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|
|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|
|Correspondence between CCANZ and Minister of Internal Affairs - 1990 Commission||CCANZ||Correspondence between the Ministry of Internal Affairs and the Conference of Churches in Aotearoa (CCANZ) concerning the 1990 Commission and the Treaty of Waitangi||
Cover letter and paper sent from Internal Affairs to J Armstrong of CCANZ, Letter from J Armstrong of CCANZ to Minister Bassett Internal Affairs, Letter from Minister Internal Affairs to J Armstrong
|Correspondence between CCANZ Programme on Racism and Church Leaders re: 1990 Commission Joint Statement||Programme On Racism||Correspondence between the CCANZ Programme on Racism and leaders of various Church affiliates seeking their response and support to the executive's resolution concerning the 1990 Commemorations. Includes also a letter of request from the 1990 Commission to the CCANZ.||
Programme on Racism, Anglican, Roman Catholic, Methodist, Presbyterian, Salvation Army, Quaker, Orthodox Churches
|Council policy relevant to Treaty of Waitangi||Manukau City Council||Council policy outline including strategic results; customer focused council; strategic directions 1996-2010; Governance; objectives and Challenges; Councils role|
|Course Information: Introduction to Te Tiriti o Waitangi||Herzog, Christine||A course information sheet describing and detailing an introduction to Te Tiriti course including proposed session dates and room allocations. No mention of a specific target audience.||
Purpose of the course, Learning objectives, Delivery of the course, Kawa (proposed), Certification, Queries
|Course Outline: Education and Te Tiriti o Waitangi||Herzog, Christine||This paper outlines the purpose and implementation details for running the level 5 course. Detailed outlines of assessment criteria are included.||
Purpose, Objective, Learning elements, Dates, Assessment, Kaiako, Recommended reading, Assessment
|Cultural Difference||Te Roopu Manaaki i Te Hunga Haua||These notes explore cultural differences relating to practices within residential homes for children. Examples are offered of the way in which a residence maybe run according to kaupapa Maori values include practices around food, self care (hair, laundry, menstruation), visiting family, conflicts, communication and staff and children familiarity.||
|Cultural Difference and Racism||Department of Education||A collection of articles on the theme of cultural difference, racism and early childhood education||
Guidelines for those with Maori and Pacific Island Children in Early Childhood Centres, Colour me Human, Racism: The hidden agenda in Eearly Childhood, Catering for Individiaul Difference in the preschool, The pupil and Cultural Difference.
|Cultural Gains - Managing a Multi-Cultural Workpace (workbook)||Legal Resources Trust||Describes different cultural and religious values. Developed as an additional resource to a video.||
The multi-cultural workplace, Cultural awareness, Religion, Religious Holidays
|Cultural imperialism and the Maori : The role of the public servant||Awatere Huata, Donna||"This paper was prepared for the Public Service in a Multicultural Society conference, State Services Commission, March 1982"--Page 4.|
|Cultural Influence on Building Design||Mackie, Lindsay||This paper, given to a seminar by the Property and Land Economy Institute of New Zealand Inc, explores the implications of building design resulting from the interaction of Maori and Pakeha values. A further report attached, but with unknown provenance, looks at guidance for designers addressing cultural issues and suggests that process should aim to recognize Tikanga Maori.||
Cover letter, Introduction, History, Conceptual Approach, Identity, Consultation, Conclusion.
|Cultural Safety - for Maori (Kawa Whakaruruhau)||South Auckland Health||This policy outlines ideas and practice for safe cultural practice for Maori with a focus on South Auckland Health.||
Definition, South Auckland Health Pledge, Preamble, Rights of Care, Support, Planning health care, Involving Kai Atawhai, Specific practices, Cultural unsafe situations
|Cultural Safety - Pacific Islands people`||South Auckland Health||This policy document aims to assist staff in recognising issues that require attention and to reinforce support/resources available to facilitate culturally safe practices for Pacific Islands patients, family, visitors and staff at South Auckland Health.||
Definition of Pacific Islands people, Definition of "cultural safety", South Auckland Health Pledge, Preamble, Rights of Care, Responsibly, Pacific Islands Cultural Resource Unit, Safe Practices, Training,Cultural unsafe situations
|Cultural Safety - The Outcome not the Intentions||Way, Karena||This paper addresses the proposed name change of a nursing and midwifery course from Te Tiriti Waitangi/Institutional Racism to 'Cultural Safety'. It raises the point that cultural safety may address functional changes but does not look at deeper structural issues that were being presented in the former context.|
|Cultural safety hui of Whanau Kawa Whakaruruhau, Apumoana Marae, Rotorua, June 30-July 4 1991||edited by Pauline Hill.||
Kawa Whakaruruhau patterns; Acknowledgements; introduction; programme review; definitions; kawa whakaruruhau programme; Te niho mango model; The zooms and the zacs model; curriculum content; Theme 1. Historical perspective; Theme 5. Te Tiriti o Waitangi; Recommended resources; videos; evaluation; The programe 2. Structual analysis & Maori initiatives; Theme 3. Kawa whakaruruhau o tangata whenua; Theme 4. research reports; Tutor staff development; Parallel comprehensive programme; Maori womens welfare league; recommendations
|Cultural Safety Programme for Lecturers||Manukau Institute of Technology - Department of Health Studies||A description of a three module programme developed to meet Nursing Council Cultural Safety guidelines for nurse lecturers. The programme includes a focus on exploring the Treaty of Waitangi, understanding culture and cultural safety and teaching and learning practices in a conflicted situation. Each module has stated learning outcomes, content, process and suggested readings. Facilitators are also recommended.||
Recognition of Current Competency, Credit Transfer, Treaty of Waitangi Workshops, Cultural Safety Workshops, Conflict and Teaching and Learning
|Cultural Safety Values Difference||Benham, Susan||An article exploring key concepts in cultural safety including the importance of understanding ones own values and beliefs and how this affects relationships with clients. Article mentions the dynamics of power and includes a cross cultural look at colonised people and references.||
Viewpoint, Colonised people, References
|Cultural Safety, Nursing, and Te Tiriti O Waitangi||Nga Kaiwhakamarama I Nga Ture, Wellington Maori Legal Services Inc||Discusses cultural safety theory, practice and issues within the Health sector.||
The Concept of Cultural Safety, The Concept in Theory, The Concept in Practice, Training for Maori, Training for Pakeha, Structures, Budget.
|Cultural safety: example of a partnership protocol||Hugens, Ingrid||"Cultural safety is a term used in nursing education in Aotearoa to describe the programme developed by the Maori Nursing Council called Kawa whakaruruhau: Cultural safety in Nursing Education in Aotearoa." This programme includes an intensive process of historical and cultural self examination for students, and teaches revisionist history. The authors contrast the cultural safety model with trans cultural nursing which does not require students to examine their own cultural realities, attitudes and behaviors nor the impact these have on others.|