Te Papa-o-Rotu Marae is a Māori community settlement located in the Waikato region of New Zealand. Its hapu (sub-tribe) community was one of 33 hapu that formed the Tainui confederation claiming compensation from the Crown for land confiscated in the nineteenth century. The claim was settled in 1995 and it was within this context that research for this study was conducted at the marae from August 1997 to December 1999. This ethnographic study examines the way that the community at Te Papa-o-Rotu Marae managed its affairs through its two management bodies, the Marae Committee and the Trustees. It is argued in this thesis that the marae's mode of management is in transition from an informal to formal mode, and from an inward to outward looking focus. Bureaucratic administration, it is argued, has been the major catalyst for the transition and has been introduced into marae operations through an accumulation of state legislation affecting Māori land and communities. Furthermore, some aspects of bureaucratic administration have been legitimated and appropriated by the iwi authority, which has passed this on to the Marae Committee. The community have been complicit in the adoption of bureaucratic administration by accommodating the requirements of both the state and the iwi authority. However, a persistent question was whether the marae could maintain its own rangatiratanga (authority, self-determination, control) and separate identity in the face of increasing pressure to conform to a bureaucratic management style. The community managed the marae communally by way of hui (gatherings) and meetings, which were observed using a combined methodological approach of Kaupapa Māori research and ethnography, as described in Chapter 2. The philosophy of kotahitanga (solidarity) underpinned the social organisation of the Tainui tribal confederation, so understanding the place of the marae in its wider socio-political environment has helped in comprehending the nature of the pressure on the community to increase its scale of operations and is explained in Chapter 3. Chapter 4 introduces the accumulation of influences that have brought about a change of managerial style from informal to formal organising. The practical effect of these influences are demonstrated in the management structure and administrative systems that the community used. These are described phenomenologically in Chapters 5 and 6 respectively. The management plan, compiled since 1995, had a strong emphasis on management structural review and participation in tribal development initiatives and is discussed in Chapter 7. The implementation of a collaborative development project between the iwi authority and Marae Committee is described in Chapter 8. The final chapter reflects on the impact of bureaucratic administration on marae management as well as the dynamism of the community and how the rangatiratanga of the marae has thus far been maintained.

The Church College of New Zealand is a private co-educational secondary school located near Hamilton, New Zealand and is sponsored by the Church of Jesus Christ of Latter-day Saints. Since its opening in 1958, it has hosted a large population of Polynesian students, in particular Māori. The questions that this thesis addresses centre on the nature, history and reasons for what seems to be a disproportionately higher level of achievement amongst Māori and Pacific Island students at Church College than in New Zealand more broadly. Through a life-history approach to research, this thesis provides an overview of the rich history behind the building of the Church College, and highlights the experiences of successful graduates over three particular timeframes - 1951-1969, 1970-1989 and the 1990s. A major contributing factor to the success of the students at Church College is an environment where both religious and cultural values of students are reaffirmed and considered normal. For some students, Church College provided an environment that validated what students were being taught in their own homes. For others, it provided a refuge from a conflicted home. With the growing pressures of social problems within the wider community for many Māori and Pacific Island families, the school environment of the Church College was a key factor in providing stability and security for some students at the College. On June 29 2006, an announcement was made by leaders of the Church of Jesus Christ of Latter-day Saints of the phased out closure of Church College beginning in the year 2007 and eventually closing at the end of the year 2009. With Māori and Pacific Island students so under-represented in achievement and participation in education settings in New Zealand, the announcement of the closure provided an opportunity to highlight some of the successes experienced at the Church College of New Zealand.

This study explores whakapapa as a tool, which can be used as a kaupapa Māori assessment framework in early childhood education, positioning kaupapa Māori theory as a paradigm base underpinning a philosophical and theoretical discourse towards assessment for children's learning. This thesis represents the culmination of a personal and professional journey, derived from the writer's longstanding interest in and commitment to kaupapa Māori early childhood education, and more specifically, philosophies and practices for assessment in this context. The study has canvassed a vast terrain of kaupapa Māori philosophy in its search for a theoretical grounding for a kaupapa Māori assessment framework for early childhood education. Foundation to the study has been the premise that the notion of whakapapa serves as an overarching philosophical matrix, encompassing the interconnected realms of genealogy, spirituality, and knowledge that precede, surround, and embrace the Māori child. Throughout the thesis, diagrams are employed to demonstrate and model the whakapapa underpinning the conceptualisations being explored. After contextualising the study within a historical overview of the impact of colonisation of kaupapa Māori education and research, it is suggested that a re-examination of key concepts from tikanga Māori will illuminate transformative possibilities applicable to the study's focus on the development of a theoretical base for an assessment tool within kaupapa Māori early childhood settings. Drawing from the literature, the thesis re-positions the view of the Māori child to one of being nurtured within a philosophical construct underpinned and immersed in tikanga such as whakapapa, ira tangata, whanaungatanga, mana and tapu, and ako, providing a strongly Māori theoretical base for the envisioning of the assessment process. The outcome of this study is to propose an assessment framework, which embodies and reflects these core kaupapa Māori philosophies as praxis.

