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|
|Mana||Herzog, Christine; Winitana, Chris||Provides an explanation of mana, including Mana Atua, Mana Tupuna, Mana Whenua, Mana Tangata. Also includes "The meaning of mana" by Chris Winitana, and Cleve Barlow.|
|Tino Rangatiratanga in Community Development - From Vision to Action||Howard, Tim||This essay explores tino Rangatirotanga with a focus on Tauiwi/Pakeha understanding honourable Kawanatanga and the power of community. Examples of NURM (Northland Urban Rural Mission) project work (Marsden Point Deep-Water Terminal, Te Tai Tokerau Community Legal Service Pilot,) are offered and a discussion on individualism versus collectivism included. Mention is made also of the Wai 262 Treaty Claim.||
Introduction, Honourable Kawanatanga, Marsden Point Deep-Water Terminal, Te Tai Tokerau Community Legal Service Pilot, "Accountability" of the Community Sector.
|The figures tell the story||Huckle, Trish||"In discussions about racism, most Pakeha people refer to intentions ... But that is only half the picture and half the discussion. Racism is most clearly identified in the outcome. We have to study and analyse what is actually happening in our society. What do the statistics say? What do the voices say?||
Statistics - Population, Health, Unemployment, Occupation, Income, Education, Justice, Land and Housing
|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.|
|Journeys away from dominance: dissonance, struggle and right relationships - the journey to accepting indigenous authority||Hugens, Ingrid||"Reports by primarily Pakeha organisational workers about implementing the Treaty of Waitangi within NZ workplaces were analysed for underlying discursive themes. The main discursive themes were cluster around affirmations of Maori authority, the discomfort and struggle involved in doing so, the sense of togetherness with others on the same journey, and the joy of experiencing a 'right' relationship between Maori and Pakeha".|
|Te Tiriti o Waitangi||Human Rights Commission||Te Tiriti o Waitangi accompanied by the The Treaty of Waitangi (the English version of the Treaty).|
|Te Ra Whanaungatanga||Human Rights Commission||Advertises Race Relations Day 21 March|
|Statement on the status of Maori people as tangata whenua of Aotearoa New Zealand||Human Rights Commission||
The Rev. Hone T. Kaa; Wally Hirsh, Race Relations Conciliator; Graeme MacCormick, Proceedings Commissioner, Human Rights Commissioun; The Treaty of Waitangi - The Text in English, The Text in Maori, A literal English translation of the Maori text.
|We all sit under the same stars||Human Rights Commission||Advertises Te Ra whānaungatanga, Race Relations Day, 21 March|
|Exciting racial disharmony||Human Rights Commission||A Discussion paper on section 9A of the Race Relations ACT 1971 which makes it unlawful to excite racial disharmony||
1. Section 9A (Racial Disharmony); 2. International covenants and international situation; 4. The extent to which section 9A inhibits freedom of speech; 5. General Comments; 6. Public Opinion;
|WARC Press Release - Cultural Safety Hui||Humpharies, Maria||This detailed press release is a response by the Waikato Anti Racism Coalition to comments made in the press by Waikato Polytechnic Chief Executive Peter Johnson on the teaching of cultural safety competency to nursing students.|
|Washing line Treaty||Huygens, I||clothing garments created for an activity on February 6th 2001 in Aotea Square, Auckland|
|Parallel Development : example of a partnership protocol||Huygens, Ingrid||Parallel development is a term for the parallel provisions of services for distinct groups, particularly as a means to ensure cultural self determination for an oppressed group.||
Hamilton abuse intervention pilot project policy on parallel development; Parallel development: a model for the delivery of culturally safe social services - Linda Waimarei Nikora and Neville Robertson;
|Anti racism education: example of a partnership protocol||Huygens, Ingrid||
Project Waitangi; Background to Project Waitangi; Text of the address given by the General at the launching of Waitangi, 31st October 1986; The projects beginnings; Focus week; A Marae not a paddock, self management not Parliament; Messages from nga iwi - indigenous people of Aotearoa, New Zealand; Table 2 New Processes; Table 4 Resource and power sharing;
|List of Pakeha/Tauiwi anti-racism and Treaty Worker national gatherings and Network Waitangi & Kawanatanga Network gatherings 1983 onwards||Huygens, Ingrid||List of national gatherings from 1983 to 2004.|
|Pakeha women and anti-racism||Huygens, Ingrid||A discussion sheet created by Ingrid Huygens on Pakeha women and Anti-racism|
|Letter to Network Waitangi members||Huygens, Ingrid||Letter raises concerns about the inclusion of Tamaki Treaty Workers in Network Waitangi decision making processes and provides three suggestions for going forward.||
|Implications of the Treaty of Waitangi - Case Study - BC7253||Information Systems Department||These papers relate to an assignment for students studying for a Bachelor of Information Systems. Students are required to understand and explain ethical and Treaty based issues related to given case studies relevant to Human Resources and Information Systems. Marking schedules and forms are included as well as a cover letter from the course coordinator relating to marking issues.||
Assignment details and questions,Case Study 1 - Iwi Membership Rolls, Case Study 2 - HR Guidelines, Marking Guide, Cover letter of instruction, Marking sheets.
|The Pakeha Response to Kohanga Reo||Irwin, Kathie||An address to early childhood educators raising radical questions related to the development and delivery of bicultural and bilingual (and indeed multi-cultural and multi-lingual) early childhood education. The speech challenges the cultural hegemony and myths related to access to education, discusses the potential empowering role of Kohanga Reo, and the Pakeha institutional responses.||
|Statement||Jackman, Gaylene||A statement by the eight Christians convicted of alleged disorderly behaviour at the Ecumenical Service at Waitangi on February 6th 1983|