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 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 perspectives in psychiatric nursing: a Maori viewpoint||Te Roopu Awhina o Tokanui||This presentation deals with the Maori perspective of him/herself, his/her world, God, people and behaviour and is a holistic one based on Maori dimensions.||
Preamble -- Welcome to the gallery of Taha Maori or the dimension of the Old World -- Welcome to the gallery of Taha Wairua or the dimension of Spirituality -- Welcome to the gallery of Taha Tinana or the dimension of the body -- Welcome to the gallery of Taha Hinegaro or the dimension of the mind -- Welcome to the gallery of Taha Tangata or the dimension of People -- Welcome to the gallery of Taha Whenua or the dimension of the Land -- Welcome to the gallery of Taha Whaanau or the dimension of Family -- Welcome to the gallery of Taha Tikanga or the dimension of compliance
|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, Colonise 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. d 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.|
|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.|
Definitions of culture; Culture describes the group, not the individuals in it; Cultures are changing all the time; Membership in a cultural group is based on your behaviour and beliefs; Some cultural groups have more power/authority than others; Sub-cultures are smaller groups.
|Cumulative theorising across the country||Huygens, Ingrid and Humphries, Maria||"In response to indigenous Maori calls for dialogue about colonisation, anti-racism groups in Aotearoa launched a national campaign in 1986 to educate the white settler majority about indigenous rights. The cumulative theorising method helped to reassure diverse groups that they had a shared history and common direction, as well as uniquely different local developments in theory and practice."|
|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;