Kia ora, below is an abstract for the paper "A framework for decolonization interventions" by my friend and colleague Dr Bernard Guerin. This paper reflects on colonization and its effects on Indigenous peoples and also suggests intervention strategies for long-term effects especially for health, education and employment. Its an awesome read, Taima
Paper: A Framework for Decolonization Interventions by Bernard Guerin
Abstract
Colonization spread around the world and has inexorably affected millions of people over the last few centuries. There have been many scattered intervention strategies to overcome some of the long-term effects of colonization, especially for health, education and employment. With respect to the inequalities and discriminations that have remained after centuries, however, it is less clear what might make a difference on such a large scale. I review the interventions that have been tried, including: indigenous people’s movements, cross cultural awareness training, anti-racism and anti-discrimination training, decolonization workshops, liberation theology and psychology, and truth and reconciliation interventions. Some common and dissimilar themes are discussed, as well as ways forward. While provisional, it is hoped that an integrated and interdisciplinary framework might help to coordinate the efforts in local community contexts throughout the world.
This paper can be found at the following site: http://www.unisanet.unisa.edu.au/Resources/tcc/Integrating%20Australian%20Indigenous%20content%20and%20pedagogies%20into%20psychology%20education/Workshops%20and%20conferences%20-%20Psychology%20and%20Indigenous%20Australians/Clickable%20bibliography%20of%20paper%20presentations/Guerin%202008.pdf
Tuesday, March 2, 2010
Friday, February 12, 2010
new book: Research is ceremony: Indigenous Research Methods
Kia ora,
it is always encouraging to find work published by Indigenous scholars. Below are details about a new book called Research Is Ceremony: Indigenous Research Methods by Shawn Wilson. Taima
Describing a research paradigm shared by indigenous scholars in Canada and Australia, this study demonstrates how this standard can be put into practice. Portraying indigenous researchers as knowledge seekers who work to progress indigenous ways of being, knowing, and doing in a constantly evolving context, this examination shows how relationships both shape indigenous reality and are vital to reality itself. These same knowledge seekers develop relationships with ideas in order to achieve enlightenment in the ceremony of maintaining accountability. Envisioning researchers as accountable to all relations, this overview proves that careful choices should be made regarding selection of topics, methods of data collection, forms of analysis, and the way in which information is presented.
Shawn Wilson works in the department of rural health at Northern Rivers University in New South Wales, Australia.
http://www.amazon.ca/Research-Ceremony-Indigenous-Methods/dp/1552662810
it is always encouraging to find work published by Indigenous scholars. Below are details about a new book called Research Is Ceremony: Indigenous Research Methods by Shawn Wilson. Taima
Describing a research paradigm shared by indigenous scholars in Canada and Australia, this study demonstrates how this standard can be put into practice. Portraying indigenous researchers as knowledge seekers who work to progress indigenous ways of being, knowing, and doing in a constantly evolving context, this examination shows how relationships both shape indigenous reality and are vital to reality itself. These same knowledge seekers develop relationships with ideas in order to achieve enlightenment in the ceremony of maintaining accountability. Envisioning researchers as accountable to all relations, this overview proves that careful choices should be made regarding selection of topics, methods of data collection, forms of analysis, and the way in which information is presented.
Shawn Wilson works in the department of rural health at Northern Rivers University in New South Wales, Australia.
http://www.amazon.ca/Research-Ceremony-Indigenous-Methods/dp/1552662810
Thursday, February 11, 2010
Tino Rangatiratanga Flag
I am glad that this is the chosen flag to represent Maori people across all levels of society. Kia kaha, Taima
Monday, February 8, 2010
Enrolments for Te Whiuwhiu o te Hau Maori Counselling Degree
Kia ora, the Te Whiuwhiu o te Hau Degree programme is seeking enrolments for 2010. If you are interested see details below. For those seeking a career in counselling and social service work, and who want to specialise in working with Maori members and their whanau, this course is for you. You will receive knowledge and skills from two orientations: Maori traditions and culture and counselling theories and skills. You will also have the opportunity to learn about personal and professional development as well as gain a career in the counselling field. Contact WINTEC Waikato Institute of Technology for details. naku noa Taima
Bachelor of Applied Social Science (Te Whiuwhiu o te Hau - Māori Counselling)
Starts February
For three years
Applications close 31 October
Domestic Student fees are $4379 + $210 extra costs *
Study part-time or full-time
Hamilton City Campus
Are you seeking a professional qualification in the social services field, particularly one that aims to promote and validate Māori approaches in the environment of counselling? Wintec’s Bachelor of Applied Social Science (Te Whiuwhiu o Te Hau - Māori Counselling) is designed for Māori who use, or intend to use, counselling in their work or practice with Māori social service clients or groups.
