Bibliographies thématiques / Maori leadership

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Littérature scientifique sur le sujet « Maori leadership »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 1 février 2022

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Articles de revues sur le sujet "Maori leadership"

Holmes, Janet. "Humour and the Construction of Maori Leadership at Work." Leadership 3, no. 1 (February 2007): 5–27. http://dx.doi.org/10.1177/1742715007073061.

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van Meijl, Toon. "Maori hierarchy transformed: The secularization of tainui patterns of leadership." History and Anthropology 7, no. 1-4 (November 1994): 279–305. http://dx.doi.org/10.1080/02757206.1994.9960849.

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Graham, James. "The Maori Boarding Schools and Maori Leadership: An Educational Tradition Viewed through the Stories of Te Aute College." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 11, no. 1 (2011): 249–60. http://dx.doi.org/10.18848/1447-9532/cgp/v11i01/38974.

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Stephens, Māmari. "Kaumātua, Leadership and the Treaty of Waitangi Claims Settlement Process; Some Data and Observations." Victoria University of Wellington Law Review 33, no. 2 (September 2, 2002): 321. http://dx.doi.org/10.26686/vuwlr.v33i2.5842.

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This article presents the results of a survey dealing with the role of Kaumätua in Treaty of Waitangi Claims. The author raises a number of concerns – most importantly whether enough olderMäori feel confident or knowledgeable enough to contribute to the process. The survey also revealsthat tensions exist from the exclusion of younger Maori from the process.

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Craig, Russell, Rawiri Taonui, Susan Wild, and Lũcia Lima Rodrigues. "Accountability reporting objectives of Māori organizations." Pacific Accounting Review 30, no. 4 (November 5, 2018): 433–43. http://dx.doi.org/10.1108/par-11-2017-0095.

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Purpose This paper aims to highlight the accountability reporting objectives of four Māori-controlled organizations. The examples cited reflect the core values of the indigenous Māori people of New Zealand (Aotearoa) and help demonstrate how these values are manifest in the accountability reporting of Māori-controlled organizations. Design/methodology/approach Narrative sections of ten annual reports of two small and two large Maori organizations, drawn variously from their financial years ending in the calendar years 2009 to 2014, are read closely. These organizations represent diverse tribal

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April, Wilfred Isak. "Experiential Learning from the Khoi-Khoi (Namibia) and Maori (New Zealand) Communities." International Journal of Entrepreneurship and Innovation 9, no. 2 (May 2008): 103–10. http://dx.doi.org/10.5367/000000008784489408.

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Fostering a spirit of indigenous entrepreneurship is a courageous idea and envisages a multicultural and post-colonial world. As such, it deserves support from both indigenous and non-indigenous communities. From this perspective, the author considers two aboriginal communities, the Khoi-Khoi and the Maori peoples, arguing that the fostering of an entrepreneurial spirit in such communities may be realized in part through the exchange of ideas between them and a mutual learning of lessons. In particular, the paper focuses on the importance of culture in sustaining social capital and the emotion

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Johnson Santamaria, Lorri, Andres Peter Santamaria, and Gurdev Kaur Pritam Singh. "One against the grain." International Journal of Educational Management 31, no. 5 (June 12, 2017): 612–21. http://dx.doi.org/10.1108/ijem-11-2016-0237.

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Purpose The purpose of this paper is to reframe transformative and culturally sustaining leadership for a diverse global society by addressing the need for educational systems to better serve people of color, situated in the urban Auckland area of Aotearoa New Zealand (NZ), who have been marginalized by the societies to which they immigrate. Design/methodology/approach Grounded in an applied critical theoretical framework, this qualitative inquiry uses raw auto-ethnographical data gleaned from a case study featuring the voice of Deva, a Malaysian Punjabi woman educator, who is also an aspiring

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Te Paa, Jenny Plane. "Anglican Identity and Theological Formation in Aotearoa New Zealand." Journal of Anglican Studies 6, no. 1 (June 2008): 49–58. http://dx.doi.org/10.1177/1740355308091386.

