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This course draws together considerations for effective social work practice in New Zealand's bi-cultural society. It also considers issues of cultural identity, ethnic relations, power and control as the basis for cross-cultural work with ethnic minorities, settler communities and refugees. One or more marae based-hui are a course requirement.
Objectives:• To develop increased understanding and response to Aotearoa New Zealand as a Treaty-based society • To develop a critical analysis of historical outcomes in Aotearoa New Zealand and the implications for working with its peoples in a Treaty-based society• To develop an increased understanding and skill for responding to indigenous peoples in Aotearoa New Zealand • To develop an increased understanding and skill for responding to other peoples in Aotearoa New Zealand • To develop an understanding of whānau ora and a practice orientation for working with whānau at policy and practice levels• To develop an understanding for working with whānau, hapū, iwi and other Māori communities at policy and practice levels• To learn a range of protocols for meeting with whānau, hapū, iwi and other Māori groupings and individuals in both informal and formal settings.
- An informed and critical apporach to bicultural relationships in Aotearoa- An understanding of the historical legacy of Te Tiriti O Waitangi and its effect on Maori/Pakeha relationships- Integration of tikanga Maori and Te Reo Maori skills at an advanced level- Knowledge of marae protocol and expectations in marare settings- Knowledge of the institutions of whanau, hapu and iwi and their significance for social work practice- Knowledge of key Maori concepts and beliefs such as manaakitanga, whakawhanungatanga and awhitanga
Any 30 points of Human Services at 200 level including HSRV204. Students without this prerequisite but with at least 60 points at 200 level or above in appropriate courses may enter the course with the permission of the Programme Coordinator.
SOWK304
Annabel Taylor
Structure of the course This course will be delivered as three full day wananga in a venue to be advised. The dates for the wananga are:1) Friday 3 May 2013 9am - 5pm2) Friday 24 May 2013 9am - 5pm3) Friday 31 May 2013 9am - 5pmAttendance is required and absences will need to be discussed with the course co-ordinator, Dr Annabel Taylor. Assessment relies on course attendance.
A course reader containing the following may be accessed via Learn:Carpenter, S. D. (2004). Translating the Treaty.Snedden, P. (2004). The Treaty of Waitangi. Source of disunity or template for cultural inclusion. Paper presented at the Foreshore and seabed hui, Waipapa.Snedden, P. (2004). Pakeha and the Treaty - why it's our Treaty too. A Pakeha reflects on 30 years work with Maori communities. Paper presented at St Columba's.University of Canterbury. (2001). Memorandum of Understanding. Te Tunanga o Ngai Tahu and the University of Canterbury.Temm, P. B. (1989). Settlers discard the treaty. Biting the hand that feeds. Race, Gender, Class.Harre Hindmarsh, J. (1995). Looking back to go forward: 1990-1995. Seeking a more honourable and just place for Pakeha in Aotearoa? Paper presented at Te Tiriti o Waitangi: Towards 2000.Orange, C. (n.d). The Treaty of Waitangi - A historical overview. Public Sector, 11(4).Bradley, J. (1995). "Before you tango with our whanau you better know what makes us tick". An indigenous approach to social work. Te Komako, 7, 27-29.Bradley, J. (1993). "Te Puawaitanga”. Social Work Review, September, 5-8.A Long Time Coming: the history of Te Kereme. Te Karaka Special Edition Crown Settlement Offer Consultation Document, from the Ngai Tahu Negotiating Group. (1997) Nine Tall Trees. Ngai Tahu Publications.Bradley, J. (1999). Totara tree without roots. Social Work Review, 7(1), 6-8.Legislation and the Legal Process (adapted from “Double Take” “The Rowan Partnership). Waitangi Associates. Otautahi/Christchurch.Ministerial Advisory Committee (1988) Puao-Te-Ata-Tu (Daybreak). Wellington. Department of Social Welfare.Bradley, J. (1995). Partnership between the Iwi and the State regarding the delivery of Maori social services. Paper presented at the "Partnerships that work". Asia-Pacific Regional Social Services Conference.Olsen, T., Maxwell, G. M., & Morris, A. (1995). Maori and Youth Justice in New Zealand. In K. Hazlehurst (Ed.), Popular Justice and community regeneration pathways of indigenous reform (pp. 46-65). Wesport, CT.: Praeger.Kearns, R. A. (1997). A place for cultural safety beyond nursing education. The New Zealand Medical Journal, 110(1037), 23-24.Ramsden, I. (1996). Cultural safety debate 'interesting and inevitable'. NZFVWO Newsletter, 16-17.Best Practice., (2008). Diverse realities of Maori. Best Practice Journal, (13), 4-9.Network Waitangi Otautahi. (2008). The Last 5 Years and the Treaty. www.nwo.org.nzJames, B. (1999). Challenging Perspectives. Police and Maori attitudes toward one another. Wellington.Coney, S. (2001). Forget disney and get real on history. Sunday Star Times.The Press (2001). Identity, culture, and society. The Press.Ansley, B. (2000). Tariana Turia does not talk to Bruce Ansley. Listener.Pinderhughes, E. (1995). Empowering diverse populations: family practice in the 21st Century. Families in Society, 76(3), 131-141.
Learn Assignment Sheet Cover Cover Sheet for Late Submission or Waiver of Penalty Academic Integrity Guidance for Staff and Students Referencing for Social Work & Humans Services Using EndNote for referencing Writing guides for Social Work & Human Services http://canterbury.libguides.com/sowk
Students will be required to complete the following assessmentReflective Assignment 20%Reflective Assignment 20%Mihi 10% Fifteen minute Power point presentation 50%Reflective Assignment:Following each wananga, students will be expected to write a reflection on their learning from the day and will need to refer to at least two of the references from the reference list. One reference will be chosen by the lecturer. 1500 wordsMihi:During the wananga students will be expected to learn a basic mihi and will have the opportunity to practise this throughout the course. The final day will be an assessment day where the mihi will be used at the beginning of the power point presentation.Power point presentation:Students will need to prepare a 15 minute power point presentation. The topic framework will be provided by the lecturer. At least three references from the reference list will need to be applied in the presentation. Assessment will be on:PresentationLogicStructureClarityDepth of analysisUnderstanding of key conceptsLinking of material with practice implications
This course draws together considerations for effective social work practice in New Zealand's bi-cultural society. In doing so it considers issues of cultural identity, ethnic relations, power and control as the basis for cross-cultural work with indigenous populations. Four marae-based wananga will provide the learning context for this course. The course is designed in line with the Core “Competency to Practise with Maori” standards of the Social Work Registration Board and assessment will be both practice and theory based.Objectives• To develop increased understanding and response to Aotearoa New Zealand as a Treaty-based society • To develop a critical analysis of historical outcomes in Aotearoa New Zealand and the implications for working with its peoples in a Treaty-based society• To develop an increased understanding and skill for responding to indigenous peoples in Aotearoa New Zealand • To develop an increased understanding and skill for responding to other peoples in Aotearoa New Zealand • To develop an understanding of whānau ora and a practice orientation for working with whānau at policy and practice levels• To develop an understanding for working with whānau, hapū, iwi and other Māori communities at policy and practice levels• To learn a range of protocols for meeting with whānau, hapū, iwi and other Māori groupings and individuals in both informal and formal settings.
Domestic fee $670.00
International fee $2,850.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see Language, Social and Political Sciences .