This dissertation is concerned with the ways in which Māori legal traditions have changed in response to the process of negotiated settlement of historical claims against the state. The settlements agreed between Māori groups and the state provide significant opportunities and challenges for Māori communities and, inevitably, force those communities to confront questions relating to the application of their own legal traditions to these changed, and still changing, circumstances. This dissertation focuses specifically on Māori legal traditions and post-settlement governance entities. However, the intention is not to simply record changes to Māori legal traditions, but to offer some assessment as to whether these changes and adaptations support, or alternatively detract from, the two key goals of the settlement process - reconciliation and Māori self-determination. I argue that where the settlement process is compelling Māori legal traditions to develop in a way that is contrary to reconciliation and Māori self-determination, then the settlement process itself ought to be adjusted. This dissertation studies the nature of changes to Māori legal traditions in the context of the Treaty settlement process, using a framework that can be applied to Māori legal traditions in other contexts. There are many more stories of Māori legal traditions that remain to be told, including stories that drill into the detail of specific legal traditions and create pathways between an appropriate philosophical framework and the practical operation of vibrant Māori legal systems. Those stories will be vital if we in Aotearoa/New Zealand are to move towards reconciliation and Māori self-determination. The story that runs through this dissertation is one of a settlement process that undermines those objectives because of the pressures it places on Māori legal traditions. But it need not be this way. If parties to the Treaty settlement process take the objectives of self-determination and reconciliation seriously, and pay careful attention to changes to Māori legal traditions that take place in the context of that process, a different story can be told – a story in which Treaty settlements signify, not the end of a Treaty relationship, but a new beginning. / Graduate / 0398 / 0332 / 0326 / carwyn@uvic.ca

One of the most important yet most undermined aspects of the Reformed Churches in the resort of Synod Midlands is its liturgy. Little study has been done on liturgy and few Church Councils make liturgy their concern. Consequently most of the Reformed Churches in Midlands are faced with the problem of syncretism, secularism and modernistic trends in the liturgy. All human beings are religious people. All humans beings are believers yet it depends whom and how people worship and in whom or what they believe. People have different cultures and in some instances, as is the case with the African religion, culture and religion are not easily separated. Liturgy has an indispensable task in transforming culture. This study aims at scrutinising the manner of worship in Reformed Churches in Synod Midlands. It is divided into three sections. The first section focuses on basic-theoretical principles, the second on meta-theoretical guidelines and empirical findings and the third on a critical-hermeneutical interaction between the basis-theoretical principles and the meta-theoretical guidelines. This study indicates that the Reformed Churches in Synod Midlands need a relevant liturgy that is suitable for the African members but also a liturgy that is not easily influenced by culture and by the world. Liturgy has to shape culture and culture has to be accommodated in the shape that liturgy takes. This does not occur at the same level. The gospel preaches to culture and leads it to repentance. The sermon, however, is presented within a certain culture, context and language. This is where culture fits in and contributes to the shaping of the liturgy. A relevant liturgy for the Reformed Churches in Synod Midlands would be a dynamic liturgy that displays an interactive communicative character. There has to be a dialogue between God and His children. The liturgist should not be an individual standing between God and humans, blocking the dialogue-related character of the liturgy. All members have to be participative and should follow the liturgy. This study therefore calls upon a free liturgy because African people are spontaneous. However this liturgy should also be characterized by the necessary order. / Thesis (Ph.D. (Liturgics))--North-West University, Potchefstroom Campus, 2005.

The Power of a Small Green Place is an ethnographic case study among the volunteers and urban wilds of Ottawa’s Fletcher Wildlife Garden (FWG). Through the conceptual lens of the geographical concept of place – with its wide range of physical, relational and deeper meaningful considerations – this urban wildlife habitat project emerged as a place of profound significance. Volunteers working to create and maintain the FWG’s diverse habitats benefit from opportunities to engage in physical outdoor activity, establish social connections, make contact with the natural world, find deep personal satisfaction and meaning, and experience healthier and mutually beneficial relations with nature. This case study fills a knowledge gap in geography regarding the significant relationships that can emerge between people and the land they work with, thereby contributing to geography’s “latest turn earthward” examining practices and relationships of cultivation with the land. The case study also contributes to a growing interdisciplinary dialogue on human-nature relations and their implications in the context of future environmental and societal uncertainties.

This dissertation is concerned with the ways in which Māori legal traditions have changed in response to the process of negotiated settlement of historical claims against the state. The settlements agreed between Māori groups and the state provide significant opportunities and challenges for Māori communities and, inevitably, force those communities to confront questions relating to the application of their own legal traditions to these changed, and still changing, circumstances. This dissertation focuses specifically on Māori legal traditions and post-settlement governance entities. However, the intention is not to simply record changes to Māori legal traditions, but to offer some assessment as to whether these changes and adaptations support, or alternatively detract from, the two key goals of the settlement process - reconciliation and Māori self-determination. I argue that where the settlement process is compelling Māori legal traditions to develop in a way that is contrary to reconciliation and Māori self-determination, then the settlement process itself ought to be adjusted. This dissertation studies the nature of changes to Māori legal traditions in the context of the Treaty settlement process, using a framework that can be applied to Māori legal traditions in other contexts. There are many more stories of Māori legal traditions that remain to be told, including stories that drill into the detail of specific legal traditions and create pathways between an appropriate philosophical framework and the practical operation of vibrant Māori legal systems. Those stories will be vital if we in Aotearoa/New Zealand are to move towards reconciliation and Māori self-determination. The story that runs through this dissertation is one of a settlement process that undermines those objectives because of the pressures it places on Māori legal traditions. But it need not be this way. If parties to the Treaty settlement process take the objectives of self-determination and reconciliation seriously, and pay careful attention to changes to Māori legal traditions that take place in the context of that process, a different story can be told – a story in which Treaty settlements signify, not the end of a Treaty relationship, but a new beginning. / Graduate / 0398 / 0332 / 0326 / carwyn@uvic.ca

