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|
|How relevant is modern experimental voyaging to understanding the settlement of Oceania?||Morgan, Karen||This essay explores the theory and models for migration and settlement through sea voyaging across Oceania.|
|Hui calls for more treaty education||Vercoe, Moerangi||Report on the call from organizers of a youth forum for the Government to provide more Treaty education in schools.|
|Ikanui News||Treaty Tribes Coalition||News and information including a message from the Chairperson, report and analysis from Seafood Week, dates for meetings, Korero Kaweka (jokes), Panui Tangata (profile) and contact details.|
|immigrant||unknown||Displays one word on the front: 'immigrant' and on the back are the words 'Where do you stand on Māori land?'|
|Implementing an anti-racist early childhood programme||Awareness of Racism and Anti-Racist strategies for ECE||An outline for implementing anti racism work in an early childhood setting. Offers examples of questions, discussions and covers the considerations required for a successful implementation.||
The Early Childhood Environment, Parents as Partners, Sample Discussion Paper, Administration, Staff and Adults Working in Centres, Staff and Adults Working Together Teaching and Learning Styles, Language, Discussion Starters.
|Implementing Te Tiriti O Waitangi in Early Childhood Education (a course outline)||unknown||This document outlines the purpose of completing this level 6 course as being able to develop a plan, implement and evaluate strategies for incorporating Te Tiriti into the policy and practices of an early childhood education centre. Key elements, criteria and assessment methods are listed.||
Purpose, Elements, Performance Criteria, Assessment Methods, Recommended Reading
|Implementing the Treaty||unknown||This resource illustrates three principle considerations for Treaty implementation. Under each principle is a whakatauki and explanation of how they relate to Te Tiriti.||
Partnership, Protection, Participation
|Implications of the Treaty of Waitangi - Case Study||Information Systems Department||These papers relate to an assignment for students studying for a Bachelor of Information Systems. Students are required to understand and explain ethical and Treaty based issues related to given case studies relevant to Human Resources and Information Systems. Marking schedules and forms are included as well as a cover letter from the course coordinator relating to marking issues.||
Assignment details and questions,Case Study 1 - Iwi Membership Rolls, Case Study 2 - HR Guidelines, Marking Guide, Cover letter of instruction, Marking sheets.
|Implications of the Treaty of Waitangi - Case Study||Department of Computing and Information Technology||These papers relate to a student assignment. The assignment requires students to demonstrate an understanding Te Tiriti and to apply this understanding to a case study. Task nclude identifying stakeholders, ethical issues and proposing relevant strategies going forward. The case study relates to the use and 'ownership' of information within government information systems. Marking schedules are included.||
Assignment details and questions, Case Study - Rarangi Project, Marking schedule,
|Implications of the Treaty of Waitangi - Case Study||Department of Computing and Information Technology||These papers relate to a student assignment. The assignment requires students to demonstrate an understanding Te Tiriti and to apply this understanding to a case study. Task include identifying stakeholders, ethical issues and proposing relevant strategies going forward. The case study relates a situation of a Treaty educated tauiwi worker and his relationship to a project where local hapu are protesting engineering changes to the river. Marking schedule is included.||
Assignment details and questions,Case Study - Taniwha in the River, Marking schedule, Assignment cover sheet, Case Study - Taniwha Trouble.
|Imprisonment, Trapped Lifestyles, and Strategies for Freedom||Durie, Mason|
|Indigeneity: Challenges for Indigenous Doctors||Durie, Mason|
|Indigenous Peoples Earth Charter||unkown||An indigenous Peoples Charter asserting the rights and protections of indigenous peoples everywhere. Produced in Kari Oca, Brazil in May 1992||
Declaration, , Human Rights and International Law, Land and Territories, Biodiversity and Conservation, Development Strategies, Culture, Science and Intellectual Property.
|Information key to Maori attitude||Rikys, Peter||Written by the Auckland District Maori Council press officer, this article illustrates injustice experienced by Maori (rural and urban differently) and the ongoing colonialism and marginalization by the Government of Maori aspiration. He questions the way by which information is expressed and delivered to both Maori and Pakeha and the consequence of an ill informed public.|
|Information Kit on Australian Bicentennial and Preparations for 1990 Commemorative Events in New Zealand||Conference of Churches in Aotearoa New Zealand||The above named documents make up an information kit compiled to inform discussion among New Zealand Church groups on taking a position on the 1990 Commemorative events.||
Excerpts from 'A Just and Proper Settlement - Australian Council of Churches', NCC Programme on Racism Newsletter July 1987, Towards Reconciliation in Australian Society, Australian Church Leaders Make Joint Statement on Aboriginal Land Rights, Government Planning for 1990, Headings or Issue for Discussion
|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.
|Institutional Racism and the Dynamics of Privilege in Public Health||Heather Anne Came||The research examines these questions: To what extent and how is institutional racism and Pākehā privilege manifested within public health policy and funding practices? What are the emerging directions to dismantling and preventing institutional racism within public health policy and funding arising from this research?|
|Institutional Racism in the Department of Social Welfare Auckland||Berridge, D., Cowan, L., Cumberland, T., Davys, A., McDowell, H., Morgan, J., Wallis, P.||A report written by women employed by the Department of Social Welfare in Auckland to consider institutional racism within the department.||
2. Definition of terms in relation to Aotearoa
4. Ethnic composition of D.S.W. staff - survey
5. Staff recruitment and selection in DSW
6. Staff training
7. Departmental environment
|Instructions for the Simulation Game Majorians/Minorians||unknown||Instructions for a game that explores colonisation, differences and problem solving.||
Some Objectives for Players, Some possible generalisations, Instructions to Majorians, Instructions to Minorians, Cartoon, Quotes, Cartoons.
|Intellectual Property Rights and Genetic Material||Kamira, Robyn||A letter of response to a previously published article on biodiversity, intellectual property rights and genetic resources. The author makes note of the need for the development of cultural and ethical frameworks that protect Maori interests.||