Cultural Psychology - Lecture 2: Maori Psychology Flashcards

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1
Q

Imperialism

A

Imperialism is a policy or ideology of extending a nation’s rule over foreign affairs, military force, of gaining political and economic control of areas
Normal and common worldwide through history
Prohibited now by international law

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2
Q

What is imperialism important for?

A

Indigenous experiences around the world

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3
Q

Consequence of imperialism for people today

A

Sense of obligation/responsibility within whatever spheres we inhabit to try make sure processes like imperialism never happen again

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4
Q

What does imperialism appear to be at surface level and what does it actually reveal?

A

Filmsy logic caused imperialism asserted over ppl -> devastating impacts
Reveals assumptions e.g. Maori greatly outnumbered British ppl coming into NZ -> underestimated impact of imperialism on our people

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5
Q

Why were treaties and agreements drawn up?

A

Treaties and agreements drawn up to honour the
relationship between British and Māori people, and
approach to governance.

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6
Q

He Whakaputanga (1835)

A

He Whakaputanga (1835) promised Māori mana and
sovereignty in New Zealand, and that foreigners
could not make laws in return for protection of British
people.
-> support trade, economic development

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7
Q

Te Tiriti o Waitangi (1840)

A

Te Tiriti o Waitangi (1840) promised Māori full
authority over their treasures (land, sea, children),
and the ability to manage their affairs, while English
were allowed governing rights.

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8
Q

The Treaty of Waitangi (1840)

A

The Treaty of Waitangi (1840) gave English

sovereignty. *Signed by substantially less Māori

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9
Q

What was the problem with TOW?

A

Maori version was signed and agreed upon and has legal status in NZ, but the English version was practiced a lot more

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10
Q

When and why was the waitangi tribunal established?

A

The Waitangi tribunal was established in 1975 to

investigate breeches of the Treaty by the Crown.

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11
Q

Example of an ongoing treaty settlement

A

Ongoing treaty settlement, Ngāpuhi is ongoing.

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12
Q

Impacts of Ngapuhi treaty settlement

A

Takes up a lot of energy and resources from Ngapuhi ppl who are the guardians of the future generations

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13
Q

How do settlements usually end up?

A

Settlements usually about land but end up as cash settlements -> but will never be enough -> Maori connected to their place/land -> not having them part of Maori history, within reach -> unsettling and problematic

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14
Q

What did Maori face as a result of colonisation?

A

Māori faced warfare, confiscation and forced sale
of lands (->paying rates on land - if not paid, land would be taken away), and were depopulated from an estimate of 150,000 in 1769, to 44,000 in the early 1900s
(Glover & Rousseau, 2007; Taonui, 2010).

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15
Q

Consequences of isolation from land for Maori

A

Māori isolated from land to live, cultivate and obtain
food (Glover, et al., 2004;
Taonui, 2010).
Also loss of knowledge -> having to start fresh and rebuild cultivating knowledge

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16
Q

Land occupation diagram

A

Maori land ownership decreasing between 1860-1960

17
Q

Why did Maori shift from rural areas to city centres in the 1960s?

A

To get a means of living and entering the workplace w/out having jobs -> more reliant on cheap and consistent income in factories/hospitality

18
Q

Examples of government neglect and apathy to Māori health crises.

A

Intervention considered a ‘special vote’.
Belief Māori were a ‘dying race’ (Orange, 1994).
Need to ‘smooth the dying pillow’ (Te Kani and
Waiti 2011).

19
Q

What was land being taken away from Maori an example of?

A

Land set aside/protected in use by inhabitants/mana whenua was ceded and used for development of business

20
Q

Government perception that Māori survival lay in

assimilation to western processes

A

Beliefs that Māori were inferior to Europeans
Attack on Māori mana caused devastating material
and social impacts (Herangi-Panapa, 1998).

21
Q

Why was Maori culture/concerns neglected?

A

If Maori were supported in epidemics/illnesses (due to foreigners bringing in new diseases), it was seen as Maori getting special treatment -> belief that everyone should be treated the same -> wouldn’t be fair to give direct resources to ppl suffering

  • > related to Maori being a dying race
  • > instead they should be integrating into NZ western society and that’s how they’ll get ahead
  • > impacts Maori mana - collective self-esteem, as who we are as people -> came from govt approach
22
Q

What was undermined by the government?

A

Māori leadership and sovereignty over Māori

communities undermined by the government

23
Q

What continues to be undermined by the government and how?

A

Māori approaches to knowledge, governance, the self,
identity, and culture (eg. psychology) continue to be
undermined by the government (eg. state care and Māori)

24
Q

What percentage of children in state care are Maori?

A

60%

25
Q

What percentage of children harmed (neglected/abused) in state care are Maori?

A

78%

26
Q

What is state-care?

A

Children aren’t living with parents and put into govt care

Is based on western model, values, understand and knowledge

27
Q

Why did state-care come about?

A

Was a denial of Maori agency -> govern themselves, nurture, nourish, sustain whanau, hapu, iwi across all different strata of govt, psychology, social work and removing Maori kids from whanau into alternative care arrangements

28
Q

What is the preferred network of alternative care of a child for Maori?

A

Child goes into different member of whanau’s care until parent(s) can be supported to turn their lives around -> often not integrated into mainstream practice

29
Q

What was colonisation of NZ about?

A

“Colonisation of Maori in Aotearoa was as much about colonising the mind as it was about colonising the land

30
Q

Colonisation and intergenerational trauma

A

-> Indigenous, ‘first nations’ commonalities in European colonising experience and disproportionate rates of psychiatric distress and negative health outcomes
-> Cumulative, intergenerational experience of
trauma, and compounded impact

31
Q

Who can people who aren’t Maori but live in NZ support Maori?

A

Call for allies -> support protests/marches etc

32
Q

Hone Toia

A

Protested govt intervention of dog tax -> didn’t see point of paying for several dogs they owned
-> He was arrested

33
Q

Rihi Hancy

A

Protecting land at Motokaraka, laid on land when others had left because knew police was coming -> she was arrested for trying to protect her land

34
Q

Ngahuia Harris

A

Went through legal system to buy back land taken -> have some way to keep it within possession/jurisdiction

35
Q

Tiakana Te Pa Harakeke - Matauranga Maori

A

Bringing forward mātauranga Māori about raising children
 reports that Māori children were ‘over-indulged’ and spoilt
 adored and loved through communal care
 oriori – lullabies, whakatauki – proverbs, purakau –
folklore, stories – affirm the idea of children being adored
-> Resist colonisation by writing own knowledge (practices) rather than having it written/generalised (prejudiced) about them

36
Q

Tiakana Te Pa Harakeke - Native schools

A

Understanding the impact of Native schools in teaching
Māori parents to discipline children in line with idea that
children should be ‘seen and not heard’

37
Q

Tiakana Te Pa Harakeke - Smacking children

A

Demystifying ways that we understand raising children and argue back against the idea that smacking was a Māori way.

38
Q

Tiakana Te Pa Harakeke - Connecting colonisation to statistics now

A

Making connections between colonisation and present day high rates of child death and murder, domestic violence among Māori

39
Q

TOAH-NNEST

A

Works on treaty-based model:
-> 1 whare - Maori led/developed entity
-> 1 house - Pakeha/migrant runs how they want
Allows what treaty partnership was envisioned to be -> 2 sides working together, side-by-side