. In other words, while the discipline of German Studies in New Zealand, consistent with international trends, should retain a strong cultural component, it cannot define its role solely on an understanding of its cultural importance, but must respond to the challenge to become relevant to demands of the employment market. 

In order to maximise the effectiveness, attractiveness and potential of the discipline in New Zealand, it is desirable that the discipline develops two clear foci, which would do justice to both its cultural/literary mission and its functional role in the labour market. One would continue to focus on Germanistik proper, that is, the study of language and literature, while the other would specialise in the applied dimensions of German Studies, including specifically targeted language courses and integrated programmes in Intercultural Studies and European Studies. This model reflects the recent changes in the political, economic and linguistic environment as well as those in education both nationally and internationally. Such a functional approach, with increased emphasis on the recognition of the vocational potential of the discipline, would ensure the productive development of the discipline and greatly enhance the value of the subject from a national perspective.

text: Towards a functional definition of German studies: New Zealand and the international context Particularly during the past two decades education systems have been confronted by globalisation and internationalisation, resulting diversification and integration of foreign and trading relations, increasingly multicultural societies, rapidly advancing economic and technological developments and the dominance of the English language internationally as the language of international trade, and political and cultural communication. These changes have led to a process of ongoing restructuring in education internationally.

The determination of academic programmes according to the principle of consumer demand, and the vocational focus associated with the ‘marketisation’ of the education system have led many to question the ‘usefulness’ of foreign languages, particularly the European languages, especially in view of the fact that historically foreign languages disciplines have been largely literature-based. During the past two decades, however, the question of ‘general or cultural education’ versus career-oriented education has become more pointed. Foreign languages disciplines, including German Studies, have been forced to adapt the programmes offered to reflect the diversification of career options and the trend towards the study of vocational or professional subjects. 

This thesis explores the diverse, interrelated and changing regional and international parameters that have impacted on the situation of foreign languages in the Asia-Pacific. In order to provide international reference points for recommendations for the future development of German Studies in New Zealand, I investigate the framework, context and national parameters (historical, political, economic, educational and social) that have impacted on the context and concept of German Studies in selected Asian-Pacific countries: China, Japan, Korea, Australia and New Zealand. This evaluation ascertains what innovations have occurred within the discipline in these countries in response to the changing parameters.

The discipline of German Studies in the Asia-Pacific has responded to these challenges in various ways. These include the incorporation of the German departments into larger administrative and curricular units, the diversification of the ‘German’ courses and programmes offered to include practical applications of German and contemporary German and European issues, the development of vocationally-oriented programmes and of interdisciplinary and integrated programmes, such as European Studies, the introduction of DaF or Interkulturelle Germanistik programmes and the development of cooperative ventures and programmes with German companies, organisations and institutions.

It is evident from the responses of the discipline that irrespective of national differences the pressures of globalisation and internationalisation exerted on the discipline in these five countries are very similar. The discipline of German Studies in New Zealand cannot isolate itself from the developments occurring internationally and the necessity to respond. The discipline must take cognisance of these developments and respond to the pressures it is faced with by clearly defining its function and role within the environment of interrelated political, economic and educational parameters that it operates in. It does not suffice to point to the cultural value of individual languages. In other words, while the discipline of German Studies in New Zealand, consistent with international trends, should retain a strong cultural component, it cannot define its role solely on an understanding of its cultural importance, but must respond to the challenge to become relevant to demands of the employment market. 

In order to maximise the effectiveness, attractiveness and potential of the discipline in New Zealand, it is desirable that the discipline develops two clear foci, which would do justice to both its cultural/literary mission and its functional role in the labour market. One would continue to focus on Germanistik proper, that is, the study of language and literature, while the other would specialise in the applied dimensions of German Studies, including specifically targeted language courses and integrated programmes in Intercultural Studies and European Studies. This model reflects the recent changes in the political, economic and linguistic environment as well as those in education both nationally and internationally. Such a functional approach, with increased emphasis on the recognition of the vocational potential of the discipline, would ensure the productive development of the discipline and greatly enhance the value of the subject from a national perspective.

year: 2001