This thesis investigates how Māori knowledge and language articulate with current discourses of Pūtaiao education, and possible alternative articulations. A Kaupapa Māori version of critical discourse analysis methodology is developed and applied to discourses relevant to Pūtaiao, or Māori-medium science education. This topic represents an intersection between language, science, education, and culture - fields which are all highly politically charged. Therefore, it is essential that a politically robust Kaupapa Māori position be taken in relation to the research topic. Not only the issues being investigated but the underlying research paradigm must be interrogated using Kaupapa Māori theory at each stage of the project. The goal is to study the range of possible meanings for the notions of 'Pūtaiao' and 'Māori science' by exploring the relevant dialectical issues, critiquing the assumptions and positions taken on language, knowledge, identity and ethos, in order to inform further Pūtaiao curriculum development. The research project is a narration of the larger story of Pūtaiao education: what is the current situation, how did it come about, what theoretical issues have been influential in this process, and what possibilities are there for further development of Pūtaiao curriculum and pedagogy? The thesis research consists of a series of discourse analyses of varying levels of focus and intersection with Pūtaiao: Wāhanga 1: Translated NCEA L1 science and mathematics examinations, and a traditional Taitokerau oral text; Wāhanga 2: Māori science curriculum policy; Wāhanga 3: Multicultural science education research; Wāhanga 4: Curriculum politics, preventive linguistics, language of science; Wāhanga 5: Mātauranga, rationality, philosophy of science. Each analysis takes the form of a narrative history, based on a selected corpus of previously published scholarship (in Wāhanga 1, including numerical data and oral tradition) on the issue under examination, from a Kaupapa Māori perspective. Mainly in the first two chapters, analysis at times also draws on 'personal narrative' accounts of previously unpublished details relating to Pūtaiao. Additionally, an investigation of various qualified notions of 'science' is undertaken, beginning in Wāhanga 2, concluding in Wāhanga 5, in order to explore the nature and boundaries of science as a system of knowledge, and its relationship to other types or systems of knowledge. Synopses are included of the following concepts and theoretical issues impacting on the discourses under analysis: Wāhanga 1: Ethnicity, 'race', critical theory, Kaupapa Māori theory. Wāhanga 2: Science, scientism, science ideology and anti-science. Wāhanga 4: Identity, linguistic purism, the Sapir-Whorf hypothesis. Informed by this research, in Wāhanga 5 an original model for the relationship between mātauranga and science is proposed, and the notion of Kaupapa Māori science/epistemology is explored. An analogy between the Sapir-Whorf hypothesis and multicultural science is used to draw together the cultural debates in language and knowledge, which are surmised to intersect at the level of discourse. The final chapter presents a re-articulation of Pūtaiao as the notion of Kaupapa Māori science education, and some recommendations for language and content knowledge in further development of Pūtaiao curriculum policy.

This research project focuses on counselling practice with Māori women who have engaged in counselling in relation to overcoming the effects of both historic and recent sexual abuse. The researcher / counsellor is pakeha. The counsellor / researcher, researches her practice and its possible effects through research interviews with three women. The project offers a reflection on her practice ethics and on what she learns from the women. In particular, she explores the intentions and effects of an orientation to counselling that includes offering and taking up conversations about aspects of cultural identity. She explores the effect of the counselling conversations where aspects of ethno-cultural identity have been included on the women‟s sense of identity. She explores what she draws on as a Pakeha counsellor when offering and taking up conversations about aspects of cultural identity. She also explores the effects of offering and taking up conversations about aspects of cultural identity for the work of counselling. The project shows the researcher‟s responses to the research meetings and the learning she takes to her ongoing counselling practice.

