traditional knowledge conference 2008 te tatau pounamu

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Te Tatau Pounamu: The Greenstone DoorTraditional Knowledge and Gatewaysto Balanced Relationships2008June 8–11, 2008Auckland, New ZealandConvened by Ngā Pae o te MāramatangaNew Zealand’s Māori Centre of Research ExcellenceConference OrganizerKnowledge Exchange Programme LeaderDr J. S. Te RitoEditorsDr J. S. Te RitoDr S. M. Healy
Ngā Pae o te MāramatangaNgā Pae o te Māramatanga, New Zealand’s Māori Centre of Research Excellence, is one ofNew Zealand’s eight officially recognized Centres of Research Excellence. Hosted by TheUniversity of Auckland, the Institute’s participating entities are spread throughout New Zealand.Ngā Pae o te Māramatanga’s vision is the full participation by Māori in all aspects of societyand the economy. The work of Ngā Pae o te Māramatanga is focused on three core programmes:research, capability building and knowledge exchange.Whakataukī (Proverb)Whāia ngā pae o te māramatangaTe pae tata, te pae tawhitiKia puta ki te whaiao ki Te Ao MāramaPursue the thresholds of understandingThe near and distant horizonsAnd so emerge into The World of LightJoint Directors of Ngā Pae o te MāramatangaProfessor Michael Walker & Doctor Tracey McIntoshConference Proceedings Production TeamEditorsProduction ManagerCopy EditorsMāori Language EditorsTranscriberVideo ProducerDr Joseph Te RitoDr Susan HealyDr Helen RossCorinthia KepaDorothy CoupMateroa HaengaZaine MitchellNgaere RobertsJan RhodesJosie McClutchieVideo Recordings of Invited SpeakersVideos of the presentations by the Invited Speakers can be viewed by going toNgā Pae o te Māramatanga’s website: www.maramatanga.ac.nz
Page 1: New Zealand’s Mäori Centre of Re
Page 6 and 7: MihiAnei rā a manawa e ngunguru, e
Page 8 and 9: Table of ContentsForewordJoseph Te
Page 10: Tikanga and Technology: A New Net G
Page 14 and 15: PART APRESENTATIONS BY INVITED SPEA
Page 16 and 17: Te Miringa jointly edited, with Gre
Page 18 and 19: plant’s cycle of life. Patricio i
Page 20 and 21: Through Puralia Consultancy, he has
Page 22 and 23: Opening AddressLinda SmithNgāti Aw
Page 24 and 25: system, they had a deeply entrenche
Page 26 and 27: Takaparawhau: Bastion Point:An Exam
Page 28 and 29: get us off our papakāinga (village
Page 30 and 31: eating burnt offerings. That was Ba
Page 32 and 33: mean that a lot of others were not
Page 34 and 35: Maungārongo: Non-Violent ActionTe
Page 36 and 37: He Poroporoakī ki a Te Hau-o-te-ra
Page 38 and 39: Restoring the Nation:Removing the C
Page 40 and 41: were expecting the manuhiri (visito
Page 42 and 43: When our students walked from Whaiw
Page 44 and 45: parents for a while and then said w
Page 46 and 47: A Journey Away from Violenceto a Pl
Page 48 and 49: But on the other side, the Australi
Page 50 and 51: tied to the idea of progress or the
Page 52 and 53: not provide any greater benefit to
Page 54 and 55:
The foundation of the colonial proj
Page 56 and 57:
Watson, I. (2008, in press). Sovere
Page 58 and 59:
It is about knowing who we are, whe
Page 60 and 61:
it acknowledges the imbalance of th
Page 62 and 63:
food. Quick, quick!” We had some
Page 64 and 65:
Harvesting Peace from a Field of Co
Page 66 and 67:
international corporation by itself
Page 68 and 69:
think it is a tradition to keep the
Page 70 and 71:
A Jade Door: Reconciliatory Justice
Page 72 and 73:
children. As early as seven-years o
Page 74 and 75:
owned only 90,000 acres. Since it w
Page 76 and 77:
A Māori Framework for Family Viole
Page 78 and 79:
that we talked about, we are consta
Page 80 and 81:
manamanaakitangamaraeorangapūteara
Page 82 and 83:
I have been schooled from when I wa
Page 84 and 85:
So, my work has been around liberat
Page 86 and 87:
Finally: peacemaking, reconciliatio
Page 88 and 89:
churns out crap and chalks up the n
Page 90 and 91:
“Indigenes” in Dialogue: Reflec
Page 92 and 93:
