For Maori the cultural landscape is the foundation of traditional, historical and spiritual values and is fundamental to their cultural ideology. It is the relationship between people and the land that bestows Maori with a sense of cultural identity and belonging. At present the cultural landscape is under increasing pressure from inappropriate development, resulting not only in the destruction of the physical landscape but also defilement of associated intrinsic values. Planning for Maori cultural landscape values at the district level is challenging, with limited sucess in curbing landscape degradation under a dominant western planning regime. This study examines the planning process incorporating the cultural landscape values of Maori within the context of the Dunedin district. An overview of cultural landscape significance is provided. The study also assesses the current measures employed onto the landscape. The study also assesses the current measures employed for protecting the cultural landscape and offers recommendations for improving the integration of cultural landscape values into the planning process, both at a general level and with particular reference to three case studies of culturally significant landscapes in Dunedin. A combination of in-depth interviews with local Maori and Dunedin City Council planners, literature review, district plan content analysis and case studies established that current protection measures engaged by the Dunedin City Council are insufficient and lack the specificity required for adequate cultural landscape protection. A general lack of comprehension regarding cultural landscape meaning amongst planners was also found. It is recommended that cultural landscape planning extends beyond statutory requirements to adopt a collaborative approach, with Maori having a more significant role in the planning process. Three main recommendations for future management of the cultural landscape are provided: identification, co-management and public education. Together these recommendations promote a move towards a planning system with a greater bi-cultural focus. Improved protection provisions in planning will ensure the continuation and enhancement of the Maori cultural landscape into the future, as part of New Zealand�s heritage.

This research investigated how meanings associated with race, gender, and class relations in New Zealand mainstream schools are produced, reproduced, and challenged within the arenas of school sport, physical education, and physical activity. The study focused specifically on Maori girls� and young Maori women�s experiences in these arenas in order to determine how race, gender, and class identities interact, and also provided Maori girls and young women with an opportunity to be heard in research. The effects of historical and contemporary discourses, polices, and practices in New Zealand sport and school were reviewed. Theoretical perspectives and methodologies such as critical theory, kaupapa Maori research, feminism, postmodernism, and cultural studies informed the research. Qualitative methods of study such as critical ethnography, document analysis, participant observation, semi-structured interviews, and self-reflective diaries were used in order to observe, investigate, and empower the Maori girls and women, teachers, and the school involved. By utilising social reproduction concepts such as hegemony (Gramsci), discourse (Foucault), and cultural capital (Bourdieu), initiatives in schools that related to Maori girls and young women were investigated at three different levels; the fantasy discourse level, the implementation level, and the reality discourse level. The many identities and ideologies of those involved in the transformation from fantasy to reality had an effect on what was ultimately produced, reproduced, and challenged. These were also implicit and explicit ideologies operating in school sport, physical education, and physical activity arenas that worked to reproduce gendered dualisms, racial stereotypes, and class differentiation. By focusing on power relations at the structural and personal level, instances where Maori girls and young women practised �power over� others, or the �power to act� were discussed. Maori concepts such as whakaiti, whakamaa, whakahiihii, tautoko, aawhina, and manaaki, as well as more colloquial terms such as being hungus, hori, and hoha highlighted the attitudes, values, beliefs and behaviours of participants involved in the study and were used to inform the different levels of analysis. Difficulties in closing the gap between what was hoped for and what actually happened were discussed, and political and practical implications were suggested.

Although already known that Maori were over-represented in terms of Work-Related Fatal Injury, because of flawed identification processes, both in numerator and denominator data, little progress has been made in understanding the true extent, nature and distribution of work-related fatal injury among Maori. The present study aimed to more accurately describe the problem, identifying specific circumstances associated with Maori deaths that will assist in developing preventive strategies for Maori. Coronial files with an ICD 9-CM E-Code between E800 and E989 and a decedent aged 15-84, were reviewed as part of the study of all New Zealand work-related fatal injuries occurring between 1985 and 1994. Basic descriptive and causal information concerning each incident were abstracted and coded. Maori were identified within this dataset by either the classification recorded upon death certificates or if they were identified as Maori within Coroners files. In all, 91 Maori deaths were identified within the 817 work-related fatalities. Notably, agreement between the data sources used to identify ethnic status was only around 52%. Crude rates were significantly higher for Maori and did not show the significant linear decline across years, compared with the non-Maori rates. Rates adjusted for employment patterns based on ethnicity did not differ. Specific event sequences leading to death were examined by age industry and occupational group for both Maori and non-Maori workers. This study is the first to specifically investigate work-related injury for Maori. It confirms that overall inequities exist, and that they are largely due to differing employment patterns between Maori and non-Maori.

