title: Positioning historical trauma theory within Aotearoa New Zealand

authors: Pihama, Leonie

abstract: This article explores the relevance of historical trauma theory for Mäori research. In exploring the impact of historical trauma upon Mäori it has become clear that the terminology associated with historical trauma theory is considered controversial in Aotearoa New Zealand. As such, this article provides an overview of key defi nitions relevant to historical trauma and explores these in relation to recent reporting related to the use of the terms “holocaust” and “genocide” in the context of colonization in Aotearoa New Zealand. It is argued that in order to engage fully with the impacts of colonization on Mäori wellbeing we must articulate fully the impact of historical trauma events and the contribution of those events to the negative health disparities experienced by many of our whänau (extended family), hapü (sub- tribes) and iwi (tribes).

text: Positioning historical trauma theory within Aotearoa New Zealand This article explores the relevance of historical trauma theory for Mäori research. In exploring the impact of historical trauma upon Mäori it has become clear that the terminology associated with historical trauma theory is considered controversial in Aotearoa New Zealand. As such, this article provides an overview of key defi nitions relevant to historical trauma and explores these in relation to recent reporting related to the use of the terms “holocaust” and “genocide” in the context of colonization in Aotearoa New Zealand. It is argued that in order to engage fully with the impacts of colonization on Mäori wellbeing we must articulate fully the impact of historical trauma events and the contribution of those events to the negative health disparities experienced by many of our whänau (extended family), hapü (sub- tribes) and iwi (tribes).

year: 2014

title: Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations

authors: Moeke-Pickering, Taima Materangatira

subjects: Indigenous Education

abstract: This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.

text: Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.

year: 2010

title: Star Decompositions of Bipartite Graphs

authors: Lim, Nick Jin Sean

subjects: Graph Decomposition

abstract: In Chapter 1, we will introduce the definitions and the notations used throughout this thesis. We will also survey some prior research pertaining to graph decompositions, with special emphasis on star-decompositions and decompositions of bipartite graphs. Here we will also introduce some basic algorithms and lemmas that are used in this thesis.

In Chapter 2, we will focus primarily on decomposition of complete bipartite graphs. We will also cover the necessary and sufficient conditions for the decomposition of complete bipartite graphs minus a 1-factor, also known as crown graphs and show that all complete bipartite graphs and crown graphs have  a decomposition into stars when certain necessary conditions for the decomposition are met. This is an extension of the results given in "On claw-decomposition of complete graphs and complete bigraphs" by Yamamoto, et. al. We will propose a construction for the decomposition of the graphs. 

In Chapter 3, we focus on the decomposition of complete equipartite tripartite graphs. This result is similar to the results of "On Claw-decomposition of complete multipartite graphs" by Ushio and Yamamoto. Our proof is again by construction and we propose how it might extend to equipartite multipartite graphs. We will also discuss the 3-star decomposition of complete tripartite graphs.

In Chapter 4 , we will discuss the star decomposition of 4-regular bipartite graphs, with particular emphasis on the decomposition of 4-regular bipartite graphs into 3-stars. We will propose methods to extend our strategies to model the problem as an optimization problem. We will also look into the probabilistic method discussed in "Tree decomposition of Graphs" by Yuster and how we might modify the results of this paper to star decompositions of bipartite graphs. 

In Chapter 5, we summarize the findings in this thesis, and discuss the future work and research in star decompositions of bipartite and multipartite graphs.

text: Star Decompositions of Bipartite Graphs In Chapter 1, we will introduce the definitions and the notations used throughout this thesis. We will also survey some prior research pertaining to graph decompositions, with special emphasis on star-decompositions and decompositions of bipartite graphs. Here we will also introduce some basic algorithms and lemmas that are used in this thesis.

In Chapter 2, we will focus primarily on decomposition of complete bipartite graphs. We will also cover the necessary and sufficient conditions for the decomposition of complete bipartite graphs minus a 1-factor, also known as crown graphs and show that all complete bipartite graphs and crown graphs have  a decomposition into stars when certain necessary conditions for the decomposition are met. This is an extension of the results given in "On claw-decomposition of complete graphs and complete bigraphs" by Yamamoto, et. al. We will propose a construction for the decomposition of the graphs. 

In Chapter 3, we focus on the decomposition of complete equipartite tripartite graphs. This result is similar to the results of "On Claw-decomposition of complete multipartite graphs" by Ushio and Yamamoto. Our proof is again by construction and we propose how it might extend to equipartite multipartite graphs. We will also discuss the 3-star decomposition of complete tripartite graphs.

In Chapter 4 , we will discuss the star decomposition of 4-regular bipartite graphs, with particular emphasis on the decomposition of 4-regular bipartite graphs into 3-stars. We will propose methods to extend our strategies to model the problem as an optimization problem. We will also look into the probabilistic method discussed in "Tree decomposition of Graphs" by Yuster and how we might modify the results of this paper to star decompositions of bipartite graphs. 

In Chapter 5, we summarize the findings in this thesis, and discuss the future work and research in star decompositions of bipartite and multipartite graphs.

year: 2015