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|
|Beyond the handout mentality||O'Regan, Tipene||O'Regan raises potential future impact on political power by the year 2000 by extrapolating on current demographics and social conditions. The second part of the article focuses on Maori economic development.||
Introduction, Pulsating with birth, Gap has increased, Grants, Buying a hotel, Land title.
|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
|Biculturalism and IT||Smith, Alastair||This article explores some implications for information technology supporting bicultural information with particular focus on the use and access of Te Reo.||
Technology Issues, Cultural issues,References
|Bilingual Schooling||Lambourne, B||This paper draws on several different sources to explore the issues of bilingual education including a paper on resource support, material from Whakatane Association for Racial Understanding and the results of a community survey.||
Rationale, Implications for Koru Primary School, Resources, Press Release, Results of Bilingual Education Survey, Letter
|Black British are here to stay - A Christian View of Immigration||Greater London Churches' Council||An anti racism pamphlet addressing issues of racism and immigration in Britain.||
So just remember, The Facts, How many people are coming in? Who is allowed in? So it's not easy to get into Britian? We Say... And Now...
|Brockie's View and other graphics||Brockie,||Brockie cartoon illustrates racism, stereotypes and injustice by the Police. Unnamed cartoon one illustrates police brutality, and cartoon two illustrates the benefits of cooperation and organisation.||
Brockie's View, Cartoon 1, Cartoon 2
|Cartoons - Te Tino Rangatiratanga with biblical references||unknown||Cartoons raise the issue of Tino Rangatiratanga utilising biblical references to the Pharoahs, liberation, Exodus and Kings.|
|Chaplaincy Services Under Threat!||Wood, Earlene||An essay detailing the historical background of chaplaincy services and the conflict for future funding. It argues that hospital chaplains are an important part of multi disciplinary care teams and provide an essential spiritual and cultural service.|
|Church and Society Commission - NCC - Media Release - Waitangi Day 1985||National Council of Churches||Reports that the Church and Society Commission of the National Council of Churches has sent an urgent letter to the Prime Minister concerning the governments plans to honour the Treaty of Waitangi.|
|Church Points to Race Relations||Paterson, Rt.Rev John||New Zealand Herald reports on the on-going Anglican Church contribution to Constitutional Reform.|
|Churches' Action Committee||unknown||Notes and supporting materials from the Church Action Committee.||
Sharing the Questions, Poneke Wellington Inhabitants, Money, Priorities, Herald Article,Church Action Committee Notes 1982, Why are we protesting against the Treaty? What is our stance? Short term goals, Long term goals, Vision, Draft Press Statement, Graphic
|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.
|Common Questions and a Response||Nairn, Mitzi||A question and response format exploring commonly made racist statements. Context and examples give focus to issues relating to the South Island and to the Church.||
Includes questions such as: What do you mean by Racism?
|Comparing Western and Maori Ideas about Professional Ethics||unknown||This table formated document explores two perspectives and ideas related to professional ethics. Concepts explored include stakeholders, relationships, duty, rights, consequences, autonomy, intrinsic good, motivation, accountability, virtues, and rationality. A further table offers examples of similarities and differences.||
Principles/Concepts, Western Perspective, Maori Perspective, Similarities, Differences, Becoming More Similar?
|Constitutional Change Studies: Facilitator's Guide||One of a series of initiatives by the Methodist Church in Aotearoa in response to a Māori call for justice.||
Facilitator's Notes 5
|Constitutional Reform||Network Waitangi||These notes recall the feedback from a workshop held at the Auckland Peoples Centre about how Pakeha could start to prepare to dialogue with Maori about possible options for constitutional reform that would honour Te Tino Rangatiratanga.||
These are some of the things we explored in the session; These are some of the areas of further work that we identified.
|Constitutional Reform for Aotearoa New Zealand||Conference of Churches in Aotearoa New Zealand||A pamphlet prompting the idea of constitutional reform and the CCANZ resource Kitset - Constitutional Reform.||
What does it mean? Why does it matter? Where can we find out?
|Constitutional/Electoral Reform - What's the difference? Is it important?||Conference of Churches in Aotearoa New Zealand||This teaching resource is designed to lead groups through a series of sessions for understanding the Treaty and engaging with the issue of constitutional reform. There are three different designs aimed at differing lengths of time and group structures. Supporting material is included.||
Comments on the contents and the suggested process,Working with a group - options a,b,c, Te Tiriti o Waitangi,Closing address by Ngai Tahu Claimants, "The Right to Learn",
|Constitutional/Electoral Reform - What's the difference? Is it important? - Flyer||Conference of Churches in Aotearoa New Zealand||Flyer includes a short background on the work of CCANZ for Treaty and Social Justice, it includes an order form to be sent supporting materials (the CCANZ Kit)|
|Contemporary Maori Development: Issues and Broad Direction||Durie, Mason|