This three year programme develops professional, theoretical, social, personal and cultural knowledge and skills to enable you to work more effectively and appropriately with Māori people in the social services field. These skills are tested, evaluated and applied to a range of Māori and counselling contexts including fieldwork placements.
One of the most important aspects of this endorsement is to build a theoretical base for Māori counselling, particularly in the areas of research and counselling approaches. Our vision is to join with other indigenous counsellors as part of the ongoing development of cultural knowledge and application in counselling.
This programme may be studied part-time after consultation with the Programme Coordinator.
Programme Content
You will develop the skills to:
* Establish and maintain a working relationship with Māori
* Engage in counselling and facilitation of whānau and groups for generic and specific needs in social services
* Implement strategies for effective communication with Māori
* Demonstrate the role and function of a Māori counsellor in social services
* Demonstrate Māori protocols and approaches
* Demonstrate a confident level of understanding of Te Reo Māori and tikanga
* Lead and facilitate whānau counselling
* Articulate knowledge of a range of Māori counselling approaches
* Contribute toward the development and writing of Māori counselling theories
* Demonstrate a bilingual and bicultural approach to counseling
You will study the following modules:
Stage One Course Content:
* Treaty Based Practice 1
* Understanding Identity and Relationships
* Understanding Society
* Tikanga Wānanga
* Huarahi Whakapakari
* Te Mana Tangata
* Ngā Rongo o Te Reo
Stage Two Course Content:
* Treaty Based Practice 2
* Rangahau Māori
* Te Whakatinanatanga
* Ngā Ropu Manaaki
* Whānau Tau
* Arā Tikanga
* Counselling Practicum
Fieldwork placements involve you participating in the life of an agency where counselling activities are carried out. You will be supervised during this time.
Stage Three Compulsory Course Content:
* Hauora o te Whānau
* Developing Māori Models of Counselling
* Te More
* Kaupapa Māori Research
Stage Three Elective Course Content:
* Indigenous Liberation Studies
* Special Topic of your interest
* One other 15 credit module
Transition Modules:
* Reflective Practice
* Ngā Rongo o Te Reo 1 and 2
Career Opportunites
The Bachelor of Applied Social Science (Te Whiuwhiu o Te Hau - Māori Counselling) may lead to employment in counselling, cultural services social work, community social work and iwi social services.
Entry Criteria
* 60 credits at NCEA Level 2 in four subjects, including English, or
* 42 credits at NCEA Level 3 in three subjects, or
* University Entrance, or
* Equivalent qualification
Candidates are required to indicate whether they have been convicted of or are being prosecuted for a criminal offence as some types of criminal conviction may limit the ability to secure practicum placements and therefore complete the programme.
Special admission may be granted to candidates aged 20 years or over who do not meet the specified entry requirements. These candidates may be required to demonstrate an ability to successfully complete the programme through a process of an interview and / or assessment.
Candidates will be required to provide a record of qualifications, employment history, work experience and two references.
Bachelor of Applied Social Science (Te Whiuwhiu o te Hau - Māori Counselling)
Starts February
For three years
Applications close 31 October
Domestic Student fees are $4379 + $210 extra costs *
Study part-time or full-time
Hamilton City Campus
Are you seeking a professional qualification in the social services field, particularly one that aims to promote and validate Māori approaches in the environment of counselling? Wintec’s Bachelor of Applied Social Science (Te Whiuwhiu o Te Hau - Māori Counselling) is designed for Māori who use, or intend to use, counselling in their work or practice with Māori social service clients or groups.
This three year programme develops professional, theoretical, social, personal and cultural knowledge and skills to enable you to work more effectively and appropriately with Māori people in the social services field. These skills are tested, evaluated and applied to a range of Māori and counselling contexts including fieldwork placements.
One of the most important aspects of this endorsement is to build a theoretical base for Māori counselling, particularly in the areas of research and counselling approaches. Our vision is to join with other indigenous counsellors as part of the ongoing development of cultural knowledge and application in counselling.
