scholarly journals Paradigms on Indigenous Language Revitalisation: the Case of Te Reo Maori in Aotearoa New Zealand and Mapudungun in Chile

2021 ◽  
Author(s):  
◽  
Carina Gallegos

<p>The existence of systems of indigenous knowledge depend greatly on the existence of indigenous languages. Processes of language revitalisation seek to uphold indigenous knowledge by restoring endangered indigenous languages. Historical processes of colonisation and globalisation in Chile and Aotearoa New Zealand have impacted and threatened each country's indigenous language. This dissertation describes language revitalisation processes of te reo Maori in Aotearoa New Zealand and Mapudungun in Chile in order to further understand the implications of language on effectively revitalising indigenous culture and knowledge. The research and analysis presented implements comparative methodology through the use of case studies, direct observations, primary and secondary data sources. In an effort to evaluate and compare outcomes of indigenous language revitalisation schemes of te reo Maori in Aotearoa New Zealand and Mapudungun in Chile, this thesis focuses on case studies in the context of how education programmes in each country approach indigenous language revitalisation.</p>

2021 ◽  
Author(s):  
◽  
Carina Gallegos

<p>The existence of systems of indigenous knowledge depend greatly on the existence of indigenous languages. Processes of language revitalisation seek to uphold indigenous knowledge by restoring endangered indigenous languages. Historical processes of colonisation and globalisation in Chile and Aotearoa New Zealand have impacted and threatened each country's indigenous language. This dissertation describes language revitalisation processes of te reo Maori in Aotearoa New Zealand and Mapudungun in Chile in order to further understand the implications of language on effectively revitalising indigenous culture and knowledge. The research and analysis presented implements comparative methodology through the use of case studies, direct observations, primary and secondary data sources. In an effort to evaluate and compare outcomes of indigenous language revitalisation schemes of te reo Maori in Aotearoa New Zealand and Mapudungun in Chile, this thesis focuses on case studies in the context of how education programmes in each country approach indigenous language revitalisation.</p>


Leonardo ◽  
2014 ◽  
Vol 47 (5) ◽  
pp. 513-514
Author(s):  
Ian Clothier

Conventionally, indigenous knowledge such as that held by Māori (the indigenous culture of Aotearoa New Zealand) is seen as in total contrast to Western scientific knowledge. In this paper the author puts forward instances where ideology is held in common across cultural borders. A general awareness of facets of shared ideology has been refined, extended and given substance through three curatorial projects involving Dr. Te Huirangi Waikerepuru, a highly respected kaumatua (elder). These took place in Istanbul, Albuquerque and Aotearoa New Zealand. Ethically, acceptance of these commonalities leads to considering the shifting boundary of knowledge in contemporary life.


2019 ◽  
Vol 26 (2) ◽  
pp. 7-27
Author(s):  
Alexander Forsyth

This article focusses on the formation and delivery of training and support for pioneer ministry in the Church of Scotland, by (i) reflecting on recent thinking on the place of theological education in enabling missional vocation; and (ii) presenting three case studies of approaches taken by denominations (in the Netherlands, Germany and Aotearoa New Zealand) which share a similar historical tradition with the Church of Scotland and which have seen similar trajectories of decline.


Author(s):  
Esabel Maisiri

Knowledge sharing is broadly an act of communication, and in indigenous communities of practice, knowledge sharing can be viewed as a cultural symbol making process. This process is facilitated by indigenous language as the communication tool. The characteristics of indigenous languages that include being dynamic, constantly changing as people adjust to their life circumstances and being personal, tacit, and experiential renders it closely tied down to the person who knows the language. Thus, the most appropriate way to understand the use and exchange of such knowledge, that is, the communication phenomenon of indigenous knowledge, would be to extricate the personal experiences of individuals involved in the use and exchange of the indigenous knowledge. This can be done using van Manen's phenomenology of practice.


Te Kaharoa ◽  
2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Henare King

The book “The Tail of the Fish” was publised in 1968 and written by a Te Aupouri kuia, Matire Kereama (nee: Hoeft) of the far north of Aotearoa, New Zealand. I grew up with this book as my grandmother would read the stories to me at bedtime. Although my comprehension of each story was very vague and unrelatable to my life at that time, today, I find myself totally absorbed by the historical content and knowledge encapsulated in each chapter. I completed a Masters of Applied Indigenous Knowledge at Te Wananga o Aotearoa in 2017, entitled; Tales of the singing fish: He tangi wairua. I compsed twelve waiata (Maori songs) of which ten of the waiata was information extracted from ten chapters of the book. The other two waiata were composed specifically for my people of the Te Rarawa tribe, namely, Ahipara. This waiata acknowledges the tribal landmarks and boundaries of the Te Rarawa tribe which is located in Ahipara.


