traditional knowledge conference 2008 te tatau pounamu

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kaiārahiguidekaimahiworkerkarakiaaffirmation ceremonieskaumātuamale elderskohagiftkuiafemale elderkoahappy; jubilant; fulfilment; peace; feeling nurturedkōrerotalk; storyMāorinative to Aotearoa/New Zealandmāramatangaenlightenmentmātuaadults; parentsmaurilife essencemokopunagrandchildrenngā kōrero o nēherastories brought forward from the pastrangatiraleader(s)PapatūānukuMother Earthpoutama the stepped pattern shown in Figure 1pōwhiriwelcoming ceremoniesrangahausearch for; researchrangatahiyouthRanginuiSky Fatherreolanguagetakutakurecitationtamarikiyoung childrentangata whēnuaindigenous people of Aotearoa New Zealand; Māoritangihangafarewelling the deceasedtatau pounamugreenstone doortēinayounger siblingste puna mātaurangasource of knowledgeToroa te NukuroaJournal of Te Wānanga o Aotearoa; to reach out; to illuminatetuakanaelder siblingtukutukulattice-weaved paneltūpunaancestorswairuaenergy of spiritwhaeamother; auntywhakangahauentertainmentwhānaua grouping of people, traditionally those who are relatedwhanaungatangarelationships; relatednesswhakaakopreparation to learnwhakapapagenealogical linksReferencesJackson, M. (2008, June). Keynote address. Paper presented at Traditional Knowledge—Te TatauPounamu Conference, The University of Auckland, New Zealand.Mead, H. (2003). Tikanga Maori: Living by Māori values. Wellington, NZ: Huia Publishing.Metge, J. (1995). New growth from old: The whānau in the modern world. Wellington, NZ: VictoriaUniversity Press.Nepe, T. (1991). Te toi huarewa: Kaupapa Māori, an educational intervention system. Unpublishedmaster’s thesis, The University of Auckland, New Zealand.Pere, R. (1994). Ako: Concepts and learning in the Māori tradition. Wellington, NZ: Te Kohanga ReoTrust.233
Smith, L., & Smith, G. (1993). Traditional Māori education. Unpublished manuscript, Research Unit forMāori Education, The University of Auckland, New Zealand.Te Wānanga o Aotearoa. (2007). Te ara kōkiri: Profile of Te Wānanga o Aotearoa. Te Awamutu, NZ:Te Wānanga o Aotearoa.234
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New Zealand’s Mäori Centre of Re
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Te Tatau Pounamu: The Greenstone Do
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MihiAnei rā a manawa e ngunguru, e
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Table of ContentsForewordJoseph Te
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Tikanga and Technology: A New Net G
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PART APRESENTATIONS BY INVITED SPEA
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Te Miringa jointly edited, with Gre
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plant’s cycle of life. Patricio i
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Through Puralia Consultancy, he has
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Opening AddressLinda SmithNgāti Aw
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system, they had a deeply entrenche
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Takaparawhau: Bastion Point:An Exam
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get us off our papakāinga (village
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eating burnt offerings. That was Ba
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mean that a lot of others were not
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Maungārongo: Non-Violent ActionTe
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He Poroporoakī ki a Te Hau-o-te-ra
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Restoring the Nation:Removing the C
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were expecting the manuhiri (visito
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When our students walked from Whaiw
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parents for a while and then said w
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A Journey Away from Violenceto a Pl
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But on the other side, the Australi
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tied to the idea of progress or the
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not provide any greater benefit to
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The foundation of the colonial proj
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Watson, I. (2008, in press). Sovere
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It is about knowing who we are, whe
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it acknowledges the imbalance of th
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food. Quick, quick!” We had some
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Harvesting Peace from a Field of Co
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international corporation by itself
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think it is a tradition to keep the
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A Jade Door: Reconciliatory Justice
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children. As early as seven-years o
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owned only 90,000 acres. Since it w
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A Māori Framework for Family Viole
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that we talked about, we are consta
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manamanaakitangamaraeorangapūteara
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I have been schooled from when I wa
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So, my work has been around liberat
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Finally: peacemaking, reconciliatio
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churns out crap and chalks up the n
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“Indigenes” in Dialogue: Reflec
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done three or four years ago, his c
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Examples of the exclusion of Samoan
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The first question resurfaced, espe
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have inherited and continue to expr
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principal home of whānau, hapū an
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i Rangiātea, the seed broadcast fr
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Preventing the Effects of the“Col
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In Australia we have got big proble
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Figure 3. View from Cape Barren Isl
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communities and give our young peop
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SemisiFor me, talanoa has been a pr
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make decisions, you realize that yo
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e lelei.” I will give an example
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the great dreams of humankind must
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stories maintain in a visible way t