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ABSTRACTSt John's College Auckland has served the New Zealand church for over 150 years. In 1992 the Anglican Church in New Zealand changed its constitution to give recognition to the Pakeha, Maori and Polynesian groups in the church. The Canon concerning St John's College was also changed to reflect the new Constitutional arrangements. From that time the college was committed to recognizing the two cultural traditions in its leadership and across all aspects of the college's activities and environment. This implied significant curriculum challenges. Some difficult choices have been faced as t

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van Roon, M., and S. Knight. "Towards integrated catchment management, Whaingaroa, New Zealand." Water Science and Technology 43, no. 9 (May 1, 2001): 197–202. http://dx.doi.org/10.2166/wst.2001.0538.

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The paper examines progress towards integrated catchment management and sustainable agriculture at Whaingaroa (Raglan), New Zealand. Application of the Canadian “Atlantic Coastal Action Program” model (ACAP) has been only partially successful within New Zealand's bicultural setting. Even before the introduction of the ACAP process there existed strong motivation and leadership by various sectors of the community. A merging of resource management planning and implementation processes of the larger community and that of the Maori community has not occurred. Research carried out by Crown Research

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Shaffer, Franklin A. "Mauri Williams, RN, MBA, MHA." Nurse Leader 5, no. 4 (August 2007): 12–14. http://dx.doi.org/10.1016/j.mnl.2007.05.010.

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Thèses sur le sujet "Maori leadership"

Grocott, Timothy. "How school leaders create an organisational culture that ensures improved performance for Māori." Thesis, University of Canterbury. Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9320.

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Improving Māori achievement is one of the most important aims of the New Zealand educational system. The benefits of raising the achievement of Māori students have a wide range of positive outcomes for the whole country. In the last ten years many schools have been engaged in initiatives designed to improve the success of Māori learners; but does this work continue when the support and funding is no longer there? This research is designed to identify factors that can sustain these initiatives. Organisational culture creates the conditions in schools so they can continually develop and evolve.

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Soutar, Monty. "Ngāti Porou leadership : Rāpata Wahawaha and the politics of conflict : "Kei te ora nei hoki tātou, me tō tātou whenua" /." Online version, 2000. http://bibpurl.oclc.org/web/20809.

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Hayes, Dorothy Maora. "Wāhine kaihautū, wāhine whai mana navigating the tides of change : Whakatōhea women and tribal socio-politics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Māori Studies at Massey University." Massey University, 2003. http://hdl.handle.net/10179/1111.

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This thesis explored the socio-political experiences and views of seven Maori women from the tribe of Whakatahea. The project adopted a Maori-centred theoretical and research approach that included the researcher as a member of the researched group. It aimed to draw out the common themes, from the women's recollections of their experiences and views of the socio-political decision-making affairs within whanau, hapu, and iwi. The women identified barriers to participation and strategies to overcome these barriers. Qualifications reflected traditional Maori values and practices. Rights according

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Gould, Roxanne Jean. "Creating an indigenous educational movement listening to the voices of Māori leaders /." 2004. http://ndhadeliver.natlib.govt.nz/content-aggregator/getIEs?system=ilsdb&id=1384224.

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Thesis (PhD--Education)--University of Minnesota, 2004. Archived by the National Library of New Zealand. Title from PDF cover (viewed on May 19, 2010). Hypertext links contained in the archived instances of this title are non-functional. Nz Includes bibliographical references (p. 192-212). Also available in a print ed.

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Emery, Debra Joy Tepora. "E hoki ki tō maunga the quintessential elements of home /." 2008. http://adt.waikato.ac.nz/public/adt-uow20080701.130312/index.html.

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Ming-hsien, Hsieh, and 謝旻憲. "The Study of Hakka Principals' Leadership Styles - A Case Study of Hakka Principals in Elementary Schools of Maoli County." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/572cg9.

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碩士 國立臺東大學 教育研究所 94 Abstract This study aimed to investigate the leadership styles of elementary school principals in the Hakka communities of Maoli County. The main purpose was to understand and analyze the empirical data of Hakka principals' leadership styles and the satisfaction with their leadership styles in hope of providing the research results as a basis for applying effective leadership styles and substantially benefiting the promotion and development of the Hakka culture. To achieve the above purpose, this study adopted "survey research method" and "indepth interview meth

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Livres sur le sujet "Maori leadership"

Ra, Mitaki. Wāhine ma tapu a Io: The role of women in leading Māori through the twenty first century. Te Kauwhata, N.Z: Mitaki Ra Publications, 2000.

