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|
|What can Pakeha / Tauiwi do?||Treaty Resource Centre||This panui is to promote learning about the Treaty of Waitangi, Pakeha identity and cultural beliefs, constitutional change and the Honourable Kawanatanga register.|
|What happened at Rangiaowhia?||Simpson, Tony||Incident, 1864 during Maori Wars, at the once existing town of Rangiaowhia in the upper Waikato.|
|What happened at Waitangi 1983||Church and Society Commission National Council of Churches of New Zealand||
' involvement Day -- contribution planned for "Ecumenical" service -- Eye witness accounts events Day ' action groups -- day court -- Resolutions Executive National Council , February 24, -- Resolutions Te Runanga Whakawhaunga I Nga Hahi o Aotearoa - Maori Council -- Message from Generaly Secretary Christian Asia -- Letter from Mr J Elworthy, Minister Lands February 21 -- Letter from Rev. . MacLeod, General Secretary trhe National Council February 25, -- Text -- One church and / R.J. Walker -- Before and after -- "Substance and "Shadow" / Peter Wedde -- Behind history -- service repentance and hope as used parish church, -- Suggestions for future action -- Contract system - programme on racism.
|What impact did Liberal policies have on the Maori?||Moses, Earl||This essay describes the impact on Maori of Liberal government policy in health, education, land, and goverance in the last decade of the 19th Century.|
|What is a marae?||Awataha Marae||
The physical structure: The meeting house; the whare kai; other buildings and structures; The human sturcture: The Tangata Whenua; The young children; The Teenager; The adults; The Elders; The manuhiri; Marae procedure (Kawa): the begining of a Marae hui; Karanga (call); Manuhiri movement; Acknowledgement to those who have passed on; Whaikorero procedure; Presenting a koha (money gifts); The hongi; The place of women at a traditional welcome; Marae values: Turangawaewae; Manaakitanga; Aroha; Wairua (spirituality - not religion); Mauri (ethos, life force, life essence); The respect for elders; Maori language.
|What is culture? What is Pakeha culture? What is Maori culture?||Lander, Mike||Explanations of culture as outlined in a week-long bicultural course|
|What is Kawanatanga?||unknown||A briefing paper on Kawanatanga as defined and understood by attendees of a hui held in Turangi in January 1995. Reference made to the Kawanatanga Network.|
|What the Churches and Church Leaders have said about the Treaty of Waitangi||National Council of Churches||A collection of extracts from Church documents concerning Waitangi Day including resolutions and quotes encouraging the study of Pakeha history and the myths of racial and cultural justice.||
NCC Maori section executive - Treaty of Waitangi Observance resolutions, National Council of Churches executive meeting resolutions, Excepts from a letter to the Hon J H Elworthy Minister of Lands, Anglican Church, Catholic Church, Methodist Church, Presbyterian Church
|What was in it for Maori? What was in it for the Pakeha?||Stevens, S.T.||Four points are made as to what Maori and Pakeha thought they would gain as a result of the Treaty signing. These include; proper control of trade growth, control of how and where new immigrants were settled, a legal system common to both Maori and settlers and control of land sales.|
|What's keeping them back?!: life choices and life chances||Sultana, Ronald||"What (and who) keeps Maori students back? Why do they consistently 'choose' second and third best? In this race (there is, of course, a larger question, should there be a race? for positions in a stratified and unequal society, do all New Zealand students compete under the same conditions, or are some carrying burdens which will slow them down, leaving only the 'rubbish jobs' or a 'no vacancy' sign at the end of the run? Why do so many Maori students drop out of the race? Are they just 'dumb', 'unmotivated', or have they made a realistic judgement about their chances and have preferred to go another way rather than suffer the humiliation of arriving last past the post?"|
|Where do you stand on Maori land||Wellington Tenths Trust; Network Waitangi||
Apart from the booklet Where do you stand on Maori Land? This resource kit also includes: Signing the Treaty of Waitangi in Wellington; George Thomas Clayton; He Whakaputanga o Te Rangatiratanga o Nu Tireni = The Declaration of Independence of New Zealand 28 October 1835; Te Tiriti o Waitangi articles in Te Reo Maori and English; copy of facsimile of The Treaty of Waitangi; May-where the Treaty was signed; Te Whanganui a Tara in 1840; Maori world organisation ; Suggested Bibliography and resources
|WHICH girls are 'Learning to Lose'? Gender, Class, Race in the Classroom.||Jones, Alison||Alison Jones challenges Dale Spenders' assumption that power dynamics in single sex schools give girls the 'chance to speak' by sharing the results of an ethnographic study. She illustrates the race based discrimination girls experience in accessing the attention of the teacher and for opportunities to 'be heard'.|
|Whites Against Racism||Shoemaker, Glen||A resource kit of information for the New York based group Whites Against Racism.||
Letter, Welcome and Who we Are, Building a Movement of Whites to Fight Racism, White Identity Politics: A Framework for Anti-Racist Action and Education, Policy Statement, A reading List on Racism, An Incomplete List of Groups Doings Anti Racism Work,
|Why the Maori Fisheries Settlement Assets Must Be Allocated Now.||Treaty Tribes Coalition||"This document tells you a little about the Treaty Tribes Coalition. It backgrounds the fisheries settlement, explains how there is now only one way in which to allocate the fisheries assets and tell you about the cost of delay in transferring to Maori what today is about $700 million in fisheries assets" (pg 4).|
|Will it hurt?: Teaching in Maori, or Pitjantjatjara||Benton, Richard||"In 1990 it may be relatively easy to set up state-funded schools in New Zealand which do not teach in English. Although many countries have parallel school systems teaching in different languages, somehow, in Australia and New Zealand the idea seems strange. What are the facts about going to school in a language which is not the major language? Does it hurt?"||
Research shows -- School culture and home culture -- Immersion -- Social consequences -- Congnitive consequences -- Semilingualism -- Power relationships -- Education in Maori, or Pitjantjatjara, or not? -- The Way ahead
|Working Cross-Culturally||unknown||A worksheet list of ideas for working in a cross cultural way. Nine points are made with a further eight left to be filled (1-15).|
|Working papers - Course Outline NZ Studies: Cultures and Diversity||Herzog, Christine||Papers relate to the delivery of a course NZ Studies: Cultures and Diversity. Includes course overview, activities and notes, session unit breakdown and assessment criteria.|
|You and the New Zealand Health Care System: Treaty of Waitangi||Te Tari Matauranga Maori||A course outline delivering Treaty eduction to health workers. The course stated purpose include participants being able to identify the meaning of the articles of the Treaty of Waitangi and identify social conditions of the signatories.||
Purpose of the course, Assessment, Delivery of the course, Sessions and Content
|Your Treaty Rights are Under Threat!||Te kawariki||A briefing paper including recommendations to a hui (unknown event)opposing the Crown's proposed fiscal envelope for Treaty Settlements.||
The Settlement of Treaty Claims, The Crown Proposal, The Maori Negotiators Deal, The Alternative, Recommendations