This project investigates the experiences of a small group of social service practitioners as they consider the question of what it means to be Pakeha in Aotearoa New Zealand in 2004. Specifically this study considers the contribution of Māori cultural knowledges to Pakeha identity. It also explores whether therapeutic practices that participants have available, are relevant to their current claims of Pakeha identity. This study highlights the complexity of experience and multiple stories that inform constructions of identity. In approaching the topic I was aware that many important stories of people's lived experience are not often told. People are often silenced due to the difficulty of 'telling'. In this exploration, space was created for the telling of stories, which are often not easily told: stories of struggle and pain; stories of compassionate witnessing; stories of rule-breaking; stories of stepping into territory beyond binaries and stories of richness and delight. Knowledges have been produced that indicate the need for carefully crafted space for often very difficult identity conversations to occur and for voices to be heard. Further, the study has produced knowledges for scaffolding for respectful and honouring conversations . The stories of this project indicate that the conversations required, have their foundation through engagement with the value of fairness. Findings also indicate that forums, where mutual contribution to identity for both Māori and Pakeha can be acknowledged, are a critical to establishing ongoing honourable relationships between Pakeha and Māori New Zealanders. Throughout this project participants acknowledge and honour the rich contribution of Māori knowledges and language to their Pakeha identity.

This thesis considers the narratives of eight M ori chook keepers from the Waikato rohe, Aotearoa. The Waikato rohe has been selected due to its significant history of M ori horticultural and agricultural practises, including chook keeping. I build on the growing corpus of m tauranga about indigenous studies. Using a postcolonial, feminist and Kaupapa M ori theoretical framework, I undertook five semi-structured interviews and one focus r p with M ori kaum tua. This thesis does not attempt to represent all M ori. There may be considerable difference between wh nau, hap and iwi practices. However, the rangahau provides insights into the views of eight individuals and their experiences with chooks. I have also utilised Country Calendar (1970; 1977a; 1977b and 1980) episodes and children's pukapuka such as Nanny Mihi's Garden (Drewery 2002) for the purposes of discourse analysis. By listening to these stories, kaupapa including race, class and ethnicity emerge that affect the participants' everyday lives as chook keepers. The participants view chooks in a variety of ways. First, as a means of food production. By integrating chooks into their communities, the participants are able to provide a nutritious and low-cost kai source for themselves and their wh nau. This attempts to at least in part address their poverty problems. Second, as a hybridised P keh and M ori kararehe. Third, as hysterical, comical, silly and helpless. I explore these issues within the broader context of colonial, neocolonial and anticolonial practices.

This thesis has three primary objectives: to deconstruct the genealogical representation of Maori as a physical, unintelligent and savage people, to examine the role that education, and particularly physical education has played in perpetuating these representations by channelling Maori into physical curriculum areas, and to provide a functional kaupapa Maori philosophy of health and physical education. Postmodern theory underpins this theses because it encourages the search for multiple truths. In the colonial context, specifically, it provides an ideal tool by which to deconstruct the supposedly objective and preordained single truths of the colonisers. As I demonstrate, these single truths proved to be politically motivated and false. I also employ a Foucauldian understanding of European history to describe how European bourgeois nationalism and normalisation mutated into biopower, where the normalised Self was able to control, limit, describe and kill the Other. Travellers, missionaries and settlers transposed biopower from Europe to colonial New Zealand. Later, descriptions of the Other - or rather the juxtapositioning of the Self next to depictions of the primitive/anti Other - by anthropologists and historians aided this process. For the benefit of enlightened liberals, colonisation in New Zealand required a specific rhetoric to recast ruthless aspects of the process as mere anomalies on the road to Utopia. The modernist Western world validated colonisation under the guises of humanism and progress: the savage, primitive, pre-philosophical Maori provided the perfect contrast against the civilised, mature, philosophical Self. This genealogical representation formed the basis for Pakeha and Maori relations - and continues to do so. Representations of Maori as intrinsically unintelligent and physical, framed politically motivated educational policy. Initially, racist educational directives channelled Maori into physical vocations to provide labour for untamed rural New Zealand. In the 1960�s and �70�s, racially biased intelligence test were employed to debiltate Maori students by streaming them into non-academic classes. Later, the so-called empowering rhetoric of the neo-colonial era informed curricula by promoting diluted and sanitised versions of tikanga Maori such as Taha Maori, its physical education offshoot Te Reo Kori, and the current New Zealand Health and Physical Education Curriculum. Promoted under the liberal banner of biculturalism, these initiatives primarily benefited Pakeha and further misrepresented Maori culture as simplistic and irrelevent to contemporary society. Deconstructing grand narratives encourages researchers to construct knowledge outside such totalising truths. Thus, the theoretical approach and historical disseminations outlined above provide the foundations for part two of this thesis, which is a contribution towards Maori knowledge. Employing an interpretivist, indepth interviewing and collaborative narrative epistemology, I constructed korero with kaumatua and pakeke. These focus on health and physical education from a Maori position. Subsequent discussion examines certain aspects of each korero, to form a functional Maori philosophy of physical activity delineated by hauora, a Maori notion of holistic health. The discussion also outlines a number of issues surrounding the incorporation of tikanga Maori into mainstream education.