This thesis examines a lithic assemblage from Cat�s Eye Point (J42/4), Kakanui, North Otago, New Zealand. This archaic site was excavated during 1996 and 1997 and the lithic assemblage was collected from 41m� excavated during these two seasons. Previous studies of lithic material from New Zealand and the Pacific are reviewed to indicate the range of information that can be gained from lithic analysis. Themes of research in the North Otago region are also examined to place Cat�s Eye Point into its regional context. This thesis had three main areas of investigation. The first involved a descriptive and technological analysis of the debitage using mass flake analysis (MFA) and individual flake analysis (IFA). Formal artefacts, such as hammerstones, blanks, and performs, were also examined. Secondly, spatial analysis was used to determine if the lithic assemblage could be used to infer intra-site activity areas. This was conducted by analysing macro- (flakes larger than 3mm) and microdebitage (flakes less than 3mm) by examining the range of material types. The third area of investigation examined debitage recovered from 6.4mm (1/4 inch) and 3.2mm (1/8 inch) sieves to determine if any significant technological information was gained by debitage from the 3.2mm sieve. The conclusions of this study indicate that there were two methods of basalt cobble reduction at Cat�s Eye Point for adze production. Adze production at Cat�s Eye Point was opportunistic and the non-local material curated. The results of the debitage analysis indicate that the entire sequence of adze manufacture did not occur in the excavated area of Cat�s Eye Point and the initial cobble reduction probably occurred on the adjacent beach where the cobbles are found today. Consequently, coastal rock outcrops, even without evidence of associated debitage, must be viewed as potential sources of rock for stone tool manufacture unless determined otherwise. The spatial analysis detected two activity areas and a disposal area at Cat�s Eye Point. The analysis of the 6.4mm and 3.2mm debitage found that no significant technological information was gained by examining the smaller flakes.

This thesis is concerned with the ways Imperialism (and consequently colonialism) has pervaded the indigenous �primitive� world. Protectorates and �the colonies� reflected imperialist ideals, expansion, territory, external revenue and power. Missionaries were the footmen of colonial policy. The relations forged between these evangelists and the indigene have been thoroughly studied and scrutinised. However, reported interaction has been about missionaries and the �native�, with less about that between the indigenes, individual and tribe, elder and young. The thesis intends to redress this imbalance in the Bay of Islands from 1814 to 1834. The following work is an examination of a process of social change in Aotearoa. In the early 19th century the physical, spiritual and intellectual contact made between Maori peoples and the European explorers, scientists, and missionaries involved a deliberate cultural entanglement. It is the processes of acculturation, assimilation, or simply misunderstanding that are of interest. The study will have several foci involving the reaction of peoples of the Bay of Islands to the missionary institution of religious education. Chapter One addresses the theoretical location of the peoples that interacted in the Bay, while the second chapter is a brief description of a Maori coastal society prior to the arrival of literate missionaries. Chapter Three is about the cultural and social engagements of Ruatara, Marsden, Kendall and Hongi. The final chapter is a biographical exploration in the life of Rawiri Tawhanga and his interactions with missionaries and Maori of the Bay. Fundamentally it is the indigenous interaction during the initial periods of external European contact and, therefore, the effects of internal societal change that the author wishes to examine.

In the past psychology has been criticised for its mono-cultural nature and insensitivity when dealing with Maori clients and students. As a consequence university departments of psychology have sought to address these issues by incorporating the ideology of biculturalism into its operations. The aim of the study was to evaluate the bicultural developments occurring within these departments by assessing the type and effectiveness of bicultural initiatives. A questionnaire designed to assess bicultural initiatives, attitudes and, intentions was sent to academic staff within university psychology departments in New Zealand. Northern departments displayed significantly greater commitment to bicultural progress than southern departments with northern academics performing initiatives (e.g., �established a committee of staff and students to promote bicultural perspectives and interpret and apply bicultural policy�) more often and of higher commitment than southern academics. Overall, within psychology departments very little bicultural progress has occurred except in the most northern departments. However, the effectiveness of many initiatives is debateable with tokenistic initiativeness predominant in most departments. The qualitative analysis of participant comments identified academic justification for bicultural inaction within departments. This was displayed in various themes: multiculturalism versus biculuralism, psychology being an a cultural science, Maori self-determination being separatism akin to apartheid, the relevance of the Treaty of Waitangi to psychology, and Backlash. Two main reasons for these findings are discussed; (1) lack of knowledge of Maori issues and, (2) racism.

