Implementing te tiriti o waitangi v2

26 de Jul de 2017

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Implementing te tiriti o waitangi v2

  1. IMPLEMENTING TE TIRITI O WAITANGI A workshop for Youth Development Practitioners
  2. WHAT TREATY? What does this question mean? What do you need to know about the historical context within Aotearoa New Zealand, in relation to the treaty?
  3. TE TIRITI O WAITANGI & THE TREATY OF WAITANGI Maori Text English Version Article 1 – describes what the British get from the agreement. Te kawanatanga (governance) Sovereignty Article 2 – describes what Tangata Whenua / hapu are guaranteed; and regulates land sales. Te tino rangatiratanga (chieftanship ) in relationship to nga taonga katoa (all treasures) Tangata Whenua have full possession of lands, forests, fisheries, estates and other properties. Voluntary land sales; and Queen has right of pre-emption. Article 3 – gives Tangata Whenua the protection of the queen Tangata Whenua get same rights as British people (Oritetanga) Tangata Whenua get same rights and privileges as British subjects Article 4 – Maori text only; as a discussion recorded on 6 Feb. Maori customs protected; alongside others (Ritenga) Not in this version
  4. UNDERSTANDING THE TREATIES What is the difference between kawanatanga (governance) and government? What are ‘taonga’ to Maori? What does it mean by Voluntary Land Sales? Why is Article 4 not in the English Version?
  5. FRAMEWORKS  Implementing Te Tiriti o Waitangi checklist (Pokaia, Sandy (2007) Social Services Waikato)  Nga Rerenga o Te Tiriti (Jen Margaret (2016) Treaty Resource Centre)  Te Tiriti/Treaty Relationship Framework (Community Sector Taskforce)  Te Tiriti o Waitangi and Community Development (Tankersley, 2004)  TUHA-NZ – a Treaty Understanding of Hauora in Aotearoa-New Zealand (Health Promotion Forum Website (2002)  UNESCO Treaty of Waitangi web resource
  6. UNESCO (VERONICA TAWHAI) The goal was a website that would give readers access to different perspectives on the Treaty and the range of material available on other websites – input into the website consistent with the ‘laboratory of ideas’ concept. In advancing UNESCO’s vision of peace and understanding amongst citizens, the New Zealand National Commission for UNESCO supports and promotes education about and engagement with the Treaty of Waitangi. It is the National Commission’s hope that through enhanced awareness and dialogue, Te Tiriti o Waitangi will move beyond being a symbol of conflict to a focal point for strengthening understanding, social justice and harmony for all New Zealanders.
  7. SANDY POKAIA (SOCIAL SERVICES WAIKATO)  Questions (Commitment)  Organisational Culture (Willingness to Change)  Decision-making and Collaboration (Kawanatanga in action?)  Policies & Procedures (Tino Rangatiratanga)  Human Resources and Workforce Development  Marketing & Promotional Activities  Research (What do you need to know?)  Reliable, Relevant, Applicable Information Sources
  8. A WILLINGNESS TO CHANGE Knowledge and awareness are critical to change. Some people thought the English version of the Treaty was it. Schools had the English version displayed and that translated into strategic plans and implementation. It was empowering to hear the facilitator say, “When I talk about the Treaty I am talking about Te Tiriti o Waitangi the Māori Text.” For some people that was an adjustment.” (Te Huarahi) What is this person talking about, or referring too?
  9. COMMUNITY SECTOR TASKFORCE That Te Tiriti o Waitangi/Treaty of Waitangi was signed between Tangata Whenua and the Crown; That the Maori text is pre-eminent. It also acknowledges the English text and makes provision for working with both; That the grievances that Tangata Whenua have suffered as indigenous people need to be addressed structurally and culturally beyond the Treaty settlement process using a different approach to current and future relationship development; That Tangata Whenua has the right and the responsibility to manaaki all Tangata Tiriti who come to Aotearoa in a manner that expresses Tikanga Māori and acknowledges cultural worldview difference.
  10. TANKERSLEY It is important to remember here that Maori already had tino rangatiratanga in this country,and at the time of the signing of the Treaty it certainly wasn’t in any danger – Maori outnumbered non- Maori 35 to 1 (70,000 Maori to 2,000 non-Maori). Maori were still very dominant in society in terms of their culture, customs and language, which were still completely intact. In considering claims, the Waitangi Tribunal uses the Maori version of the Treaty, utilizing the international law of “contra preferentum”. This means that, where there are two versions of an agreement or a Treaty (one written in the indigenous language and one written in the language of the colonisers), the version that should be considered is that of the indigenous people, because it was that version that the indigenous people understood be the truth when the agreement or Treaty was made.
  11. TUHA-NZ “That the Health Promotion Forum reaffirm their role as leader of health promotion in Aotearoa by committing to facilitate the development of a framework document based on te Tiriti o Waitangi to guide health in Aotearoa. The Ottawa Charter should be used within the context of the wider Treaty-based framework.” We are living in the only decade of the twentieth century in which the health of Mäori is, by critical measures, not improving, and indeed is likely to be worsening. Premature death is the ultimate cost for being on the losing side of social change. If Mäori health status is a proxy measure of good government as guaranteed in … te Tiriti o Waitangi recent governments and their social and economic policies have been
  12. WELTEC POLICY 1. Te Tiriti o Waitangi Policy: Te Tiriti o Waitangi is embodied in institutional life and relationships. Principles: Te Tiriti o Waitangi is honoured through enduring relationships with mana whenua. The institutions abide by the articles of te Tiriti o Waitangi, and enact the principles through operations as required by the Education Act 1989. The institutions respect and implement te Tiriti o Waitangi in the establishment and evaluation of management and advisory structures and activities. The significance of te Tiriti o Waitangi is acknowledged when seeking and employing staff, and providing appropriate professional development and research opportunities to enhance staff knowledge, understanding and performance. In accordance with te Tiriti o Waitangi, the institutions strive to attain for Māori – as for all students – equitable participation, retention and success across all subject areas and levels of study through the provision of quality programmes, a quality learning environment and targeted learning support. The institutions’ physical environment, corporate branding and interaction with external groups (local, national and international) reflect and endorse the partnership inherent in te Tiriti o Waitangi.
  14. HOW DO YOU IMPLEMENT IT INTO PRACTICE? How do you personally implement the treaty in your youth work practise? What does it mean it mean to be treaty competent? How is ‘treaty competent’ different from being culturally competent?
  15. HOW DOES YOUR INDUSTRY IMPLEMENT? What are the differences and similarities between what treaty partnership means in grassroots youth work practice and what it means for organisations to practice treaty partnership?

Notas do Editor

  1.   What does it mean it mean to be treaty competent, and how is this different from being culturally competent? What are the difference/similarities between what treaty partnership means in grassroots youth work practice and what it means for organisations to practice treaty partnership? What do students need to know about the historical context in relation to the treaty? How do you personally implement the treaty in your youth work practise?
  2. Why are we engaging with the Treaty? What are our drivers? How does the Treaty relate to our values and work?