Wānanga are iwi located and managed events whose purpose is to share knowledge, create knowledge and to foster community identity, cohesion and wellbeing. Wānanga are conducted regularly by every iwi community in the country and are highly valued by those communities. Wānanga are critical events in the development of iwi/Māori communities and are perhaps only eclipsed by tangihanga as the pre-eminent event of our communities.
The research questions for this project are; - How can active management enhance the economic performance of Māori land trusts? and, - What models of collaboration can Māori land trusts use to enhance economic performance? The aim of the project is to identify sustainable and scalable models of ‘active’ management that will enhance the economic performance of Māori land trusts by 2020. The objectives of this project are to not only identify the key success that will enhance the economic performance of Māori land trusts, but also identify potential models of collaboration.
Māori are more likely to be assessed and treated by a health practitioner trained within a western cultural system that pays little attention to Māori worldviews. Māori continue to experience misdiagnosis, non-voluntary admissions, inappropriate psychometric testing, high suicide rates, limited choices, differences in medication regimes and poorer treatment outcomes.
Despite the proliferation of equity and diversity plans and policies that have been established in universities across New Zealand over the past 25 years, Māori academic staff make up only a very small proportion of the nation’s academic workforce (6%) and the proportion of Pacific academic staff is even smaller (2%).
“We want our children to go out from school confident of who they are, where they come from and who they represent.” “It’s important the stories people tell about themselves,” Hāromi Williams says. At her office at Tāneatua near the Urewera, where she is Executive Manager of the Tūhoe Education Authority (TEA), she explains it’s a lesson she first learned forcibly when teaching adult migrant students in Sydney’s western suburbs learning English as a second language.