Whakatane Waahi Tapu Under Threat

kia ora

This video was recently shown by Marae and explains Whakatane Council's plans to develop on lands that encroach tribal and sacred burial grounds.  As well, they plan to endorse the development of a marina to house boats and yachts, this will affect the bio-diversity of the sacred waterways of the Whakatane (known as Ohinemataroa) river.  This river has fed generations of Ngati Awa descendants including myself.  I grew up swimming and fishing from the river that my ancestors have held since the arrival of the Mataatua canoe from Hawaiki in 1350.  More to follow.  Taima


https://www.youtube.com/watch?v=rO2M7Keqc4I&list=PLQ4mqbMg3-7nuIMVuRM_FhwwDPhG1nXz-

New Book: Colonized Classrooms: Racism, Trauma and Resistance in Post-Secondary Education by Dr. Sheila Cote-Meek

Kia ora, Kwe kwe, Greetings

 

I am pleased to announce a new book: hot off the press that is relevant to the field of social work, education and counselling.  Written by Dr. Sheila Cote-Meek and titled

Colonized Classrooms

Racism, Trauma and Resistance in Post-Secondary Education

In Colonized Classrooms, Sheila Cote-Meek discusses how Aboriginal students confront narratives of colonial violence in the postsecondary classroom, while they are, at the same time, living and experiencing colonial violence on a daily basis. Basing her analysis on interviews with Aboriginal students, teachers and Elders, Cote-Meek deftly illustrates how colonization and its violence are not a distant experience, but one that is being negotiated every day in universities and colleges across Canada.

Contents

Setting the Context . Conceptualizing the Impact of the Colonial Encounter . Negotiating the Culture/Colonial Divide in the Postsecondary Classroom . Negotiating Race in the Postsecondary Classroom . Trauma in the Classroom . Resisting Ongoing Racism and Colonialism in the Postsecondary Classroom . Closing the Circle: The Possibilities for Transformational Pedagogy . References

About the Author

Sheila Cote-Meek is an Anishnaabe-Kwe from the Teme-Augama Anishnabai. She is Associate Vice President of Academic and Indigenous Programs as well as a professor in the School of Indigenous Relations at Laurentian University.

You can purchase this book online at Amazon or Indigo books or via Fernwood Publishing $24.95 CDN.

 

 

another doctor for Maori Counselling

Kia ora, Greetings Dr Rawiri (David) Waretini-Karena PhD (Master of Arts, B,app, Soc Sci M Counselling, DIP) has completed his Doctor of Philosophy requirements and will be graduating at Te Whare Wananga O Awanuiarangi on April 15th. Awesome read Rawiri, well done/congratulations. His thesis is entitled: TRANSFORMING MĀORI EXPERIENCES OF HISTORICAL INTERGENERATIONAL TRAUMA. Abstract: This thesis examines links between Māori deficit statistics, Māori experiences of historical intergenerational trauma or HIT, and colonisation. The thesis draws upon Western critical theory combined with Indigenous methodologies that employ Māori epistemologies or ways of knowing to make sense of historical discourses that have traditionally impeded Māori wellbeing and development. Indigenous methodologies such as Pūrākau theory are employed in this thesis to peel back layers of narratives that are sometimes intergenerational, to expose contributing factors to Māori deficit statistics. These theories interpret underlying themes and key factors in HIT. In essence the study examines Māori experiences; Māori concepts and oral traditions relevant to HIT. Essentially four research questions are posed. "What are Māori experiences of historical intergenerational trauma?" "What were the political, socio- economic implications for Māori both pre and post signing of Te Tiriti o Waitangi?" "What significance does locating self in this research have in terms of contextualising Māori experiences of historical intergenerational trauma?" And finally "What are Māori strategies that respond to this phenomenon?" These research questions frame the thesis from a position that distinguishes Māori experiences of this phenomenon, from the distinctive lived experiences of other Indigenous cultures across the globe. The research questions also investigate the political, socio- economic environment both pre and post Te Tiriti o Waitangi. This gives a macro view that draws attention to Māori success in international trade and economic development pre Treaty [Te Tiriti o Waitangi]. The thesis then examines how Māori became subjugated to intergenerational positions of impoverishment, and displacement through war, and legislative policies of the New Zealand Settler Government who coveted Māori land, assets, raw materials and resources post Te Tiriti o Waitangi. Locating self in research offers a micro view contextualising how historical events may impact at a personal level. It also draws attention to how those impacts have the potential for manifesting deficit outcomes. The final frame is solution focused, and draws attention to strategies that respond to Māori experiences of historical intergenerational trauma.