2021 ◽  
Author(s):  
◽  
Susette Goldsmith

<p>The twenty-first century is imposing significant challenges on nature in general with the arrival of climate change, and on arboreal heritage in particular through pressures for building expansion. This thesis examines the notion of tree heritage in Aotearoa New Zealand at this current point in time and questions what it is, how it comes about, and what values, meanings and understandings and human and non-human forces are at its heart. While the acknowledgement of arboreal heritage can be regarded as the duty of all New Zealanders, its maintenance and protection are most often perceived to be the responsibility of local authorities and heritage practitioners. This study questions the validity of the evaluation methods currently employed in the tree heritage listing process, tree listing itself, and the efficacy of tree protection provisions. The thesis presents a multiple case study of discrete sites of arboreal heritage that are all associated with a single native tree species—karaka (Corynocarpus laevigatus). The focus of the case studies is not on the trees themselves, however, but on the ways in which the tree sites fill the heritage roles required of them entailing an examination of the complicated networks of trees, people, events, organisations, policies and politics situated within the case studies, and within arboreal heritage itself. Accordingly, the thesis adopts a critical theoretical perspective, informed by various interpretations of Actor Network Theory and Assemblage Theory, and takes a ‘counter-’approach to the authorised heritage discourse introducing a new notion of an ‘unauthorised arboreal heritage discourse’. The thesis introduces alternative examples of arboreal heritage to the contemporary heritage canon paving the way for other forms of heritage that may remain mired in the expectations of the twentieth century’s authorised heritage discourse. In doing so it elevates arboreal heritage as a valid part of physical heritage and a worthy topic for further critical heritage study. The research findings show that in contemporary Aotearoa New Zealand trees have been active in forging links between the past, the present and the future in new and powerful ways transcending the received evaluation methods and establishing a new rhetoric of arboreal indigeneity. Through the lens of tree registers, the research contributes to a better understanding of both natural heritage and heritage in general and, while firmly placed in the New Zealand context, provides a basis for critical heritage studies of related subjects elsewhere. 2 Little has been written about arboreal heritage in Aotearoa New Zealand. As the first academic study of the topic, the thesis fills gaps in academic and professional knowledge of the tree heritage process. It introduces interdisciplinary ideas, from both the sciences and the humanities, and draws attention to tree heritage as a significant historical, social, economic, cultural and environmental contributor to the well-being of New Zealanders. The case studies demonstrate that effective, contemporary stewardship requires a revised ‘tree sense’ that acknowledges that arboreal heritage is founded on complex and various values, meanings and understandings, and is manifest in many different forms. Drawing on the archival, documentary and empirical research undertaken, the thesis proposes a democratisation of arboreal heritage decision-making, and contributes a set of principles to facilitate the negotiation of arboreal heritage acknowledgement and protection by communities, local authorities and heritage practitioners.</p>


2019 ◽  
Vol 53 (1) ◽  
pp. 26-46
Author(s):  
Shelley Stagg Peterson ◽  
Soon Young Jang ◽  
Jayson San Miguel ◽  
Sandra Styres ◽  
Audrey Madsen

Five Aboriginal Head Start early childhood educators from a northern Canadian community participated in interviews for the purpose of informing non-Indigenous teachers’ classroom teaching. Their observations and experiences highlight the importance of learning from and on the land alongside family members, and of family stability and showing acceptance of all children. Additionally, participants talked of the impact of residential schools on their families in terms of loss of their Indigenous language, and their attempts to learn and to teach the children in their classrooms the Indigenous languages and teachings.


2021 ◽  
Author(s):  
◽  
Penelope Baines

<p>University art galleries are the most common form of campus museum in New Zealand and are increasingly viewed as alternative and innovative interdisciplinary teaching tools. Much of the literature concerning university art galleries discusses the potential of these organisations to act as forums, laboratories and portals for the presentation of diverse ideas within institutions of higher education. Yet these organisations are often overlooked by their parent organisation and considered superfluous to the university’s core business. Despite the ubiquity of university art galleries, little research has been undertaken regarding these organisations within the context of Aotearoa New Zealand. This dissertation explores this issue by examining the ways in which university art galleries have integrated themselves into their university communities.  This dissertation provides a general and concise overview of university art galleries in New Zealand and then presents two in-depth case studies, examining first the Gus Fisher Gallery and then the George Fraser Gallery at the University of Auckland. By utilising a wide range of sources including international and local theoretical literature, interviews, and documentation of public programmes and exhibition histories, these two case studies demonstrate that university art galleries contribute to their parent organisation in a variety of ways. These include serving as an important public interface for the university by showcasing academic and creative scholarship undertaken by the institution’s staff, students, and alumni; acting as a vehicle through which the university can achieve strategic and academic goals and objectives, and assisting the university in fulfilling its duty to act as the “critic and conscience of society”.  This dissertation makes a contribution to museum studies and current museum practice by addressing a gap in the New Zealand literature on this topic. It is the first critical academic analysis of university art galleries in this country situated in relation to British and American theory. In particular, it builds upon and refines Janet Marstine’s argument that university art galleries can lead in the development of the Post-Museum and questions whether Marstine’s theories can apply to the New Zealand context.</p>


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