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|
|Some questions about teachers.||ACORD - Auckland Committee on Racism and Discrimination||This paper focuses feedback to the 1986 Draft Ciriculum Review Committee report on the issue of teacher selection, recruitment and training.||
Selection of Teachers, Training of Teachers, Practices of Teachers, Community,
|The Law and Education||Ahi Kaa||Examines law and education as two primary tools of colonisation.|
|Treaty and Constitutional change education newsletter||Anglican Diocese of Auckland||
Editorial ; Material that might be useful: The following letter of Te Taha Maori Weterians o Aotearoa (Maori structure of the Methodist Church) was sent to all members of Parliament regarding ownership of the foreshore and seabed-reproduced with permission ;The length of a memory ; Other articles about the seashore and seabed issues ; A prayer for use at this time ; Voices past and present: new forms of old issues ; Government and some media ; Churches ; Maori and other indigenous voices ; Pakeha voices committed to Te Tiriti Waitangi ; A brief history of this education work?
|Treaty and constitutional education newsletter - February 2003||Anglican Diocese of Auckland||
Greetings from Jean and Pip ; Editorial ; Clarification - the kits ; Treaty consititutional change material ; Other resources, Videos
|ARC||Antiracism Crew||In house letter of support by ARC, anti-racism crew, a national network committed to a sustainable and just future based on Te Tiriti o Waitangi, for young people committed to the same vision.|
|Apec, Māori and the Treaty: Fact Sheet 3||APEC Monitoring Group||A fact sheet discussing what 'APEC' is and how APEC affects Maori. It also lists a number of Treaty issues||
What is APEC?; Who is APEC?; How does APEC affect Maori?; What about Maori as workers?; Do governments have to do these things?; What does this have to do with the Treaty?; Are there any benefits to Maori from APEC?; The Aotearoa/New Zealand APEC Monitoring Group
|Intelligence and the Pakeha child||Archer, D; Oppenheim, R. S.; Karetu, T.S.; St George, R.||"This paper deals with the problems of Pakeha intelligence. The authors have developed a new test of intelligence, called the MOTIS and are optimistic that their findings will revolutionise the processes of intelligence testing and secondary schooling in New Zealand.|
|How many women signed the Treaty of Waitangi||Archives New Zealand||Contains a multiple choice quiz question|
|Opinion: One day we may have cause to celebrate Waitangi Day||Armstrong, Jocelyn||This opinion piece suggests that Pakeha must understand their role in history to better come to understand the meaning of Waitangi Day in the hope that one day New Zealand could truly be a bicultural nation.|
|Maori Rights not for all says Cullen||Armstrong, John||Deputy Prime Minister Michael Cullen strongly defends the Government Treaty policy and dismisses Bill English's catch-cry of "one standard of citizenship for all".|
|National institute for social work||Arnstein, Sherry R||
Eight rungs on a ladder of Citizen Participatoin; Types of participation and nonparticipation; limitations of the typology; Characeristics and illustrations; Community development ladder
|The University Community in the Struggles of the people of Asia and the Pacific||Arthur, Margaret||An overview of the University community in the context of sexism, classism and particularly racism. Colonisation and its negative impact on Māori is explored through an analysis of contemporary statistics.||
The New Zealand Context; Colonial history; Present; Health; Employment;The People's struggle; The University Community; Analysis of Racism at Auckland University; Analysis of Sexism at Auckland University; Analysis of Classism at Auckland University; how the University sees itself and how it is seen; what needs to change.
|Election Boycott: Maori Council of Churches||Auckland Catholic Diocese Justice Peace and Development Commission||Press release in support of Te Runanga Whakawhanaunga i Nga Hahi (Maori Council of Churches) encouraging Maori withdrawal from voting and signing the Tino Rangatiratanga Register. Criticism is pointed at Pakeha politicians and a lack of commitment to the Treaty relationship.|
|A Survey - The Customers Voice 2 - another quest: Improvment of Services to Maori and Auckland City Libraries (Draft)||Auckland City Libraries||Survey results drawn from a 2001 survey which compares library usage by Maori in 2001 with data collected in 1994.||
Part One: Introduction, Method. Part Two: Library Users,Activities in the Library, Other Activities. Part Three: Non-user of the Library. Part Four: Positive and Negative Aspects of the Libraries and Service. Part Five: Involvement in Tikanga Maori. Part Six: Demographic details. Part Seven: Conclusion
|Pākehā Debate the Treaty||Auckland Co-ordinating Group, Project Waitangi||Output from second meeting of Project Waitangi in September 1986, proposing that members work to encourage Pākehā to participate in discussions and activities as preparation for the Treaty Sesquicentennial in 1990.||
1. Letter of invitation to groups. 2. Summary of meeting 3. Programme on Racism publications 1986.
|Kaupapa Maori and Maori education pedagogy||Auckland College of Education||This literature review provides an overview of Kaupapa Maori principles and practices, which form the basis for Maori educational pedagogy. Furthermore it includes some examples of key notions in Kaupapa Maori service provision. The purpose of this review is to contribute to the Institutes of Technology and Polytechnics of New Zealand (ITPNZ) project 'Critical success factors for effective use of e-learning with Maori learners'. The priority areas for the literature review are: (1) Maori formal schooling development from 1816 to the present; and (2) Kaupapa Maori education philosophies, including pre-colonial and key educational and pedagogical elements.|
|Auckland College of Education Treaty Training and Ministry of Justice Treaty Training||Auckland College of Education||Training resources for workshops on te Tiriti o Waitangi for ACE and MOJ.|
|Letter to Hon. C Moyle Minister of Fisheries - 12 November 1985||Auckland Committee on Racism and Discrimination||Letters from Auckland Committee on Racism and Discrimination to Ministry of Fisheries to affirm the rights of Maori people over kai moana as granted in the Treaty of Waitangi.||
Letter dated 25th Feb, 1985 to Mr Jarman General Manager, Fishing Industry Board from Auckland Committee on Racism and Discrimination by R G Nairn on behalf of ACCORD; Letter dated 12th November to Hon. C. Moyle, Minister of Fisheries from Auckland Committee on Racism and Discrimination by R G Nairn; Letter from MAF Fisheries Research 19 November 1985 to Ray Nairn; Newspaper article - Tasty Eatin for some; Letter to R Nairn 23 January 1986 from Office of the Minister of Fisheries; Letter to Hon. C Moyle 25th Feb 1986 from Auckland Committee on Racism and Discrimination by R G Nairn. Letter from Minister of Justice to R G Naiarn 11 March 1986.
|Human rights and racism in New Zealand||Auckland Committee on Racism and Discrimination||
Introduction; Reservations; Our curretn record; Social Welfare Chidrens Homes; Social Welfare Benefits; Justice; Language; Education; Unemployment; Health; Immigration; Historical Incidents; More Recent Incidents; Conclusion
|One stage of a racist game - notes on Pakeha sentencing practices||Auckland Committee on Racism and Discrimination||This report looks at facts that raise the issues of racism to a position of primary importance in consideration of any aspect of the judicial system.||
Introduction to the main issue; The whole picture; This is not new; The components: 1. The laws; 2. Policies; 3. Courts; Weeks jail for housing protest; 4. The experts; 5. The advisers; 6. The sentences; The case of Mira K.