title: A Critical Tiriti Analysis of the Treaty Statement From a University in Aotearoa New Zealand

authors: Hamley, Logan

abstract: Universities in Aotearoa New Zealand have been placed under the spotlight for claims of systemic racism. Following the claims made in relation to the University of Waikato in 2020 and University of Otago in 2022, universities have the responsibility to create an inclusive environment where systemic racism is dismantled, to meaningfully partner with Māori to construct a model for decolonisation, and to enhance the academic experience of Māori staff and students by weaving in mātauranga Māori into existing teaching and research practices. The University of Waikato progresses ahead of other universities in its attempt to fulfil Te Tiriti o Waitangi commitment through the introduction of the Treaty Statement. In this paper, the Treaty Statement is used as a case study to identify how universities articulate bicultural commitments. To do so, our team (consisting of Māori and tauiwi scholars) performed a critical Tiriti analysis comprising five phases to investigate the degree of alignment of the statement with Te Tiriti. The desktop analysis showed poor engagement with most Te Tiriti elements. The analysis evaluation of “good” (more than satisfactory) was measured for the consideration of “Māori exercising equitable citizenship”. This article concludes with recommendations of how universities can strengthen their practices to live up to Te Tiriti aspirations.

text: A Critical Tiriti Analysis of the Treaty Statement From a University in Aotearoa New Zealand Universities in Aotearoa New Zealand have been placed under the spotlight for claims of systemic racism. Following the claims made in relation to the University of Waikato in 2020 and University of Otago in 2022, universities have the responsibility to create an inclusive environment where systemic racism is dismantled, to meaningfully partner with Māori to construct a model for decolonisation, and to enhance the academic experience of Māori staff and students by weaving in mātauranga Māori into existing teaching and research practices. The University of Waikato progresses ahead of other universities in its attempt to fulfil Te Tiriti o Waitangi commitment through the introduction of the Treaty Statement. In this paper, the Treaty Statement is used as a case study to identify how universities articulate bicultural commitments. To do so, our team (consisting of Māori and tauiwi scholars) performed a critical Tiriti analysis comprising five phases to investigate the degree of alignment of the statement with Te Tiriti. The desktop analysis showed poor engagement with most Te Tiriti elements. The analysis evaluation of “good” (more than satisfactory) was measured for the consideration of “Māori exercising equitable citizenship”. This article concludes with recommendations of how universities can strengthen their practices to live up to Te Tiriti aspirations.

year: 2024-02-21

title: Ora Kainga Rua: Experiences of Kura Kaupapa Māori Graduates

authors: Waller, Arianna Leigh Mana

subjects: indigenous auto ethnography

abstract: There is a wealth of indigenous scholarship examining the impacts of imperialist policies and ideologies on the learning identities of indigenous students. However, within the New Zealand context, there is a lack of literature which focuses solely on the experiences and aspirations of total immersion students to tertiary education settings. 
Using Kaupapa Māori and auto ethnography this thesis privileges the student voice by investigating the transitional experiences of four female kura Kaupapa Māori graduates into mainstream settings particularly their transition to the University of Waikato. 
The thesis argues that there are two main spaces of synergy between an indigenous research paradigm and auto ethnography. The first is the criticality of the “self” in the work, without a sharp separation between the researcher and the subject (dual meaning intended). The second is the shared modality and intentional use of storytelling as a method. By combining insights from in-depth interviews with the researcher’s life story, the thesis identified the coping mechanisms the participants employed and the services The University of Waikato provides that were utilised to help them transition into a new educational setting. 
The participants’ experiences demonstrate that the unique cultural educational experiences of kura Kaupapa Māori differ significantly from the educational and environmental experiences offered at University. The participants’ narratives demonstrated that the clear sense of identity gained from the kura Kaupapa Māori context gave them the inner strength to cope with these differences. In addition to their strong sense of Māori identity, the main coping mechanisms that the students drew on, was the wealth of institutional knowledge that family members and role models provided of the university context as past students and current staff members. The benefits that these students experienced can be strengthened by building stronger relationships between Māori total immersion schools, the wider Māori community and universities ensuring that Māori total immersion students are able to access the academic and institutional knowledge they need to succeed. 
Furthermore, the thesis argues that the kura Kaupapa Māori movement can deliver more for their students if they do not shut out the Pākehā world but rather teach their students to walk between and within the two worlds. In order to better understand this balancing act, the lived experiences of immersion students requires more research, particularly as more and more kura graduates transition into Aotearoa New Zealand tertiary settings.

