These resources, from the Treaty and anti-racism movements, relate to events and actions from the 1960s to the present day. They come from a number of collections being held by TRC that are presently being digitised.
You can search by keyword or by categories, e.g., Formal group, (groups that feature in the resource); Sector (housing, health, education, media, etc.); Historical period; Format (type of resource, e.g., pamphlet, poster, report, letter, etc.) Your feedback and suggestions are appreciated.
|Title||Primary author||Content Description||Table of Contents|
|Bias Begins Early||Programme On Racism||This paper examines the racism underlying assumptions and statements drawn from the educational journal series on Captain Cook used for teaching New Zealand history.||
Introduction, Assumptions 1-9, Comment, The Language Used, Conclusions
|English Schools and Maori Students||Gadd, B||This paper explores how the structure and assumptions that set within the framework of teaching English Language alienates and creates a disfranchisement across culture and class.|
|History or Propoganda? Interpretations of the Marquis of Normanby's Instructions to Captain William Hobson August 1839.||Lodder, W. R.||This paper explores the debate that surrounds the reasons and motives given to the appointment and dispatch of Captain William Hobson to New Zealand in 1839.||none|
|Recovery of Mana Māori Motuhake through tribal wananga||Winiata, Whatarangi||This paper explores the development of Te Wananga o Raukawa through a historical perspective and a report on contemporary times.||
A historical perspective; The contemporary context; Course of study; Research; hapū and Iwi planning; Tribal resources and activity; Conclusion
|Te Tiriti O Waitangi||Williams, David||This paper explores the Maori and English version of the Treaty and how the concept and words were understood within the context of the time. Reference is drawn to biblical passages and prayer and the interpretation put to Maori by Anglican missionaries. Discussion is raised on the appropriateness or not of celebrating the Treaty. The article also begs the question - Is the Treaty a Christian document and in what way do Christians have an obligation to engage with Treaty issues?||Te Tiriti O Waitangi, The Treaty of Waitangi, And do what?, Some other questions suggest themselves, Appendix One - Missionary Maori, Appendix two - some bible study.|
|Te Kohanga Reo - A salvage programme for the Maori language||Douglas, Edward||This paper explores the philosophical imperatives behind the establishment of Kohanga Reo and the difficulties encountered in the first two years of the Kohanga programme.||
Language Policy, Who Speaks Maori in New Zealand, Community Resources for Maori Language Learning, Maintaining Maori Social Cohesion, Language as a Political Objective, Implementing the Programme, Problems Encountered, Sociological Problems,Philosophical Problems, Solutions, References.
|Some questions about teachers.||ACORD - Auckland Committee on Racism and Discrimination||This paper focuses feedback to the 1986 Draft Ciriculum Review Committee report on the issue of teacher selection, recruitment and training.||
Selection of Teachers, Training of Teachers, Practices of Teachers, Community,
|The Treaty of Waitangi||unknown||This paper have each version of Te Tiriti in a box with a middle section commenting on the different meanings and understanding as they relate to highlighted sections of each version.The key comment is that sovereignty is not equal to Kawanatanga.||English Version, Maori Version and Translation|
|Ethnic Bias in School Certificate||Gadd, B||This paper illustrates how the School Certificate system is a central element in the maintenance of institutional racism in New Zealand.||Introduction, Evidence for Ethnic Bias in School Certificate, Why Ethnic Bias Occurs, Table of Schools|
|Comments on the proposals of the 1986 curriculum review||ACORD - Auckland Committee on Racism and Discrimination||This paper is a response to the the 1986 draft report on the Curriculum Review Committee and includes a history of discrimination in education in New Zealand.||
Introduction, Evaluating the Proposals, Proposals arising from the History, Statements of Principle, Racism, Bicultural Initiatives, Support for Maori Students and Teachers, Organisation and Practice.
|Marae as a learning environment in secondary schools||Heremaia, P. J.||This paper looks at the evolution of the school marae in secondary schools as a significant development in the promotion of bicultural and multicultural education. It draws on the experiences of the Kakariki Marae at Green Bay High School in Auckland.|
|Wa Tatou Kura Maori (Maori Education in Church Schools)||Curtis, Toby||This paper looks at the history and current situation for Maori student achievement within Maori Church Boarding Schools.||Preamble, Research in Maori Eduction, Current Position - 1984, Some misconceptions and objectoins, Reasons for Success, Possible Directions|
|Nga Kohanga Reo - A Salvage Programme for the Maori Language,||Douglas, Edward||This paper looks at the philosophy behind the Kohanga Reo programme and the difficulties that its first two years have encountered.||Language Policy, Who Speaks Maori in New Zealand?, Community Resources for Maori Language Learning, Maintaining Maori Social Cohesion, Language as a Political Objective, Implementing the Programme, Problems encountered, Solutions, References|
|Information Sheet - "Iwi versus Multi Tribal"||Tamihere, John||This paper makes a case for the rights of inclusion of urban Maori groupings (where members do not specifically whakapapa or interact with traditional tribal groups), Waipareira and Hoani Waititi Marae. The author argues that the historical and political realities that have resulted in the 'Waipareira Way' are a legitimate and powerful representative body of multi tribalism.||Introduction, Facts you should know,The Waipareira Way,Mandate/Representation.|
|Introduction to Justice||unknown||This paper makes eight points related to the question Justice - what is it? Notes include types of justice - distributive, egalitarian, material, liberal.|
|Maori \ bicultural component of the Diabetes Programme||unknown||This paper outlines a programme of teaching intended to assist tauira to improve their skills, extend their knowledge and be confident in working in a Maori way in the field of health and especially Diabetes.||Purpose, Assessment, Treaty of Waitangi|
|The Maori Response to Education||Walker, R||This paper outlines the history of Maori response to education, includes the ideas of educational theorist Friere and educational activist Ngata and draws material from the Hunn Report.||
Introduction, Transformation from monocultural to bicultural education, Conclusion, Note
|The Maori Response to Education||Walker, R J||This paper outlines the history of Maori response to education, includes the ideas of educational theorist Friere and educational activist Ngata and draws material from the Hunn Report.||Introduction, Transformation from monocultural to bicultural education, Conclusion, Note|
|Course Outline: Education and Te Tiriti o Waitangi||Herzog, Christine||This paper outlines the purpose and implementation details for running the level 5 course. Detailed outlines of assessment criteria are included.||Purpose, Objective, Learning elements, Dates, Assessment, Kaiako, Recommended reading, Assessment|
|A case for Constitutional Reform||Conference of Churches in Aotearoa New Zealand||This paper picks up the debate on electoral reform (MMP and a proposed Senate system) and explores the implication in Aotearoa. CCANZ propose that Constitutional Reform would be a preferable structural change towards tino rangatiratanga o te iwi Maori. Suggestion is made that tauiwi and church organisations raise the issue of honouring Te Tiriti as central in any proposed constructional or governance changes.||
A case for Constitutional Reform, A Tiriti Analysis of the Present System of Representation and Proportional Representation.