This programme may be studied part-time after consultation with the Programme Coordinator.
Programme Content
You will develop the skills to:
* Establish and maintain a working relationship with Māori
* Engage in counselling and facilitation of whānau and groups for generic and specific needs in social services
* Implement strategies for effective communication with Māori
* Demonstrate the role and function of a Māori counsellor in social services
* Demonstrate Māori protocols and approaches
* Demonstrate a confident level of understanding of Te Reo Māori and tikanga
* Lead and facilitate whānau counselling
* Articulate knowledge of a range of Māori counselling approaches
* Contribute toward the development and writing of Māori counselling theories
* Demonstrate a bilingual and bicultural approach to counseling
You will study the following modules:
Stage One Course Content:
* Treaty Based Practice 1
* Understanding Identity and Relationships
* Understanding Society
* Tikanga Wānanga
* Huarahi Whakapakari
* Te Mana Tangata
* Ngā Rongo o Te Reo
Stage Two Course Content:
* Treaty Based Practice 2
* Rangahau Māori
* Te Whakatinanatanga
* Ngā Ropu Manaaki
* Whānau Tau
* Arā Tikanga
* Counselling Practicum
Fieldwork placements involve you participating in the life of an agency where counselling activities are carried out. You will be supervised during this time.
Stage Three Compulsory Course Content:
* Hauora o te Whānau
* Developing Māori Models of Counselling
* Te More
* Kaupapa Māori Research
Stage Three Elective Course Content:
* Indigenous Liberation Studies
* Special Topic of your interest
* One other 15 credit module
Transition Modules:
* Reflective Practice
* Ngā Rongo o Te Reo 1 and 2
Career Opportunites
The Bachelor of Applied Social Science (Te Whiuwhiu o Te Hau - Māori Counselling) may lead to employment in counselling, cultural services social work, community social work and iwi social services.
Entry Criteria
* 60 credits at NCEA Level 2 in four subjects, including English, or
* 42 credits at NCEA Level 3 in three subjects, or
* University Entrance, or
* Equivalent qualification
Candidates are required to indicate whether they have been convicted of or are being prosecuted for a criminal offence as some types of criminal conviction may limit the ability to secure practicum placements and therefore complete the programme.
Special admission may be granted to candidates aged 20 years or over who do not meet the specified entry requirements. These candidates may be required to demonstrate an ability to successfully complete the programme through a process of an interview and / or assessment.
Candidates will be required to provide a record of qualifications, employment history, work experience and two references.
Monday, February 1, 2010
Waiariki continues commitment to biculturalism
Kia ora all,
I found this posting really exciting with regard toward building Maori education strategies and forging new innnovations for old Maori studies departments. Given the dynamic changes to Maori Studies at Wintec and Manukau (MIT), what Waiariki are doing gives some ideas for the restructuring and retaining of Maori worldviews and pedagogies yet making it possible to be effective in mainstream institutes. Awesome mahi, Taima
Waiariki continues commitment to biculturalism, Friday, 29 January 2010, 10:36 am NZ Scoop
Waiariki continues commitment to biculturalism with launch of wānanga
Te Wānanga a Ihenga, Māori Development, Humanities and Research is a merger of Waiariki’s former Māori directorate and the School of Māori Development and Humanities. Led by Deputy Chief Executive Māori, Keith Ikin, the wānanga will not only develop and deliver Māori development and humanities qualifications, but also support projects, foundation learning and research across all six Waiariki schools.
Te Wānanga a Ihenga Māori Development, Humanities and Research will officially open its doors Tuesday, February 2, 2010.
Waiariki’s commitment to biculturalism is holistic, focusing on internal practises and forging relationships with external groups and organisations that support the institute’s vision.
“The merger will strengthen Waiariki’s commitment to biculturalism and it will provide further support to the establishment of relationships Waiariki is developing with iwi,” said Keith Ikin, Deputy Chief Executive Māori at Waiariki.
A key focus of the wānanga will be to support the establishment of the Te Arawa Wānanga (to be centred around Tangatarua marae on Waiariki’s Mokoia Campus), the partnership in Turangi with Te Whare Aronui o Tuwharetoa, and potentially create relationships with other iwi within the Waiariki region.
The wānanga houses many courses making up parts of important Waiariki qualifications including Māori studies and the new Bachelor of Māori Development, the Bachelor of Applied Social Science (Social Work) and additional social science qualifications, and teaching qualifications such as the Diploma of Teaching (Early Childhood Education).
