{"id":801,"date":"2015-08-12T22:41:33","date_gmt":"2015-08-12T22:41:33","guid":{"rendered":"https:\/\/blogs.otago.ac.nz\/thehockenblog\/?p=801"},"modified":"2015-08-13T02:00:42","modified_gmt":"2015-08-13T02:00:42","slug":"te-reo-o-te-hauora-te-hauora-o-te-reo","status":"publish","type":"post","link":"https:\/\/blogs.otago.ac.nz\/thehockenblog\/te-reo-o-te-hauora-te-hauora-o-te-reo\/","title":{"rendered":"TE REO O TE HAUORA \u2013 TE HAUORA O TE REO"},"content":{"rendered":"

Na,<\/p>\n

Dr Anne Marie Jackson<\/a> (Ng\u0101ti Whatua, \u00a0Te Roroa, Ng\u0101puhi, Ng\u0101ti Wai, Ng\u0101ti Kahu) Lecturer \u2013 Te Kura Parawhakawai, the School of Physical Education, Sport and Exercise Sciences)<\/p>\n

Jeanette Wikaira<\/a> (Ng\u0101puhi, Ng\u0101ti Pukenga, Ng\u0101ti Tamatera \u2013 Te Uare Taoka o Hakena, Hocken Collections.<\/p>\n

\"TeReoOTeHauora\"<\/a><\/p>\n

Every year for Te Wiki o te Reo M\u0101ori the Hocken develops a Foyer Exhibition to promote M\u0101ori collections, M\u0101ori research and M\u0101ori language. In 2015 Jeanette Wikaira and Dr Anne Marie Jackson from Te Kura Parawhakawai, the School of Physical Education, Sport and Exercise Sciences, worked with the Hocken\u2019s poster collection to develop Te Reo o te Hauora \u2013 Te Hauora o te Reo. <\/em>This small exhibition examined M\u0101ori Health Promotion posters to plot the development of Hauora M\u0101ori, looking at the wider socio-political context from which M\u0101ori health promotion grew, from the 1950s through to more recent M\u0101ori health promotional campaigns. The display also considers how the development of Maori Health corresponds with the health of the M\u0101ori language through the increasing use to Te Reo M\u0101ori within health promotional material. From this collaboration, an online exhibition will also be developed with Te Koronga, a M\u0101ori postgraduate research excellence group within the School of Physical Education, Sport and Exercise Sciences.\u00a0 The Hocken has digitised a collection of M\u0101ori Health Promotion posters for this project ranging from the 1950s through to the 2000s; some of which came from the University of Otago\u2019s Smithells Gymnasium<\/a> and were donated to the Hocken from the School of Physical Education.<\/p>\n

Te Reo o te Hauora \u2013 Te Hauora o te Reo is up until August 28th<\/sup>.<\/p>\n

\"CleanYourTeeth\"<\/a><\/p>\n

\"ChewTheseFoods\"<\/a><\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

HAUORA MO NGA IWI MAORI – HEALTH PROMOTION FOR<\/em> M\u0100ORI <\/strong><\/p>\n

Historically health promotion for<\/em> M\u0101ori applied generic health promotion campaigns to M\u0101ori individuals and communities. The health promotion objectives seen in the posters from the 1950s, was to promote European notions of \u2018good\u2019 health to M\u0101ori such as cleanliness and sanitation and framed within a deeply entrenched view that M\u0101ori needed to assimilate into European society in order to survive. A commonly held perception from the mid-nineteenth century through to the early twentieth century was that the M\u0101ori people, language and culture would be incapable of withstanding the progress of Western civilisation and colonisation.<\/p>\n

\"MaoriActivism\"<\/a><\/p>\n

KA WHAWHAI TONU M\u0100TOU – RESISTANCE AND ACTIVISM <\/strong><\/p>\n

Resistance and activism increasingly became strategic approaches of M\u0101ori development throughout the 1960s and 1970s. After the 1970 Young M\u0101ori Leaders Conference held at Auckland University, the first truly radical group, Ng\u0101 Tamatoa, took the issues of M\u0101ori rights into the public arena and protest action headlined across New Zealand with the Land March of 1975; the occupation of Bastion Point in 1977 and the 1978 occupation of the Raglan Golf Course. M\u0101ori activism also created proactive community projects such as a nation-wide petition for the recognition of M\u0101ori language in the education system. The petition contained 30,000 signatures seeking support for M\u0101ori language to be taught in schools. The argument over the value associated with M\u0101ori language use in a modern world was at the heart of the debate and bilingual schools and community initiated language approaches such as Te Ataarangi and Te Kohanga Reo developed in this period.\"NaTeMahiKaiPaipa\"<\/a><\/strong><\/p>\n