Yan Gaa Duuneek: An examination of Indigenous transformational leadership pedagogies in BC higher education by Dr. Todd Ormiston

kia ora... I wanted to share another great PhD Thesis by Dr. Todd Ormiston (2012) Yan Gaa Duuneek: An examination of Indigenous transformational leadership pedagogies in BC higher education. In his thesis Todd explores traditional concepts of Indigenous leadership and how they are being applied today within post-secondary education. I especially like his creativity of methodology choice: i.e. linking Tlingit philosophies, the Medicine Wheel Teachings and in particularly his own personal Canoe Journey. Great job Todd, another great read and contribution to Indigenous theory and pedagogies. Taima

David Karena Doctoral Scholarship Award

Kia ora, Rawiri, Congratulations Recipients of the Doctoral Scholarship Award Ngarimu VC and 28th Maori Battalion David Waretini Junior Karena Doctorate in Indigenous Philosophy of Indigenous Studies at Te Whare Wānanga o Awanui-ā-Rangi. David is of Ngāti Mahunga and Ngāti Māhuta descent on his fathers side, and Te Aupouri, Ngāti Kahu, Ngāti Hine, Ngāti Manawa and Ngāti Whātua descent on his mothers side. David has a long history of contribution and commitment to his community. For many years he has been involved in Te Whāriki Tautoko, a social service governing body that gives kaupapa Māori supervision to Māori social service practitioners in the counselling, social work, therapist and psychology field. He is part of the maintenance crew that takes care of his marae and for more than 15 years he has run Alternatives to Violence programmes in prison and the wider community. David holds a Masters of Arts in Commercial Music, a Bachelor of Applied Social Science and is a recognised expert in joining kaupapa Māori theories into counselling practice. Across his academic career David has developed Māori models that respond to Māori experiences of historical intergenerational trauma. These have been put in to practice at a national curriculum level. He hopes to present his ideas on the international stage, specifically at the World Indigenous Conference on education in Hawai’i in 2014. He sees this as the contribution to whānau, hapū, iwi and all indigenous communities who have been impacted by colonisation. 28th Maori Battalion link: http://www.minedu.govt.nz/NZEducation/EducationPolicies/MaoriEducation/Initiatives/NgarimuVCAnd28thBattalionMemorialFund/2013Recipients.aspx

A Maori Communication Counselling Process on You Tube

Kia ora, Greetings David Waretini-Karena, a Senior Tutor (faculty) on the Te Whiuwhiu o te Hau program at WINTEC, Hamilton, NZ has offered to share a Maori-based communication strategy. He has put the counselling strategies onto YouTube. They are as follows: Whakatau 1 this was formally the A Process http://www.youtube.com/watch?v=ji-wmS7ZZI4 Whakatau part 2 the second part of the A process http://www.youtube.com/watch?v=dPzqaqWEQAU Whakapuaki- Formally Be process-Establishing the issues - http://www.youtube.com/watch?v=gXl5CsNjYGs Whakatangitangi formally part of C process: http://www.youtube.com/watch?v=rGOr0nrCSIQ Whakaratarata the second part of C process: http://www.youtube.com/watch?v=xIdvvSoVP5U Whakaoranga is formally D process: http://www.youtube.com/watch?v=xV8xJ-8SuAc Whakaotinga is formally E process: http://www.youtube.com/watch?v=tFyRqeNIn_U

2 Great Achievements for Te Whiuwhiu o te Hau

kia ora all I am pleased to announce that Dr. Jacquelyn Elkington received her Ph.D from Te Whare Wananga o Awanuiarangi Indigenous University. Her thesis title is Kaupapa Maori Supervision in Social Services and the Implication of Culture for Wholistic Well-being. Jackie was a tutor on the Te Whiuwhiu o te Hau Maori Counselling program and is a member of Te Whariki Tautoko, the National Maori Counselling Association. Congrats Jackie, nga mihi nui. David Waretini Junior Karena received a Ngarimu Award. He is doing his doctorate in Indigenous Philosophy at Te Whare Wānanga o Awanui-ā-Rangi. David is of Ngāti Māhanga, and Ngāti Māhuta descent on his fathers side, and Te Aupouri, Ngāti Kāhu, Ngāti Hine, Ngāti Manawa and Ngāti Whātua on his mothers side . David has a long history of contribution and commitment to his community. For many years he has been involved in Te Whāriki Tautoko, a social service governing body that gives kaupapa Māori supervision to Māori social service practitioners in the counselling, social work, therapist and psychology field. He is part of the maintenance crew that takes care of his marae and for more than 15 years he has facilitated Alternatives to Violence programmes in prison and the wider community. David holds a Masters of Arts in commercial music, a Bachelor of Applied Social Science and is a recognised expert in joining kaupapa Māori theories into counselling practice. Across his academic career David has developed Māori models that respond to Māori experiences of historical intergenerational trauma. These have been put in to practice at a national curriculum level. He hopes to present his ideas on the international stage, specifically at the World Indigenous Peoples Conference on education in Hawai’i in 2014. He sees his models and frameworks as transferable across Indigenous cultures and believes this to be a significant contribution to whānau, hapū, iwi and all indigenous communities who have been impacted by colonisation.