Elsdon Best�s 1925 work Maori Agriculture has been influential in New Zealand archaeology impacting on the terminology and assumed functions applied to so called �horticultural� implements retrieved in excavations, as well as those in museums and private collections. This thesis critically examines Best�s horticultural tool classification and the decisions he made with regards to tool function. Ethnographic accounts are investigated in an effort to understand how and why Best selected the terms and functions that he did. The literature review reveals anomalies in the conclusions that Best drew and the morphology of the tools that he described, highlighting the lack of order and confusion surrounding horticultural tool function, terminology and morphology, and prompting a much needed reassessment of horticultural implements. A study of artefacts from New Zealand museums was undertaken with the aim of generating two typologies for so called �horticultural� tools. The artefacts are classified to specific types using specified attributes, and following the classification process, are investigated for metric and non-metric variables that are indicative of the tool�s function. Graphical and basic statistical analyses revealed largely unimodal distributions for the metric attributes recorded for each tool type. Non-metric qualities also displayed a uniformity to their occurrence within the individual types. The data for each type is discussed with regards to tool function, combining the results of the attribute analyses with comparable tool morphologies from other Pacific cultures. The distribution of tool types in prehistoric New Zealand is also investigated in an effort to elucidate tool function. This investigation highlights the artefacts as earth-working implements, disestablishing the restricted horticultural context which for so long has been associated with such tools.

The primary objective of this thesis focuses on the nature of transmission of oral narratives, based on the relationship formed between the recipient and the source. It will be argued that based on the nature of the relationship between these people knowledge is passed on. It will highlight these relationships within a whanau context, especially the koroua and the mokopuna.

This thesis examines the demise of the centrality of cultural-heritage ideals in literacy instruction and its replacement with a technocratic view of literacy instruction which empasised the mechanics of reading. The shift in these ideals, which have underpinned literacy instruction in the New Zealand primary school curriculum, is traced from the establishment of a �high-culture� British imperially-based notion of culture in the late 1920s to its replacement with a technocratic approach to literacy instruction in the revisions to primary school curriculum policy in the mid-1950s. This rise of a technocratic approach to literacy instruction resulted from what Frank Fischer has called a �quiet revolution�, where complex interactions between educational administrators, teacher unions, politicians, influential teachers, teacher educators, and politics in the administrative hierarchies and policies which governed the New Zealand primary school. This study provides an alternative vision of the history of the development of the New Zealand primary school curriculum. Previous New Zealand curriculum historians have portrayed the development of the primary school curriculum as a progressive evolution from the �old� methods of the early decades of mass education to the �modern� methods of the 1940s and 1950s. In contrast to the traditional view of the development of the New Zealand curriculum, this historical account of the development of literacy instruction in New Zealand focuses upon the political, cultural, and ideological processes that underpinned curriculum policy and practice during the period under investigation. By the mid-1950s, the overt ideals of English cultural imperialism had been exchanged for �scientific efficiency�. In this, �value-free� methods continued to embody dominant cultural beliefs under the supposedly neutral approaches of a technocratic approach to literacy. It is argued that the dominance of the cultural-heritage model of literacy instruction, with its elitist version of English language and culture, promoted a British-based �high-culture� tradition in the literacy curriculum. When the supposedly �value-neutral� methodologies were applied to literacy instruction in the early 1950s, these values survived as this technocratic approach to reading disengaged literacy instruction from the wider cultural, political, and social context. In recent years, the debates over reading techniques have once again surfaced in the public and academic press. These debates need to acknowledge this historical context and work towards a more balanced vision of literacy instruction, where literacy is not merely defined as the reading of the word. Current debates over reading techniques, curriculum policy, and literacy instruction practices need to view literacy as a complex process which is linked to a wider political and cultural world.

An innovative regime combining native culture and democracy in community fisheries management has crystallized in New Zealand. While researchers have looked into co-management of natural resources between communities and governments, and various studies have isolated indigenous ecologies on one hand and highlighted environmentalism in modern society on another society on another, no substantial research has gauged the opportunities for indigenous peoples and the wider citizenry of democratic-capitalistic societies to collaborate as cultures in concert with the environmental law. The primary research, involving local experimentation, concerns the viability of the novel cooperative endeavor called Taiapure-local fishery. I discovered in the principal trial communities in the North and South Islands that its design is compelling if properly understood. Yet the salience of the regime is hampered by external pressures from the commercial fishing industry, control by central government, and by internal lack of solidarity and trust. I conclude that human relationships and the leadership of local people are the keys to sucess of the New Zealand model and its wider dynamics.