The merging of the two Waiariki departments will create a seamless business unit that makes sense for all involved, with two departments whose aims complement the other’s, and with a community that will surely benefit from the deal.
I found this posting really exciting with regard toward building Maori education strategies and forging new innnovations for old Maori studies departments. Given the dynamic changes to Maori Studies at Wintec and Manukau (MIT), what Waiariki are doing gives some ideas for the restructuring and retaining of Maori worldviews and pedagogies yet making it possible to be effective in mainstream institutes. Awesome mahi, Taima
Waiariki continues commitment to biculturalism, Friday, 29 January 2010, 10:36 am NZ Scoop
Waiariki continues commitment to biculturalism with launch of wānanga
Te Wānanga a Ihenga, Māori Development, Humanities and Research is a merger of Waiariki’s former Māori directorate and the School of Māori Development and Humanities. Led by Deputy Chief Executive Māori, Keith Ikin, the wānanga will not only develop and deliver Māori development and humanities qualifications, but also support projects, foundation learning and research across all six Waiariki schools.
Te Wānanga a Ihenga Māori Development, Humanities and Research will officially open its doors Tuesday, February 2, 2010.
Waiariki’s commitment to biculturalism is holistic, focusing on internal practises and forging relationships with external groups and organisations that support the institute’s vision.
“The merger will strengthen Waiariki’s commitment to biculturalism and it will provide further support to the establishment of relationships Waiariki is developing with iwi,” said Keith Ikin, Deputy Chief Executive Māori at Waiariki.
A key focus of the wānanga will be to support the establishment of the Te Arawa Wānanga (to be centred around Tangatarua marae on Waiariki’s Mokoia Campus), the partnership in Turangi with Te Whare Aronui o Tuwharetoa, and potentially create relationships with other iwi within the Waiariki region.
The wānanga houses many courses making up parts of important Waiariki qualifications including Māori studies and the new Bachelor of Māori Development, the Bachelor of Applied Social Science (Social Work) and additional social science qualifications, and teaching qualifications such as the Diploma of Teaching (Early Childhood Education).
The merging of the two Waiariki departments will create a seamless business unit that makes sense for all involved, with two departments whose aims complement the other’s, and with a community that will surely benefit from the deal.
Thursday, January 21, 2010
UN report gives kohanga reo centres a big tick
UN report gives kohanga reo centres a big tick by Kara Segedin, posted in New Zealand Herald, 20 Jan, 2010
A UN education report has commended New Zealand's kohanga reo early childhood centres for playing an important role in challenging discrimination and building a more multicultural national identity.
Unesco communications officer, Leila Loupis, said the new report, "Reaching the marginalised", looked at how countries have attempted to improve the education provided to indigenous people.
"We take New Zealand's indigenous language movement as a positive example of having contributed to the expansion of education for Maori children," she said.
The report said kohanga reo have provided a social, political and cultural focal point for the empowerment of Maori and have shown how powerful a revitalised indigenous language can be with educational and social benefits.
"With their ethos of self-help and commitment to continuity across generations, kohanga reo became a source of inspiration for young Maori parents."
The report's findings also showed year 11 Maori students enrolled in kura kaupapa immersion schools did significantly better than Maori in English-language schools.
Kohanga reo are whanau co-operatives where children and families are immersed in an environment where the Maori language can flow.
CCID: 27791
Dame Iritana Tawhiwhirangi of the Kohanga Reo National Trust said she was not surprised by the UN's findings.
"It was caught, not taught. That is the fundamental principle of kohanga reo," she said.
Te kohanga reo began in 1981 and the first centre, Pukeatua, was opened near Wellington the following year.
The report says there is encouraging evidence that Maori children - especially girls - are catching up with non-Maori, but the achievement gaps remain large.
Maori are more than three times as likely as non-Maori to leave school with no qualifications.
Dr Pita Sharples, Associate Education Minister, said he was really pleased with Unesco's findings and to see the efforts of kohanga reo and kura kaupapa recognised.
"It was created to save the Maori language and in doing so reinvented a Maori way of teaching," he said.
"We've taken it to New Guinea, North American Indians and Hawaii and watched them adapt."
A UN education report has commended New Zealand's kohanga reo early childhood centres for playing an important role in challenging discrimination and building a more multicultural national identity.