This thesis presents an analysis of adult education programs concerned with reconciliation, and more specifically with reconciliation pedagogy used by community organisations in Northern Ireland. Northern Ireland for many years was the site of inter-ethnic violence expressed through sectarian and paramilitary presence, but has moved towards a more peaceful, civil society in recent years. This thesis investigates how the role of the citizen-subject in the new Northern Ireland is constituted in adult education programs and how funding regimes govern such community relations initiatives. The thesis offers a critical analysis of interviews with tutors, participants, designers and managers involved in a selected peace and reconciliation course. A broader view on reconciliation pedagogy and curriculum in anti-sectarian adult education in Northern Ireland leads to a closer exploration of social practices and power relations surrounding the chosen course, while drawing upon selected aspects of social theory, Foucauldian discourse analysis and concepts of governmentality. The analysis revealed that the chosen anti-sectarian course, ‘Us and Them’ (Workers Educational Association), proposes individualisation and responsibilisation as alternatives to community identities and nationalistic myths of origins. Equal rights are interpreted as equal rights to cultural expressions, and culture is continuously privileged over other structural differentials in Northern Ireland such as poverty, class or colour. ‘Us and Them’ is one component of a large machinery of projects designed to address the conflict situation in Northern Ireland. This machinery finds its centre in the Northern Ireland Community Relations Council, which privileges certain knowledges based on cultural consociationalism over others and which distributes funds for peace and reconciliation projects accordingly. Furthermore,the thesis examines how contemporary policy papers addressing community relations shape discourses found in anti-sectarian strategies and the rationales, strategies and policies informing “Us and Them’. The aim of the analysis is to explore the power and potential (and the limitations) of individualisation and responsibilisation as techniques in peace and reconciliation pedagogy in post-settlement ethnic conflict situations.

This thesis presents an analysis of adult education programs concerned with reconciliation, and more specifically with reconciliation pedagogy used by community organisations in Northern Ireland. Northern Ireland for many years was the site of inter-ethnic violence expressed through sectarian and paramilitary presence, but has moved towards a more peaceful, civil society in recent years. This thesis investigates how the role of the citizen-subject in the new Northern Ireland is constituted in adult education programs and how funding regimes govern such community relations initiatives. The thesis offers a critical analysis of interviews with tutors, participants, designers and managers involved in a selected peace and reconciliation course. A broader view on reconciliation pedagogy and curriculum in anti-sectarian adult education in Northern Ireland leads to a closer exploration of social practices and power relations surrounding the chosen course, while drawing upon selected aspects of social theory, Foucauldian discourse analysis and concepts of governmentality. The analysis revealed that the chosen anti-sectarian course, ‘Us and Them’ (Workers Educational Association), proposes individualisation and responsibilisation as alternatives to community identities and nationalistic myths of origins. Equal rights are interpreted as equal rights to cultural expressions, and culture is continuously privileged over other structural differentials in Northern Ireland such as poverty, class or colour. ‘Us and Them’ is one component of a large machinery of projects designed to address the conflict situation in Northern Ireland. This machinery finds its centre in the Northern Ireland Community Relations Council, which privileges certain knowledges based on cultural consociationalism over others and which distributes funds for peace and reconciliation projects accordingly. Furthermore,the thesis examines how contemporary policy papers addressing community relations shape discourses found in anti-sectarian strategies and the rationales, strategies and policies informing “Us and Them’. The aim of the analysis is to explore the power and potential (and the limitations) of individualisation and responsibilisation as techniques in peace and reconciliation pedagogy in post-settlement ethnic conflict situations.

Thesis (D. Min.)--Westminster Theological Seminary, Philadelphia, 1996. / Includes bibliographical references (leaves 415-422).

Project Thesis (D. Min.)--Denver Seminary, 2000. / Includes bibliographical references (leaves 205-210).

Thesis (D. Min.)--Catholic Theological Union at Chicago, 2002. / Vita. Includes abstract. Appendix: A ritual of group grieving -- Kairos: a ritual honoring common ground -- Rite for completion of reconciliation of groups -- Rite of reconciliation: a day of atonement -- Reconciliation rite for impasse -- Rituals of transition: a week of farewell for parish closure -- Rite of leavetaking of a church -- Rites for inauguration of a newly consolidated parish -- Rites of reception and memorial of the closed parish with a blessing of the foundation stone ... Includes bibliographical references (leaves 323-337).

Project Thesis (D. Min.)--Denver Seminary, 2000. / Includes bibliographical references (leaves 205-210).