text: Ora Kainga Rua: Experiences of Kura Kaupapa Māori Graduates There is a wealth of indigenous scholarship examining the impacts of imperialist policies and ideologies on the learning identities of indigenous students. However, within the New Zealand context, there is a lack of literature which focuses solely on the experiences and aspirations of total immersion students to tertiary education settings. 
Using Kaupapa Māori and auto ethnography this thesis privileges the student voice by investigating the transitional experiences of four female kura Kaupapa Māori graduates into mainstream settings particularly their transition to the University of Waikato. 
The thesis argues that there are two main spaces of synergy between an indigenous research paradigm and auto ethnography. The first is the criticality of the “self” in the work, without a sharp separation between the researcher and the subject (dual meaning intended). The second is the shared modality and intentional use of storytelling as a method. By combining insights from in-depth interviews with the researcher’s life story, the thesis identified the coping mechanisms the participants employed and the services The University of Waikato provides that were utilised to help them transition into a new educational setting. 
The participants’ experiences demonstrate that the unique cultural educational experiences of kura Kaupapa Māori differ significantly from the educational and environmental experiences offered at University. The participants’ narratives demonstrated that the clear sense of identity gained from the kura Kaupapa Māori context gave them the inner strength to cope with these differences. In addition to their strong sense of Māori identity, the main coping mechanisms that the students drew on, was the wealth of institutional knowledge that family members and role models provided of the university context as past students and current staff members. The benefits that these students experienced can be strengthened by building stronger relationships between Māori total immersion schools, the wider Māori community and universities ensuring that Māori total immersion students are able to access the academic and institutional knowledge they need to succeed. 
Furthermore, the thesis argues that the kura Kaupapa Māori movement can deliver more for their students if they do not shut out the Pākehā world but rather teach their students to walk between and within the two worlds. In order to better understand this balancing act, the lived experiences of immersion students requires more research, particularly as more and more kura graduates transition into Aotearoa New Zealand tertiary settings.

year: 2016

title: Population trends, convictions and imprisonment: Demographic divergence, dichotomy and diversity

authors: Pool, Ian

subjects: convictions

abstract: The links between population patterns and trends, and policy and planning for the justice system is important. The trends in the number of convictions and imprisonments by regional councils are investigated for the period 1986 to 2001. This does not just focus on Custodial sentences but also looks at other types of sentences such as monetary and community sentences. Additionally, a regional estimate of the muster in prison is derived to give “normal” place of residence of those in prison. The relationship of imprisonment to other factors such as income, unemployment, sickness/invalid benefit rates, labour force participation rates and ethnicity is investigated. Some policy implications of these findings are presented.

text: Population trends, convictions and imprisonment: Demographic divergence, dichotomy and diversity The links between population patterns and trends, and policy and planning for the justice system is important. The trends in the number of convictions and imprisonments by regional councils are investigated for the period 1986 to 2001. This does not just focus on Custodial sentences but also looks at other types of sentences such as monetary and community sentences. Additionally, a regional estimate of the muster in prison is derived to give “normal” place of residence of those in prison. The relationship of imprisonment to other factors such as income, unemployment, sickness/invalid benefit rates, labour force participation rates and ethnicity is investigated. Some policy implications of these findings are presented.

year: 2006-02