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This thesis explores the contemporary political rationality and government mechanisms that develop and impact upon educational policy for Maori. In engaging in a critique of political ideology and operational exposition, this thesis examines and discloses the mechanisms and rationalities of government in New Zealand through state policy theory, gender, race and ethnic writings, critical theory and theories of difference. Of significance to this work is the incorporation of Kaupapa Maori theory, which provides a traditional and contemporary insight into Maori views and praxis of emancipation. In realising the central interest and concern of Maori for real and effective intervention to address the crisis of schooling for Maori, analysis in this thesis examines the historical nature of Maori educational policy and critiques the contemporary educational political frameworks of the New Zealand Labour government. Furthermore, this research also examines government official’s perspectives in discussing the primary contemporary political mechanisms and rationalities that operate in controlling and developing educational policy for Maori. It is argued, that although these contemporary policy frameworks, rationalities and mechanisms may appear to be vastly different from historical colonisation and assimilation practices, they are informed by the same underlying structures and are intersected by similar tendencies and movements. In disclosing the perpetuating ethos of state Pakeha dominant interests and the absence of structural and cultural reform from within political educational policy development for Maori, this thesis argues that state initiatives in the new millennium, under the guise of transformation, commitment and hope still remain ineffective and oppressive for Maori.
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This paper argues that self-determination to the greatest extent possible is a legitimate aspiration for Maori people. It is argued that in education this requires a philosophical and policy response more focused on Maori autonomy than can be provided within the bicultural framework that has lately informed Maori relationships with other actors in the education arena. The paper considers the place of kohanga reo, kura kaupapa Maori and wananga in relation to broader Maori aspirations for self-determination and discusses proposals that these aspirations be furthered through the establishment of a Maori Education Authority. It is also argued that opportunities for self-determination in New Zealand are compromised by the government's unwillingness to alter a tightly controlled centralised education market to provide genuine Māori autonomy over what type of education might be available and to what end.
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Rongoa Maori is a holistic system of healing that has developed out of Maori cultural traditions. It has a long history of usage and credibility among Maori, and increased interest in its revival and sustainability has prompted calls for its formalisation within the New Zealand public health system. Objective and methods The objectives of the research project were to: - Examine the contribution of rongoa Maori to indigenous wellbeing, and - Identify issues for the ongoing sustainability of traditional Maori healing in New Zealand. The research process was lead by Maori researchers in collaboration with Maori healers and stakeholders. Two literature reviews were undertaken; one to provide understanding of international developments in traditional medicine, and a second to review national policy/literature related to rongoa Maori. Four focus groups and five workshops were held with groups in five communities to explore current rongoa practice and service delivery and drivers/barriers to its ongoing utilisation. The participant groups were healers and their associates, and health and local authority stakeholders.
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