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Appendix 2: Interview question prompts Please tell me about your taewa production system. What taewa are you growing? When did you start growing? Size of property / planted area Objectives Returns / production Who is involved? Mechanical assistance Other horticulture / agriculture / livelihood options Tell me about why do you grow taewa? Social/cultural Reciprocity / Hospitality Tradition / Whakapapa Food security Economic Livelihood Profit Environmental Responsibility Well suited to area Health Being outside Health benefits from eating taewa 80
Appendix 2 continued: What do you consider to be the critical or defining parts of sustainable Maori development? Maori values Social / Cultural capital Economic Which of these elements of sustainable Maori development do you consider to be most important? Short-term / long-term Do you see a relationship between growing taewa and sustainable Maori development? How does growing taewa contribute? Is taewa production important for the future of Maori? Livelihood option? Compared to other Maori / Non-Maori horticulture What are other important determining factors of a sustainable future for Maori? Education Traditional / Maori history Contemporary Land tenure What are the major constraints for Maori wanting to get into traditional horticulture such as taewa? Finance Land Traditional knowledge Seed / plants 81
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Copyright Statement Lincoln Univers
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Abstract of a dissertation submitte
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Acknowledgements First and foremost
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Table of Contents Abstract………
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5.5 Conclusion…………………
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Glossary Note: New Zealand has two
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Tika integrity, correct Tikanga pro
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Chapter 1: Introduction 1.1 Backgro
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1.3 No hea koe? Literally, “where
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What are the relationships between
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2.2.1 Arrival and adaptation in Aot
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2.2.3 Taewa Maori The first introdu
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2.3 Maori worldviews Societies and
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after the birth of a child, traditi
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2.4.1 The concept of sustainable de
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eference to cultural aspects, despi
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2.4.3 Social and cultural capital D
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Pono (truth) Manaaki (sharing and
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Chapter 3: Methodology 3.1 Introduc
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information. This field research wa
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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 and 92: Rokeach, M. (1968). Beliefs, Attitu
Page 93: Appendices Appendix 1: Common taewa
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