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WCED. (1987). Food 2000: Global policies for sustainable agriculture. A report of the advisory panel on food security, agriculture, forestry and environment to the World Commission on Environment and Development. London and New Jersey: Zed Books. White, S. & Pettit, J. (2004). Participatory methods and the measurement of well-being. Participatory Learning and Action. 50, 88-96. Williams T., & Robinson, D. (2000). Social Capital-based Partnerships: A Maori Perspective and a Comparative Approach. In: Robinson, D. (ed) Building Social Capital. Wellington: Milne Print Ltd. Workman, K. (1999). A Maori Provider View of HFA and CFA/CYPFS Performance: A Draft Scoping Report to Te Puni Kokiri [unpublished paper]. Wellington. Yen, D. (1961). The Potato of Early New Zealand. The Potato Journal 1: 2-5. Yin, R.K. (2003). Case Study <strong>Research</strong>: Design and Methods. 3 rd edition. Thousand Oaks, CA, USA: Sage Publications. Young, K. (1993). Planning development with women. London: McMillian Press. 78
Appendices Appendix 1: Common taewa cultivars Source: Roskruge, N., Massey <strong>University</strong>, 2007. 79
Page 1 and 2:
Copyright Statement Lincoln Univers
Page 3 and 4:
Abstract of a dissertation submitte
Page 5 and 6:
Acknowledgements First and foremost
Page 7 and 8:
Table of Contents Abstract………
Page 9 and 10:
5.5 Conclusion…………………
Page 11 and 12:
Glossary Note: New Zealand has two
Page 13 and 14:
Tika integrity, correct Tikanga pro
Page 15 and 16:
Chapter 1: Introduction 1.1 Backgro
Page 17 and 18:
1.3 No hea koe? Literally, “where
Page 19 and 20:
What are the relationships between
Page 21 and 22:
2.2.1 Arrival and adaptation in Aot
Page 23 and 24:
2.2.3 Taewa Maori The first introdu
Page 25 and 26:
2.3 Maori worldviews Societies and
Page 27 and 28:
after the birth of a child, traditi
Page 29 and 30:
2.4.1 The concept of sustainable de
Page 31 and 32:
eference to cultural aspects, despi
Page 33 and 34:
2.4.3 Social and cultural capital D
Page 35 and 36:
Pono (truth) Manaaki (sharing and
Page 37 and 38:
Chapter 3: Methodology 3.1 Introduc
Page 39 and 40:
information. This field research wa
Page 41 and 42: Direct observation refers to a ‘s
Page 43 and 44: ecause of the high level of English
Page 45 and 46: Chapter 4: Results 4.1 Introduction
Page 47 and 48: the generations away from somewhere
Page 49 and 50: is fewer and fewer because we’re
Page 51 and 52: foreign and difficult to accept and
Page 53 and 54: “The other thing though I think w
Page 55 and 56: Values or ordinances are what defin
Page 57 and 58: linking you back to Papatuanuku - t
Page 59 and 60: “We have grown them [taewa] for m
Page 61 and 62: house… if you do it repeatedly it
Page 63 and 64: Clearly whanaungatanga is another w
Page 65 and 66: ehind it because we know very well
Page 67 and 68: will give them a life at least as g
Page 69 and 70: wrong it’s building on something
Page 71 and 72: There is also the challenge of acqu
Page 73 and 74: Chapter 5: Discussion 5.1 Introduct
Page 75 and 76: Taewa are described as a taonga, a
Page 77 and 78: While tangible outcomes such as mon
Page 79 and 80: interrelated and to be accounted fo
Page 81 and 82: 5.5 Conclusion This discussion has
Page 83 and 84: traditional methods of land managem
Page 85 and 86: 6.4 Final comments… Taewa product
Page 87 and 88: Davidson, C. & Tolich, M. (2003).
Page 89 and 90: Hooper, A. (1998). Pacific Islands
Page 91: Rokeach, M. (1968). Beliefs, Attitu
Page 95 and 96: Appendix 2 continued: What do you c
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