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    Kaupapa Maori and responsiveness : New Zealand Children and Young Persons Service management responsiveness to Maori in the restructured state sector : a thesis presented in partial fulfilment of the requirements for the degree of Master of Social Policy and Social Work, Massey University, New Zealand
    (Massey University, 1996) Sorrenson, Don
    This thesis is about the responsiveness of the Department of Social Welfare's social work division, the New Zealand Children and Young Persons Service (since 1992), to Kaupapa Maori. It examines the relationship of the Treaty of Waitangi to Maori welfare status and the commitment of this organisation to biculturalism. It takes the position that Maori people have been and continue to be disadvantaged by monocultural attitudes, beliefs and practices within the statutory social work system and that managers are in a position to improve that. An examination of the poor social and economic status of Maori is included with exploration of the historical exclusion of Maori from mainstream society. The thesis focuses on the report Puao Te Ata Tu (Ministerial Advisory Committee,1986a and 1986b) and the pivotal position this has taken within the Department of Social Welfare because Puao Te Ata Tu provides a benchmark from which to measure bicultural awareness and progress. This measurement is undertaken by drawing on literature relevant to Kaupapa Maori, management and the social services, and to the responses of eleven managers to questions on Kaupapa Maori and management responsiveness. This thesis was written at a time of major reform within the state sector and within the Department of Social Welfare. The history of the state sector reforms, the impact on the provision of statutory social work services, and the provision of services to Maori are analysed. The thesis argues that while change was widespread within the state sector the response by the Department of Social Welfare to Maori became less effective. This was especially so after the election of the National Government in 1990 and the subsequent disestablishment of structures that provided links between the Department of Social Welfare and the wider community, including Maori. Structural reform and policy confusion were seen to be pivotal as disadvantaging Maori but it became evident during the research that managerial attitudes were also a significant factor regarding the responsiveness of the New Zealand Children and Young Persons Service to Kaupapa Maori.
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    He huarahi kua takahia = The trodden pathways : Kaupapa Maori initial teacher education pedagagy and practice : one teacher's story : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North
    (Massey University, 2012) Stephens, Cheryl Elizabeth
    This thesis examines the early career teaching experiences and reflections of a graduate teacher from Te Whare Wananga o Awanuiarangi and draws on recent developments within Aotearoa New Zealand tertiary education to highlight the impact of Kaupapa Maori-based education, taking into account the outcomes of one of those developments, Kaupapa Maori initial teacher education. The study investigates the special attributes and professional practice of a Maori graduate teacher working in a primary school. The aim is to understand the ways in which this beginning teacher undertook initial teacher education within a Maori-centred programme that was grounded in the principles, values and practices of ako and tikanga. This examination of the graduate teacher’s classroom practice focuses on preparation for a Kaupapa Maori programme leading to an investigation of the perceptions of those responsible for mentoring and supervision support in an identified school. The recording of Maori student voices within this context, highlights the significance of culturally based and informed pedagogy and practice in classrooms, creating positive educational outcomes for Maori. Authentic accounts of the teacher’s lived experiences and professional life also provides positive feedback about the Maori-initiated and driven Kaupapa Maori initial teacher education programme. Such reflections are indicative of the revolutionary changes made by Maori since the language and culture revitalization initiatives of the 1970- 1980s. This period cites Maori initiating and taking charge of their own destiny and creating new pathways, therefore contributing directly to the well-being of New Zealand society. This thesis further contextualises issues of cultural diversity, cultural pluralism and cultural engagement with the education of indigenous minority peoples of a First World country.
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    Ahakoa he kiri mā : a fire in our blood : a thesis presented in partial fulfilment of the requirements for a Master of Arts, Psychology at Massey University, Palmerston North, New Zealand
    (Massey University, 2010) Roestenburg, Michelle Waireti Maria
    This study approaches the nexus of whakapapa, Māori ethnic identity and non-conventional presentations of Māoriness. The factors and forces that enable or disable positive Māori identity development are examined through the experiences and meanings of six Māori women who are strongly and positively identified as Māori yet unidentifiable as Māori in appearance. By privileging kaupapa Māori research methodology, Māori participants and researcher, within mātauranga and tikanga Māori, a research paradigm capable of congruent cultural interpretation of Māori identity was developed. After the conversations were transcribed, close reading of the transcript identified and critiqued factors and forces that indicated either ‘tangibly sheltering’ identity development environments of mana Māori that were incongruent with wider societal positioning of Māori, or ‘tangibly traumatising’ environments that denigrated Māori and mirrored societal attitudes to Māori. Contemporary and historical socio-political colonial influences articulated with Māori-centric forces. Whānaungātanga or collectivity as an outcome of tikanga or the tipuna inspired desire to seek what is right and good at the intra-personal and inter-subjective levels was revealed as the indomitable heart force of Māori identity. A felt and embodied connection to ancestors led the participants deeper into who they were as Māori women, this presence and pulse was either enhanced by, or continued in spite of socio-political forces. A comparative focus on ‘Māori dignity’ revealed a rigid incapacity in New Zealand society generally and the ‘helping professions’ particularly, to move beyond an artificially entrenched ‘Māori deficit’ position. What is powerful and distinct about Māori is ignored when history and holisim are disallowed. Holistic and historical reconnection are indicated for Māori and Non-Māori to make existential sense of current day Māori and Non-Māori realities and to move out of a fixation on the outcomes of colonisation without attention to cause. Implications for the re-emergence of collaboratively intelligent ways to critique the existing and imminent flows of power within and without Te Ao Māori are discussed for the restoration of dignity to Māori and Non-Māori identities.
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    Credibility and validation through syntheses of customary and contemporary knowledge : a thesis presented for the degree of Doctor of Philosophy in Maori Studies, Massey University, Wellington, New Zealand
    (Massey University, 2007) Nixon, Marie Ann Zillah
    This ground breaking doctoral thesis brings together science, history and the values derived from lore and tikanga to address a significant health issue for contemporary Maaori. The specific contribution of this research thesis is the combination of knowledge bases from two perspectives. The thesis first presents a scientific view, then a Maaori view, discovered through an interface of customary and contemporary knowledge. The method first examines Western academic theoretical methodologies, then, Kaupapa Maaori methodologies, then introduces and develops the concept of inherited knowledge supported by the mandatory Standards required in an academic context. Therefore the major findings present the syntheses of the two approaches. The framework used is reproducible through an accepted or approved example of something against which others are judged or measured. At this point the thesis explores the theoretical framework for a health intervention by surveying whether it is possible to combine knowledge traditions in a contemporary setting. Thus the accessed inherited traditional and scientific knowledge discovered in this thesis has been adapted for the nine point health intervention designed for Maaori participation. This thesis hypothesises that the staple long finned eel diet contained the essential fatty acid omega-3 and is presented as a metaphor for Hauora, thus being consistent with modern scientific knowledge where the scientific findings presented. The long finned eel was chemically assayed for the presence of the unsaturated essential fatty acid omega-3, and assayed again to assess the stability and quality of fresh and smoked eel. Type II diabetes mellitus is offered as a story and why it has suddenly occurred in Maaori subsequent to urban migration and thereafter. In addition a ten year study of Waikato hapuu supports the research that regular consumption of the long finned eel prevents Type II diabetes. And that prior to urban migration holistic practice, through established lifestyle choices and inherited knowledge, provided nutritional, other physiological benefits and broader wellness outcomes. The double vowel has been used for all te reo Maaori words in the thesis because that is the kawa or protocol of the Tainui Kiingitanga.