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Ra, Mitaki. Wāhine ma tapu a Io: The role of women in leading Māori through the twenty first century. Te Kauwhata, N.Z: Mitaki Ra Publications, 2000.

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Katene, Selwyn. Fire that kindles hearts: Ten Māori scholars. Wellington, Aotearoa New Zealand: Steele Roberts Publishers, 2015.

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Wishart, Ian. Winston: The story of a political phenomenon. Auckland, New Zealand: Howling at the Moon Publishing Ltd, 2014.

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Wānanga on Bicultural Governance and Leadership in Museums (2000 Museum of New Zealand). He Wānanga Tirohanga Rangapū mō Te Kaupapa Tikanga-ā-rua i roto i Ngā Whare Taonga =: Wānanga on Bicultural Governance and Leadership in Museums. [Wellington: Museum of New Zealand, 2000.

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John, Robinson. Two great New Zealanders: The wisdom of Tamati Waka Nene and Apirana Ngata. Wellington, New Zealand: Tross Publishing, 2015.

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Spirit of Maori Leadership. Huia Publishers, 2014.

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Tapsell, Paul, Merata Kawharu, and Krzysztof Pfeiffer. Te Ara: Maori Pathways of Leadership. Oratia Media, 2013.

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Pfeiffer, Krzysztof. Te Ara : Maori Pathways: Past, Present, Future. Oratia Books, 2016.

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Ara Mai He Ttkura Visioning Our Futures New Emerging Pathways Of Maori Academic Leadership. Otago University Press, 2013.

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Chapitres de livres sur le sujet "Maori leadership"

Santamaría, Andrés P., Melinda Webber, and Lorri J. Santamaría. "Effective School Leadership for Māori Achievement." In Advances in Human Resources Management and Organizational Development, 99–119. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8376-1.ch007.

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This chapter leads a critical discourse amongst research and educational leadership communities around the nature of cross-cultural interactions and the role diversity plays in changing the status quo with regard to access, equity and academic achievement. Through this strengths-based qualitative inquiry, the authors bridge Kaupapa Maori (Maori ideology) and critical race theory methodologies with Maori and non-Maori culturally responsive leadership frameworks. Prerequisite conditions for effective cross-collaboration are presented based on the experiences of an international, interdisciplinary research team in collaboration with practicing Maori and non-Maori leaders of primary and secondary schools in Aotearoa New Zealand (NZ). The aim of the partnership is to promote the voices and practices of effective school leaders, through cross-cultural collaboration and research, to continue building critical mass for the important role of informing effective, culturally responsive leadership practices across Aotearoa NZ.

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Metge, Joan. "Community Divisions, Leadership and Solidarity." In A New Maori Migration, 78–95. Routledge, 2021. http://dx.doi.org/10.4324/9781003135999-5.

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Metge, Joan. "Leadership, Social Control and Community Solidarity." In A New Maori Migration, 211–28. Routledge, 2021. http://dx.doi.org/10.4324/9781003135999-15.

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Saperstein, Marc. "The Conflict over the Ban on Philosophical Study, 1305: A Political Perspective." In Leadership and Conflict, 94–112. Liverpool University Press, 2014. http://dx.doi.org/10.3828/liverpool/9781906764494.003.0005.

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This chapter suggests a new framework in which to evaluate certain significant events in 1305. Few events of internal Jewish history during the Middle Ages more effectively exemplify diversity and conflict than the so-called ‘Maimonidean conflicts’ — the attempts by certain Jews to control the educational curriculum and public discourse of their communities by banning various philosophical texts and those who taught or studied them. One of the best-known of these episodes, the ban restricting the study of Greek philosophy, promulgated during the summer of 1305 by Solomon ben Adret (Rashba) and his colleagues in Barcelona, has been extensively treated by historians for over a century. The bitter conflict surrounding this ban is extensively documented in Minḥat kena'ot (A Zealous Offering), a collection of letters edited by Abba Mari of Lunel, one of the protagonists of that conflict and an ally of Ben Adret. Yet there is still no consensus among scholars about the proper interpretation of this dramatic episode, and sharp disagreement remains over what was fuelling the antagonism.

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