This research project critically engages with Maori social workers in order to develop an understanding of their practice methods and to ascertain whether they have changed since the 1980's. This will include a particular focus on the influences of the Puao-te-Ata-tu report (1986) on Maori practice methods and the perspectives of Maori social workers within social service organisations. Kaupapa Maori research and Qualitative methods inform this research project. Eight Maori social workers are interviewed and their discourses are examined in relation to the changing cultural, political and economic enviroment in the 1980's. The findings show that Maori social work methods are underpinned by tikanga Maori and that these have not changed significantly since the 1980's. The Puao-te-Ata-tu report was also found to be highly influential to Maori social work in general, however it did not have a direct effect on the practice methods of Maori social workers. The research project concludes with recommendations from both the participants and the researcher. These recommendations lay emphasis on the importance of educational institutions and social service organisations implementing the Puao-te-Ata-tu report and tikanga as a means of improving services for Maori.

The legend of Governor Grey is a major feature of nineteenth century New Zealand historiography. This thesis seeks to understand Grey as a real person. Acknowledging the past as a strange and foreign place, it argues that Grey (and previous interpretations of him) can only be understood in context. The intellectual milieu of liberal Anglicanism and Victorian structures of imperial authority are crucial to understanding Grey's policies of racial amalgamation. Focusing on Grey's first governorship of New Zealand, 1845 - 1853, this thesis begins by exploring the imperial networks within which he operated. The members of Grey's web gathered and shared information to further a range of different agendas - scientific, humanitarian, and political. Grey's main focus was native civilisation. His ideas about race were informed by liberal Anglican theology, scientific investigation and personal experience. Grey believed in the unity and improvability of all mankind. His mission as governor was to elevate natives to a state of true equality with Europeans so that all could progress together still further up the scale of civilisation. This model formed the basis of Grey's 1840 plan for civilising native peoples, in which he proposed a range of measures to promote racial amalgamation in Australia. Between 1845 and 1853 Grey implemented those measures in New Zealand. He used military force and British law to establish peace and enforce Crown authority. He used economic policies to encourage Maori integration in the colonial economy. He built schools and hospitals and enacted legislation to encourage the best features of British culture and limit the effects of its worst. He also augmented his power and encouraged amalgamation through personal relationships, official reports and the structures of colonial authority. Grey was driven by complex, sometimes contradictory motives including personal gain, economic imperatives and political pressures. His policies have had ongoing, often devastating effects, on Maori and on race relations in New Zealand. This thesis brings to light the ideas and attitudes which formed them. Grey understood himself as a Christian governor ordained to civilise Maori and join them with British settlers in accordance with God's divine plan for improving humankind.