The quality of the processes involved in language regeneration strategy formation is critical to the creation of an effective language regeneration strategy and this, in turn, is critical to the achievement of successful language regeneration outcomes. The overall aim of this research project was to evaluate, using a range of effectiveness criteria, the processes involved in the creation of a marae-based te reo Māori regeneration strategy in the hope that others involved in similar projects in the future would benefit and in the hope that the Whakamārama whānau will themselves derive benefit from it in reviewing what has already been achieved. In Chapter 1, the background to the research project and its rationale are outlined and the research questions and research methods are introduced. Chapter 2 provides a critical review of selected literature in the area of strategic planning aspects of language regeneration and relevant aspects of mātauranga Māori. Using an ethnographic approach, the processes and immediate outcomes (in terms of a survey report and a regeneration plan for Whakamārama marae) of the language regeneration project are outlined in Chapter 3. In Chapter 4, effectiveness criteria are derived on the basis of the literature review in Chapter 2. These include criteria relating to leadership, participation, Kaupapa Māori values, environmental analysis and outcomes. The criteria are then applied to the analysis and evaluation of the processes and outcomes outlined in Chapter 3 in order to identify their strengths and weaknesses. The overall conclusion is that Whakamārama's language regeneration activities to date can be regarded as successful in many ways, including the fact that they have resulted in the production of high quality documentation that is widely appreciated by the whānau in the form of a maraebased language survey and a marae-based te reo Māori regeneration plan. Working voluntarily and often under difficult circumstances, core group members demonstrated that they possessed the essential characteristics of commitment, motivation and determination, in addition to the willingness and ability to use existing skills and knowledge effectively and to develop further skills and knowledge as the project proceeded. Perhaps most important, they developed a caring and effective working culture. However, the weaknesses of the project included a lack of preparation and planning prior to the commencement of the project which resulted in a build up of work at a number of stages. This, in turn, lead to delays in producing outcomes and some loss of momentum. It also led, indirectly, to the views of two or three members of the core group being overrepresented in the reo plan goals. The information and analysis provided here have relevance to any language community involved in micro-level language regeneration activities of a similar type. It is hoped therefore that this thesis may help others to not only avoid the problems experienced by the Whakamārama whānau but also to benefit from their successes.

This thesis is a study of Waitaha, a Bay of Plenty iwi that has been marginalized through the loss of most of its land, much of its language, tikanga, and mana. The purpose of the work is to communicate, through the 'voice' and the history of the people, a chronicle, of their alienation to a Pākehā audience that remains in large part ignorant and distant from their plight. The thesis is motivated by an academic responsibility to the Treaty of Waitangi and the lack of understanding to the present needs of Māori as evidenced for example, by the support for the January 2004 Orewa speech, by the leader of the National Party, Don Brash. It is predicated upon the understanding that this response, which minimalises the impact of colonization upon Māori, is constructed by many, through a convenience of distance. It is motivated also on the understanding that most Pākehā who now inhabit the rohe of Waitaha, are completely ignorant of the identity of tangata whenua. It is hoped that the presentation of the Waitaha story, will provoke a greater empathy from Pākehā, and thereby facilitate an environment, whereby grievances can be addressed in an environment of greater understanding. The thesis is a qualitative based research exercise, carried out in consultation with kaumātua and other Waitaha members, and attempts to acknowledge and integrate current kaupapa Māori epistemologies with traditional Western academic methodology. The study uses interviews, Waitangi Tribunal evidence, and other historical references to construct a narrative that conveys something of the 'voice' of Waitaha. Specifically, it outlines a chronology of Waitaha settlement, followed by a description of their encounter with Pākehā, the consequent alienation of the majority of their lands by the Crown, and concludes, with a glimpse into the current circumstance of Manoeka, the papakainga of Waitaha.