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From our perspective in contemporar
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Working Hard to Make Stubborn Issue
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of argument rather than the argumen
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Once again, Don McKinnon rang me up
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Concluding AddressMichael WalkerWha
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PART BVARIOUS PAPERS PRESENTED TO T
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Rongoā Māori PracticeAlthough an
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practice should be sustained is not
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the transmission of knowledge, ackn
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orangaPākehārākauritengaromi(rom
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Indigenous Knowledge:Traditional Re
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Colonial TraditionsHowever, the col
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esponses can be more effective for
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Table 33. Defining the problemsInte
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ConclusionCurrent research and educ
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O’Sullivan, D. (2007). Beyond bic
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On the 19th anniversary of my mothe
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teenager; I thought I was getting p
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Traditional Knowledge and Decision
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ather than rapid (Aquaculture New Z
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the area of personal health and gen
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Walker, 2005). This fuller expressi
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e the best protection this country
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Morgan, T. (2004, July). A tangata
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“Our own” GameNowhere was the n
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and Tonga rosters. By 2003, however
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Manu (Samoa)palagivanuayaqonarefers
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Indigenous Strategies for Self-Repr
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and the subject of much popular and
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year-old father of three from Taveu
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indigenous children, as nearly all
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He Kōrero mo tētahi o ngā Waiata
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Ko te nuinga o ngā waiata tawhito
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Rārangi 6:Ki taku mōhio, i whatun
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Brief Background on Australia’s P
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local institution official characte
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Page 196 and 197: Kaupapa Māori Entrepreneurship:Tra
Page 198 and 199: New Zealand was and continues to be
Page 200 and 201: to existing systems and even result
Page 202 and 203: I describe ethnic fundamentalism or
Page 204 and 205: However, the following categories w
Page 206 and 207: Frederick, H., & Carswell, P. (2001
Page 208 and 209: He Kākano: Māori Views and Experi
Page 210 and 211: diagnosis (PGD). 2 Toi te Taiao (Bi
Page 212 and 213: Right Relationships with the Earth:
Page 214 and 215: EconomicsNeoclassical economics is
Page 216 and 217: EvaluationThere are flaws with many
Page 218 and 219: Many people will die, and many more
Page 220 and 221: Wackernagel, M., Wermer, P., & Gold
Page 222 and 223: The empirical research was carried
Page 224 and 225: esponsibilities as whānau, hapū (
Page 226 and 227: We teach Indigenous theories within
Page 228 and 229: For too long, however, indigenous p
Page 230 and 231: Indigenous Partnership Strategies i
Page 232 and 233: administrative level through to the
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Page 236 and 237: kura kaupapa Māorimanamaraepapakā
Page 238 and 239: (youth) mātua (adults) to kaumātu
Page 240 and 241: A - focus, attention, driving force
Page 242 and 243: “Thinking of our students reminds
Page 246 and 247: Frameworks for Traditional Māori K
Page 248 and 249: Many authors have written about the
Page 250 and 251: Te WānangaWānangaTraditional Know
Page 252 and 253: Takepū: Principled Approaches to H
Page 254 and 255: activities. Therefore takepū can b
Page 256 and 257: process is for definitions and inte
Page 258 and 259: mauri tūmauri nohomauri matengāka
Page 260 and 261: associated with contemporary techno
Page 262 and 263: directing and developing technologi
Page 264 and 265: Are Mātauranga Māori and Emerging
Page 266 and 267: The Complementarity of Wānanga and
Page 268 and 269: We graduated as different people. T
Page 270 and 271: some unease about sex selection for
Page 272 and 273: Māori Grandparents:Raising Mokopun
Page 274 and 275: grandparents who were raising mokop
Page 276 and 277: on the numbers of Māori children w
Page 278 and 279: the ngākau which is recognized thr
Page 280 and 281: lost tūrangawaewae through the col
Page 282 and 283: An Indigenous Commentary on the Sta
Page 284 and 285: The Drive to Standardize Restorativ
Page 286 and 287: indigenous position would be to adv
Page 288 and 289: If our programmes are based on tika
Page 290 and 291: Rudin, J. (2003, October). Pushing
Page 292 and 293: are deteriorating due to the interv
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for Social Science (SPSS) program,
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Utilization of the Users’ Group F
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Gurung, H., & Harris, P. (1988, Aug
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Conflict in Western Nepal: Its Caus
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analysis (2005) showed that the mai
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eing paid as cadres in the party. B
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He Ara Whanaungatanga:A Pathway Tow
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Culturally Appropriate Research Met
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succession to land interests employ
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ways in which they wanted it presen
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ReferencesApou, M. (2003). Ko te ah
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Pupuruhia Tō Manawaroa: Holding St
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in kappa haka, they are expanding l
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heirlooms, such as patu pounamu, we
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proficient in marae etiquette) and
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ReferencesBiddulph, F., Biddulph, J
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