This thesis examines visitors' awareness and experiences of cultural values for natural areas of importance to Maori. The South Island/Te Wai Pounamu contains natural landscapes with scenic and recreational values that attract large numbers of domestic and international visitors. Many of these areas have a cultural significance for members of the South Island's Ngai Tahu iwi and hapu groups. The Ngai Tahu Claims Settlement Act 1998 legally recognised the traditional relationships between the iwi and the natural world, whilst other Acts of Parliament provide direction to government agencies for encouraging iwi involvement in the management of natural resources. Measures include increased participation in the management of national parks through iwi representation on regional conservation boards, the New Zealand Conservation Authority, and the inclusion of Ngai Tahu values within subsequent national park management plans. National park interpretation may influence visitors' awareness of cultural values for natural areas as visitors encounter information panels, displays, publications such as visitor guides or brochures, experience guided tours and/or audiovisual shows and view other interpretive medium. The researcher investigated visitors' awareness of Maori values for landscape at three South Island case study sites: Aoraki/Mount Cook National Park, Fiordland National Park, and Lake Pukaki. An understanding of the Ngai Tahu values for these areas was achieved through site visits, a literature review and informal interviews to enable comparisons of the management history of interpretation at the case study sites. Visitors' experiences at each site were explored with interviews, participant observations and a survey that provided qualitative and quantitative data. The survey was administered between January and April 2000 to 716 visitors, yielding 472 valid returns (65.9%). A comprehensive profile of visitors' demographics, social and environmental values was developed from the survey data. Visitors were well educated with 70% having a tertiary education and the majority of visitors were employed in professional occupations. When asked about their previous experiences of other cultures, many visitors reported prior encounters with Australian Aborigine and Native Americans. Visitors considered Rotorua and the Bay of Islands as the locations most closely associated with Maori whereas the study sites were not regarded as significant to Maori, despite the presence of on-site interpretation conveying Maori values for each area. Maori culture was not an important travel motivation for most visitors to these areas and the research revealed diverse reactions from the survey respondents towards cultural interpretive material. Despite this a small percentage of visitors (14%), of domestic and international origins, had an extremely strong interest in future opportunities to experience cultural interpretation of the landscape, particularly in material that tended towards the narrative, for example mythology and legends. It was concluded that a niche demand for Maori perspectives of natural areas could be further met with increased resources for interpretation at visitor centres. It was also proposed that such interpretation could attract a Maori audience, increasing Maori visitation to national parks. The participation of Maori and other host community members in the development and delivery of cultural landscape interpretation would provide broad perspectives and unique educational opportunities for the visiting public. At the case study areas, and throughout New Zealand, the cultural landscapes encountered by visitors had complex and diverse meanings to a wide range of peoples, depending on individual circumstances. Similarly, the diversity of visitors requires the development of interpretation which responds to visitor demand as well as management needs, the multitude of meanings for the landscape being but one of many possible themes.

Ta moko (Maori tattooing), especially facial moko (tattoo), has become a popular mechanism for the expression of self determination. Many Maori people are adopting this art form as part of a renaissance of Maori culture in Aotearoa/New Zealand. This declaration of Maori self-determination is also an assertion of the pride felt by the tangata whenua (people of the land) for their culture, their language and more, importantly, their identity. This thesis will illustrate how moko kauae (female chin tattooing) is a means of expressing Maori identity with specific reference to Tuhoe identity. Using an Indigenous theoretical framework this Maori Studies thesis examines the historical and contemporary political dimensions of moko kauae, the interface with the Maori worldview (inclusive of its cultural concepts), and its relationship to identity politics. This will be complimented by the personal stories of Tuhoe women who have undertaken moko kauae as well as commentaries from other Tuhoe people who express what their Tuhoetanga means to them and their lives.

This thesis explores the variety of ways in which scientific views of genetic testing are portrayed in the realm of popular culture. As a case study, I have used the identification of the gene for hereditary stomach cancer which occurred in New Zealand in 1998, and was the result of a partnership between the affected whanau and scientists from the University of Otago. Both the empirical and theoretical findings of this project have shown how such accounts are not neutral or transparent. Rather, they are positioned to represent certain values and ideas, and this is even more evident when those affected are Maori. However, considering textual representations of the gene and cancer has revealed the importance of taking into account the fact that these 'things' are also physical and material. I consider the implications of this and consider the ways in which the whanau health workers negotiate the fetishism apparent in biomedicine. Despite its misgivings, biomedicine has immense benefits, some of which the whanau have manipulated and appropriated for their own good, although they do so on their own terms. Despite the many complexities involved in this case study, this is a positive and hopeful story where those involved in the stomach cancer gene project have emerged with improved solutions.