The purpose of this thesis is to explore the relationship between certain descriptive and prescriptive elements in Modernisation theory, and selected phases in Maori development in the nineteenth and twentieth centuries. This analysis also extends to consideration of the significance of intentional development, as defined by Michael Cowen and Robert Shenton (Cowen & Shenton, 1996), as the emerging basis for such development.The particular focus within the theoretical framework is on the characteristics and implications of social transformation that are said to accompany rapid economic development - particularly for non-Western peoples living within an emerging Western economic environment. As a corollary of this, consideration is given to the evident conversion from such transitions being unplanned consequences of the forces of economic development, to the increasingly conscious, planned bases for the processes of modernisation being applied to Maori development.This thesis concludes that there has been a discernable intensification in the forces of modernisation impacting on Maori, and that this has been complemented by more deliberate efforts - at a governmental level - to advance this process. One consequence of this trend has been that the alternative models for Maori development have been virtually excluded, even from consideration by successive Governments, and that a singular theoretical model has become the near-universal standard for governmental discourse about this area of indigenous development in New Zealand.

Whanau is often qualified as synonymous to the description family, or extended family. The purpose of this study is to show that whanau is not only a social grouping belonging to Maori society, but an aspect of cultural identity central to the future development of Maori. Whanau is a concept belonging to Te Ao Maori, and the development of this concept has been challenged through the history of Aotearoa by external cultural influences and internal responses to these influences. These influences include Western paradigms and societal norms introduced through colonisation and leading to the modern perception that whanau is a mirror image of the concept of family.Modernisation, as an example of a Western developmental theory is applied in this study to demonstrate the impact of an ethnocentric notion on the concept and experience of whanau - culturally, socially, economically and spiritually. It is observed by the writer that whanau remains central to strategies for development as a people notwithstanding this experience. This observation required that the study explore the key elements retained by whanau, for the concept of whanau to have achieved sustainability. Although the effects of external influences have impacted on the structural, functional and relational aspects of whānau, it is evident in the findings from this study conducted with descendents of Ngati Te Oro that the practice of whanau as a cultural grouping was significant to retaining a cultural identity. This finding has strengthened the position that there are specific contributing aspects towards a secure whanau identity that provides the foundations as well as the vehicle to progress the development of Maori.

Despite considerable interest driving prominent studies over many decades' leadership theory and research remains one of the least understood topics. Leadership is still mysterious and complex. This study is a journey of discovery designed to explore the complexities and prominence of leadership as it exists in New Zealand. The journey began with a literature review metaphorically represented as three poles of knowledge. The first pole focused on Māori (ordinary, of this land, native people of New Zealand) and Māori culture where leadership is highly valued. The second explored sport and in particular rugby, which enjoys celebrity status amongst Māori and New Zealanders. The final pole reviewed organisational studies and literature on leadership.The study pursued perceptions of male Māori rugby players concerning leadership, from a Māori, rugby, and New Zealand perspective. The research approach employed by this study is based on the principles of grounded theory, kaupapa Māori methodology and its Western cousin, ethnomethodology. Data was collected through semi-structured interviews with nine prominent past and present Māori rugby players. By focusing on this demographic, this study was able to examine Māori and Pākehā leadership styles, similarities and differences; highlight key cultural characteristics and strengthen arguments claiming a relationship exists between the three poles of knowledge. This approach enabled a review of those beneficial and advantageous qualities considered to have an impact on leadership in New Zealand.Findings from interviews revealed relationships do exist between the three poles of knowledge. The values or concepts whānau (family, extended family), responsibility, collectivism, and tuākana/tēina (elder/leaders to younger/novices) relationships were identified as central qualities of Māori leadership. Collectivism is expressed as concerns of whānau. Reciprocity was embodied in relationships of tuākana/tēina with rugby being a vehicle that enhanced both and encouraged leadership development. Findings combined with evidence from literature prompted discussion aimed at three different audiences: leadership theorists; Māori, and; rugby audiences. The study's implications and limitations are taken into consideration.

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This thesis examines citizenship education in Aotearoa New Zealand. In particular, it reviews what education there is in the New Zealand curriculum about Aotearoa's democratic arrangements, including the provisions for the political voices of Maori. Recent political debate suggested the reform of these provisions through a citizensinitiated referendum. This thesis sought to identify what formal education is provided to citizens to inform their response in such a referendum. Critical discourse analysis and a content analysis method were utilised to analyse data. A review of the social studies curriculum revealed some citizenship education material in education, but a distinct neglect of issues about the Maori-Pakeha relationship as they relate to Aotearoa's bipolitical democracy. For example, there is an absence of material about the Maori Electoral Option. This thesis contributes to the calls for the strengthening of citizenship education in Aotearoa. It does so by affirming the benefits of such education to Aotearoa's democracy, through the empowerment of citizens to engage in democratic society. Such a citizenship education is posed through the concepts of presence, freedom, and critical consciousness from a Maori world-view (Te Ao Marama).