Digital Resource Library Search
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|
|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 and evaluating Institutional commitments to the Treaty of||Bishop, Russell||
Implementing Treaty of Waitangi charter goals in Tertiary Institutions: a case study - Russell Biship and Sue Graham; A Theoreticcal framework for analysing mainstream education reorm; Power sharing issues; Model for evaluation: institutional responses - R Bishop 1997; Evaluating institutional commitments to the Treaty of Waitangi; What to do know? - Develop an interlocking package of initiatives; Model of evaluation.
|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 - 568.680||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.
|Implications of the Treaty of Waitangi - Case Study - 568.680 semester 2 2003||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 - BC7253||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 and Institutional Racism intervention for Health Service Delivery||Way, Karena||
Workshop expectations ; Culture ; Notes on Culture and Pakeha Culture ; Notes on Pre-European History ; Declaration of Independence of New Zealand ; Notes on events leadling up to the Treaty ; Te Tiriti o Waitangi ; Te TIno Rangatiratanga ; English Version - Treaty of Waitangi ; Notes on the Treaty of Waitangi ; With culture intact and adequate resources ; Notes on post Treaty History ; Questions for special segments ; Definition of Terms in relation to Aotearoa ; Notes on the process of Institutional Racism and Intervention ; With acknowledgement of Annie Collins and the Double Take process ; Notes on the process of Institutional Racism and intervention ; Auckland area health board policy on biculturalism ; Notes on the Implications of the Treaty of Waitangi on Health Service Delivery ; Notes on the Implications of the Treaty of Waitangi - Performance planning ad management ; Notes on the Implications of the Treaty of Waitangi - The Day to Day work i Do ; The Treaty of Waitangi and: informed consent ; The Treaty of Waitangi and : Quality of Service ; The Treaty of Waitangi and: Death and Dying ; The Treaty of Waitangi and: Customer Service ; Toward biculturalism: A model for moving from monoculturalism to biculturalism and racism intervention ; Integrating the Treaty of Waitangi into the Health Service Delivery of my (Area, Department, Ward) ; Recommendations ; Project Waitangi Resources List ; Assignment ; Evaluation.
|Imprisonment, Trapped Lifestyles, and Strategies for Freedom||Durie, Mason|
|Incorporating Te TIriti into MIT's Quality Management System||Daley, Glenys; Kupa, Horiana; Corscadden, Kathy; Herzog, Christine||"Many education institutions have recognised their obligations under Te Tirti o Waitangi but have found it very difficult working out how to put this commitment into practice. Te Komiti Tangata Whenua was establised at Manukau Institute of Technology in 1998 to advise the academic board on Maori issues and to provide guidelines for incorporation of an appropriate perspective into the programmes."||
Abstract; Introduction; Applying Te Tiriti to programmes; Theoretical Framework for applying Te Tiriti QMS; Issues arising; References; Appendix 1: Te Komiti Tangata Whenua; Appendix 2: Quality Managment System - element 1, The development and ealuation of teaching programmes; Element 2, Financial, physical and administrative resources; Element 3, Staff selection, appraisal and development; Element 4, Student entry; Element 5, Student guidance and support; Element 6, Off-site practical/workbased components; Element 7, Assessment; Element 8, Reporting student achievement; Element 9, Research; Applying Te Tiriti (Based on 6 Feb 1840 Maori text) - Key points in actual working; Appendix 2: Quality Management Sysetem - Element 1, The development and evaluation of teaching programmes; Element 2, Financial, physical and administrative resources; Element 3, Staff selection, appraisal and development; Element 4, Student entry; Element 5, Student guidance and support; Element 6, Off-site practical/workbased components; Element 7, Assessment; Element 8, Reporting student achievement; Element 9, Research.
|Indigeneity: Challenges for Indigenous Doctors||Durie, Mason|
|Indigenous "Human" Rights in New Zealand from an international perspective||Wiliams, Joe||"This paper is aimed at setting new Zealand in a wider context in relation to the treatment of its indigenous people - the Maori. It is hoped that an international perspective might provide a sense of what lies ahead for both Maori and Pakeha." He looks at indigenous rights at the international level and compare developments with the guarantees contained in the Treaty of Waitangi.||
Introduction -- The development of Indigenous Human Rights -- The Treaty of Waitangi -- New Zealand's performance -- The duty to honour the Treaty -- The right to protection of culture -- The right to ownership and control of physical resources -- The right to autonomy -- Dispute resolution mechanisms and accountability -- conclusions.
|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 - Waiata||Manukau Institute of Technology||An information sheet about powhiri at the Manukau Institute of Technology Marae and waiata.||
Waiata includes E toru nga mea; E hara i te mea; Maku ra pea; Te Aroha; Tutira mai; Himene - Whakaaria mai.
|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||New Zealand Council on Healthcare||
Definition- Institutional racism; Treaty of Waitangi and Maori Health; Policy Guidelines for Regional Health Authorities, Minister of Health, March 1994; Overview of the key changes to the ACHS standards; NZCHS Organisation wide standards; Maori Health service specification prepared by the Publich Health Commission;
|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. Includes a letter from Department of Social Welfare regarding access to the reports and feedback.||
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