Unesco communications officer, Leila Loupis, said the new report, "Reaching the marginalised", looked at how countries have attempted to improve the education provided to indigenous people.
"We take New Zealand's indigenous language movement as a positive example of having contributed to the expansion of education for Maori children," she said.
The report said kohanga reo have provided a social, political and cultural focal point for the empowerment of Maori and have shown how powerful a revitalised indigenous language can be with educational and social benefits.
"With their ethos of self-help and commitment to continuity across generations, kohanga reo became a source of inspiration for young Maori parents."
The report's findings also showed year 11 Maori students enrolled in kura kaupapa immersion schools did significantly better than Maori in English-language schools.
Kohanga reo are whanau co-operatives where children and families are immersed in an environment where the Maori language can flow.
CCID: 27791
Dame Iritana Tawhiwhirangi of the Kohanga Reo National Trust said she was not surprised by the UN's findings.
"It was caught, not taught. That is the fundamental principle of kohanga reo," she said.
Te kohanga reo began in 1981 and the first centre, Pukeatua, was opened near Wellington the following year.
The report says there is encouraging evidence that Maori children - especially girls - are catching up with non-Maori, but the achievement gaps remain large.
Maori are more than three times as likely as non-Maori to leave school with no qualifications.
Dr Pita Sharples, Associate Education Minister, said he was really pleased with Unesco's findings and to see the efforts of kohanga reo and kura kaupapa recognised.
"It was created to save the Maori language and in doing so reinvented a Maori way of teaching," he said.
"We've taken it to New Guinea, North American Indians and Hawaii and watched them adapt."
Monday, January 18, 2010
WINHEC Journal 2010 Edition
kia ora, Nga mihi mo te tau hou 2010, hello
Below is a call for WINHEC'S 2010 Edition. Some of my colleagues and I wrote a paper in the 2006 Edition called "Keeping our fire alive:Towards decolonising research in the academic setting". This can be found at site: http://www.win-hec.org/?q=node/92
These journals are a good read especially in the area of Indigenous education. Taima
See below details for the WINHEC Journal 2010 Edition:
World Indigenous Nations Higher Education Consortium (WINHEC): Call For Papers
CALL FOR PAPERS
WINHEC JOURNAL 2010 Edition
The World Indigenous Nations Higher Education Consortium invites papers for the 2010 edition of the WINHEC Journal.
The WINHEC Journal is an online and printed publication dedicated to the exploration and advancement of issues related to Indigenous education, culture and language faced by WINHEC nations and members.
The 2010 edition will be published in printed and possibly online in August 2010. The theme of this edition is Indigenous Voices, Indigenous Research.
The deadline for Papers is June 15th 2010.
For more information, including the guidelines for Papers, please contact:
Professor Veronica Arbon
veronica.arbon@deakin.edu.au This e-mail address is being protected from spambots. You need JavaScript enabled to view it
2010 Editor
Institute of Koorie education
Deakin University
Geelong, Victoria, Australia
The previous editions can be reached online at http://www.win-hec.org
Below is a call for WINHEC'S 2010 Edition. Some of my colleagues and I wrote a paper in the 2006 Edition called "Keeping our fire alive:Towards decolonising research in the academic setting". This can be found at site: http://www.win-hec.org/?q=node/92
These journals are a good read especially in the area of Indigenous education. Taima
See below details for the WINHEC Journal 2010 Edition:
World Indigenous Nations Higher Education Consortium (WINHEC): Call For Papers
CALL FOR PAPERS
WINHEC JOURNAL 2010 Edition
The World Indigenous Nations Higher Education Consortium invites papers for the 2010 edition of the WINHEC Journal.
The WINHEC Journal is an online and printed publication dedicated to the exploration and advancement of issues related to Indigenous education, culture and language faced by WINHEC nations and members.
The 2010 edition will be published in printed and possibly online in August 2010. The theme of this edition is Indigenous Voices, Indigenous Research.
The deadline for Papers is June 15th 2010.
For more information, including the guidelines for Papers, please contact:
Professor Veronica Arbon
veronica.arbon@deakin.edu.au This e-mail address is being protected from spambots. You need JavaScript enabled to view it
2010 Editor
Institute of Koorie education
Deakin University
Geelong, Victoria, Australia
The previous editions can be reached online at http://www.win-hec.org
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