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|
|Cultural safety: where did it come from?||Nairn, Mitzi||Mitzi Nairn discusses the developments in Nursing training and practices known as Cultural safety or kawa whakaruruhau, and sets down some observations and theory and a timeline of some key events.|
|Cultural safety; implementing the concept, the social force of nursing and midwifery||Ramsden, Irihapeti||Speech given by Irihapeti Ransden (Ngai Tahu/Rangitane) on issues regarding Maori and nurses and midwifery, cultural safety concepts in Nursing and objectives in cultural safety in nursing.|
|Current issues in Race Relations||De Bres, Joris||Joris De Bres, Race Relatios Commissioner gives an address at the Victoria University for a Public Law Centre regarding the state of the nation, Public perceptions of discrimination, The foreshore and seabed, international standards for racial equality, The United Nations Committee on the elimination of racial discrimination, the Durban programme of action, the Treaty of Waitangi, special measures, separate or together?, Waitangi Day, the quality of the debate, the future of the debate and Race Relations Day.|
|Dear Project Waitangi member or former member||Macdonald, Joan||Letter to Project Waitangi memebers and former members inviting attendance at an upcoming AGM.|
|Decolonisation for colonised peoples||Nairn, Mitzi||Guidelines for working with Pākehā on decolonisation: stages of conscious raising; identity work including examination of Pākehā assumptions and behaviour and use of language; tasks and useful reading||
Decolonisation for colonised peoples; Decolonisation for Pākehā;
|Definition and analysis of White racism||Steinberg, D||"Racism has become a prominent subject these days. It has been "discovered" in much the same way as Captain Cook "discovered" NZ - it had had a factual existence for a long time previously. Suddenly racism becomes a word on everyone's lips; concern with racism becomes a national phenomenon." This paper looks at the distinctions between prejudice and bigotry and racism.|
|Definitions of Racism||Racism/Sexism Resource Centre for Educators||Easy access classroom resource focusing on racism. Designed for an USA audience.||
Definitions of Racism, History of Racism, 'unfamiliar quotations', Some thought provoking mock humorous definitions, Bibliography
|Definitions of Terms in Relation to Aotearoa||Brownlee, Penni||Definitions given to terms used in relation to anti racism work in Aotearoa.||
Racism, Institutional racism, A Multicultural Society (capital letters) A multicultural society (small letters) A bicultural society, A monocultural society, Racist behaviour, Non racist behaviour, Anti racist behaviour
|Deliberate Decisions Not Participate in the Maori Option||Mana News||Transcript of broadcast on Mana News on the decision by many Maori to not register or vote in the general election as protest.Story by Andrew Robb with comment by Moana Jackson.|
|Department of Internal Affairs - Minutes 16 September 1987||Secretary for Internal Affiars||Minutes of a meeting to discuss government approaches to 1990 commemorations/celebrations. Discussions include looking at the aims, identifying what is to be acknowledged, appropriate ways and scales for the events, how to involve as many people as possible, how to acknowledge the Nation's cultural diversity. The discussion has a noted preamble from Prime Minister David Lange.||
Present, In Attendance, Apologies, Address by Prime Minister David Lange, Questions 1 -9
|Developing a bi-cultural model for working in a women's refuge||Van Der Schoot, Jenny||The author presents a personal perspective about the growth of bi-cultural system in a small community.||
Her story; Challenge; Transition; Action; Righteousness; Anger and indignation; Mistrust; Today
|Development of Treaty models||Scott, Bob||Development work on the Treaty relationship models.||
1. Aotearoa — the Māori is tangata whenua 2. The manuhiri — the people who came to Aotearoa 3. The situation since the 1850s
|Devolution - The Shadow and the Substance||Kia Mohio Kia Marama Trust||This articles explores the politics of Government policy on devolution and Maori Affairs. It includes a useful table that juxtaposes Government policy and 'principals' against a tino rangatiratanga understanding.||
Te Tirohanga Rangapu The Green Paper, Government Motives, The Treaty is Rewritten, Maori Affairs Axed, Rangatiratanga o Te Iwi Maori?, What the Governement Say, What We Say,
|Devolution and Iwi Runanga Bill - economic framework, historical perpsective||Kelsey, Jane||Hand written notes outlining an historical economic framework of colonisation and tino rangatiratanga in relation to policy from 1840 to 1990.|
|Discovering Aotearoa, Pacific Canoe Hall, Maori Galleries: Information for Teachers and Parents.||Auckland Museum School Service||Educational background paper on Polynesian sea voyaging in the Pacific leading up to the discovery of New Zealand between AD. 800-1000. Worksheets designed to compliment viewing the Pacific Canoe Hall and Maori Galleries at the Auckland Museum.||
Polynesian Ancestors, The Discovery of New Zealand, Learning Outcomes, Gallery Plan and Itemised Displays, [learner activity sheet]
|Discrimination against indigenous peoples||Minhinnick, Nganeko||"The working group on Indigenous populations was proposed on September 8, 1981 by the sub commission on prevention of discrimination and protection of Minorities and endorsed by the Human Rigths Commission on March 10, 1982 and authorised by the Economic and Social sub-commission held its annual meeting."||
Working group; Right of self-dtermination; International law; Treaties, agreements and other constructive arrangements; General comments; Self determination not self management; Maori challenges; Rangatahi participation; Kaumaatua participation; Resources; Other matters; International year for Indigenous peoples; conclusion; Recommendations.
|Don't Vote - it only encourages them!||Te Runanga Whakawhanaunga i Nga Hahi (Maori Council of Churches)||A large bumper sticker with slogan.|
|Donna Awatere on Maori Sovereignty||Donna Awatere||Donna Awatere outlines what Maori sovereignty means to her and illustrates the duplicitous nature of New Zealand monoculturalism, and the violence of British/white imperialism. She concludes that there is "no sitting on the fence. For Maori without sovereignty we are dead as a nation. It is not sovereignty or no sovereignty. It is sovereignty or nothing we have no choice".||
The History, Facism, Assimiation means seperate development, White hatred, Eduction, Justice, Integration,
|Double Take - Training Programme for Biculturalism [resource kit]||Double Take||A resource kit for facilitators to help non Maori New Zealanders to negotiate a bicultural future. It aims to help people examine their institutions and work methods. Double Take is structured to give an overall picture as well as being a detailed teaching aid.||
Notes for Trainers using Double Take,The Text of the Treaty of Waitangi,Programme on Racism - common questions and responses, NCC Programme on Racism - Newsletter,Intentions and Outcomes, Statistics, Bibliography.
|Draft Guidelines for the Cultural Safety Component in Nursing and Midwifery Education||Te Kaunihera Tapuhi o Aotearoa - Nursing Council of New Zealand||A draft document of guidelines for Cultural Safety components in nursing and midwifery. See content headings for detail.||
Cultural Safety Education, Cultural Safety Principles, Cultural Safety Catorgories, Cultural Safety Process and Outcomes, Cultural Safety Teaching, Cultural Safety Course Outcomes, Content of Cultural Safety Courses, Teaching and Learning Process, Assessment of Student Learning, The State Examination, Evaluation, Management of Cultural Safety Education, The Education Setting, Marae Visits, Characteristics required of Cultural Safety Teachers, Cultural Safety Teachers Minimum Qualifications and Experience, Cultural Safety Course for all Nursing and Midwifery Teachers, Cultural Safety Audit, Contributors, Glossary, Resource List.