 <\/p>\n

 <\/p>\n

TEKAU TAU O TE TIPURANGA M\u0100ORI – THE DECADE OF M\u0100ORI DEVELOPMENT<\/strong><\/p>\n

\"KoTatou\"<\/a>Self-determination ran at the core of M\u0101ori protest in the 1960s and 1970s. This protest acted as stimulus for change and the creation of ideological space for contemporary M\u0101ori development. The decade of M\u0101ori development launched at the 1984 Hui Taumata heralded major transformations in approaches to M\u0101ori social, cultural and economic advancement. As part of the transformative process, a M\u0101ori developmental agenda was incorporated into government strategies and policies and this can be seen in the M\u0101ori health promotional material over this period. M\u0101ori health promotional material transformed radically throughout the 1980s and 1990s in comparison with previous decades. \u00a0The use of Robyn Kahukiwa\u2019s art was instrumental in creating a visual imagery of Hauora M\u0101ori that situated M\u0101ori in the M\u0101ori world. With this new imagery and a heightened use of Te Reo M\u0101ori in the form of whakatauaki or traditional sayings, M\u0101ori health messages at this time, many of which had an anti-smoking message, were reframed from a deficit approach to a more positive and aspirational approach referring to M\u0101ori health as a taonga to be nurtured.<\/p>\n

 <\/p>\n

\"FlourishingForEverybody\"<\/a><\/p>\n

HAUORA M\u0100ORI<\/strong><\/p>\n

Hauora M\u0101ori recognises a notion of health that is framed within the parameters of a M\u0101ori worldview and requires a sound understanding of the social, economic, political, cultural and historical determinants of health among M\u0101ori people. A M\u0101ori worldview is the cultural and philosophical perspective of M\u0101ori health that maintains continuity with traditional knowledge, identity, language, customs and beliefs, along with contemporary and future focussed perspectives. In this way, M\u0101ori health is not limited to physical, mental and spiritual conditions of today. It recognises the relationship with past experience and knowledge, as well as aspirations and concerns for future generations. M\u0101ori health promotional material from the 21st<\/sup> Century moves some way towards reflecting Hauora M\u0101ori, in particular with the use of Te Reo M\u0101ori and the portrayal of M\u0101ori in everyday contexts. However with changes in Government funding priorities and the development of iwi M\u0101ori ability to provide Hauora services and messages directly to their communities, M\u0101ori health posters over recent years, when compared to previous decades, have taken on a mainstream approach to M\u0101ori Health promotion.<\/p>\n

\"TeTinoRereketanga\"<\/a><\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Na, Dr Anne Marie Jackson (Ng\u0101ti Whatua, \u00a0Te Roroa, Ng\u0101puhi, Ng\u0101ti Wai, Ng\u0101ti Kahu) Lecturer \u2013 Te Kura Parawhakawai, the School of Physical Education, Sport and Exercise Sciences) Jeanette Wikaira (Ng\u0101puhi, Ng\u0101ti Pukenga, Ng\u0101ti Tamatera \u2013 Te Uare Taoka o Hakena, Hocken Collections. Every year for Te Wiki o te Reo M\u0101ori the Hocken develops […]<\/p>\n","protected":false},"author":14625,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[15331,15421,15337,15346,15363,15404],"tags":[],"class_list":["post-801","post","type-post","status-publish","format-standard","hentry","category-ephemera-and-posters","category-exhibitions-and-events","category-food-and-drink","category-graphic-art","category-maori-language","category-te-wiki-o-te-reo-maori"],"_links":{"self":[{"href":"https:\/\/blogs.otago.ac.nz\/thehockenblog\/wp-json\/wp\/v2\/posts\/801","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.otago.ac.nz\/thehockenblog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.otago.ac.nz\/thehockenblog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.otago.ac.nz\/thehockenblog\/wp-json\/wp\/v2\/users\/14625"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.otago.ac.nz\/thehockenblog\/wp-json\/wp\/v2\/comments?post=801"}],"version-history":[{"count":0,"href":"https:\/\/blogs.otago.ac.nz\/thehockenblog\/wp-json\/wp\/v2\/posts\/801\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.otago.ac.nz\/thehockenblog\/wp-json\/wp\/v2\/media?parent=801"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.otago.ac.nz\/thehockenblog\/wp-json\/wp\/v2\/categories?post=801"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.otago.ac.nz\/thehockenblog\/wp-json\/wp\/v2\/tags?post=801"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}