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Enhancing Food Security and Physical Activity for Māori, Pacific and Low-income Peoples30. Hokowhitu, B., Challenges to state physical education: tikanga Maori, physicaleducation curricula, historical deconstruction, inclusivism and decolonisation.Waikato Journal of Education, 2004. 10: p. 71-84.31. Thomas, D.R. and L. Dyall, Culture, ethnicity, and sport management: A NewZealand perspective. Sport Management Review, 1999. 2(2): p. 115-132.32. Satler, G., Me ako ki ngā tikanga Māori i Te Reo Kori: Culture and learningthrough Te Reo Kori. Journal of Physical Education New Zealand, 1998. 31(1): p.18-21.33. Smith, L.T., Decolonizing Methodologies: research and indigenous peoplesDunedin: University of Otago Press, 1999.34. Palmer, F.R., Maori Girls, Power, Physical Education, Sport, and Play:’ BeingHungus, Hori, and Hoha’. 2000: University of Otago, Dunedin.193
Enhancing Food Security and Physical Activity for Māori, Pacific and Low-income PeoplesChapter 7: Cross-cutting ThemesThis last section of the book focuses on two intervention areas that impact on both foodsecurity and physical activity. These are: the use of Health Impact Assessment (HIA),and building on current initiatives.In Chapter 7.1 Sharron Bowers and Louise Signal explore the potential of HIA toenhance food security and physical activity for Māori, Pacific and low-income people. InChapter 7.2 Louise Signal argues that there are many effective current initiatives on foodsecurity and physical activity that should be maintained and/or strengthened to meet theneeds of the target populations of this research.194
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