done three or four years ago, his c
Page 94 and 95:
Examples of the exclusion of Samoan
Page 96 and 97:
The first question resurfaced, espe
Page 98 and 99:
have inherited and continue to expr
Page 100 and 101:
principal home of whānau, hapū an
Page 102 and 103:
i Rangiātea, the seed broadcast fr
Page 104 and 105:
Preventing the Effects of the“Col
Page 106 and 107:
In Australia we have got big proble
Page 108 and 109:
Figure 3. View from Cape Barren Isl
Page 110 and 111:
communities and give our young peop
Page 112 and 113:
SemisiFor me, talanoa has been a pr
Page 114 and 115:
make decisions, you realize that yo
Page 116 and 117:
e lelei.” I will give an example
Page 118 and 119:
the great dreams of humankind must
Page 120 and 121:
stories maintain in a visible way t
Page 122 and 123:
From our perspective in contemporar
Page 124 and 125:
Working Hard to Make Stubborn Issue
Page 126 and 127:
of argument rather than the argumen
Page 128 and 129:
Once again, Don McKinnon rang me up
Page 130 and 131:
Concluding AddressMichael WalkerWha
Page 132 and 133:
PART BVARIOUS PAPERS PRESENTED TO T
Page 134 and 135:
Rongoā Māori PracticeAlthough an
Page 136 and 137:
practice should be sustained is not
Page 138 and 139:
the transmission of knowledge, ackn
Page 140 and 141:
orangaPākehārākauritengaromi(rom
Page 142 and 143:
Indigenous Knowledge:Traditional Re
Page 144 and 145:
Colonial TraditionsHowever, the col
Page 146 and 147:
esponses can be more effective for
Page 148 and 149:
Table 33. Defining the problemsInte
Page 150 and 151:
ConclusionCurrent research and educ
Page 152 and 153:
O’Sullivan, D. (2007). Beyond bic
Page 154 and 155:
On the 19th anniversary of my mothe
Page 156 and 157:
teenager; I thought I was getting p
Page 158 and 159:
Traditional Knowledge and Decision
Page 160 and 161:
ather than rapid (Aquaculture New Z
Page 162 and 163:
the area of personal health and gen
Page 164 and 165:
Walker, 2005). This fuller expressi
Page 166 and 167:
e the best protection this country
Page 168 and 169:
Morgan, T. (2004, July). A tangata
Page 170 and 171:
“Our own” GameNowhere was the n
Page 172 and 173:
and Tonga rosters. By 2003, however
Page 174 and 175:
Manu (Samoa)palagivanuayaqonarefers
Page 176 and 177:
Indigenous Strategies for Self-Repr
Page 178 and 179:
and the subject of much popular and
Page 180 and 181:
year-old father of three from Taveu
Page 182 and 183:
indigenous children, as nearly all
Page 184 and 185:
He Kōrero mo tētahi o ngā Waiata
Page 186 and 187:
Ko te nuinga o ngā waiata tawhito
Page 188 and 189:
Rārangi 6:Ki taku mōhio, i whatun
Page 190 and 191:
Brief Background on Australia’s P
Page 192 and 193:
local institution official characte
Page 194 and 195:
approved a new constitution that ma
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
Page 234 and 235:
continues to receive Touch funding
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 244 and 245:
kaiārahiguidekaimahiworkerkarakiaa
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
Page 294 and 295:
for Social Science (SPSS) program,
Page 296 and 297:
Utilization of the Users’ Group F
Page 298 and 299:
Gurung, H., & Harris, P. (1988, Aug
Page 300 and 301:
Conflict in Western Nepal: Its Caus
Page 302 and 303:
analysis (2005) showed that the mai
Page 304 and 305:
eing paid as cadres in the party. B
Page 306 and 307:
He Ara Whanaungatanga:A Pathway Tow
Page 308 and 309:
Culturally Appropriate Research Met
Page 310 and 311:
succession to land interests employ
Page 312 and 313:
ways in which they wanted it presen
Page 314 and 315:
ReferencesApou, M. (2003). Ko te ah
Page 316 and 317:
Pupuruhia Tō Manawaroa: Holding St
Page 318 and 319:
in kappa haka, they are expanding l
Page 320 and 321:
heirlooms, such as patu pounamu, we
Page 322 and 323:
proficient in marae etiquette) and
Page 324:
ReferencesBiddulph, F., Biddulph, J
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