In Aotearoa New Zealand, the state legal system is increasingly drawing on aspects of Māori law. Recent decisions suggest that the courts are willing to consider Māori law as a source of New Zealand law. This marks a change from earlier approaches which recognised discrete customary practices as customary law. Questions of state recognition of customary law have tended to focus attention on common law tests and so obscure processes of the Indigenous legal system, the sources of Indigenous law, and Indigenous forms of legal reasoning and communication. This article suggests that by focusing instead on understanding the application of Māori law within a fuller cultural context, the New Zealand courts may be better able to reveal and understand the Indigenous legal principles and processes at work. This would include engaging with a different range of legal sources, including working with Māori stories as legal texts, to make visible aspects of Indigenous law that can help to drive developments in the state legal system.
Despite cultural and statutory changes, including significant investment in Welsh medium education, latest census data show a drop in the percentage of Welsh speakers. Moreover there is a concern that many of those who are able to speak Welsh are not using it -the language is not 'alive'. The Welsh Language Commissioner has identified sport as a space where Welsh can be used, encouraged and promoted. The aim of this study was to investigate whether community sport clubs can provide a space to encourage the use of Welsh. Using qualitative methods we found that strategies to promote Welsh in sports clubs are potentially divisive. The dominant and 'operational' language of many community sport clubs is English.Increasing the use of Welsh in these clubs risks excluding non-Welsh speakers, but ignoring the language denies Welsh speakers the opportunity to participate in Welsh.
The article proposes a method of teaching Administrative Law that engages with the historical and political impact of administrative decisions on Indigenous peoples and their cultures while still addressing the traditional doctrinal concerns of an Administrative Law course. The article begins by explaining what it understands by the concept of an ‘Indigenous perspective’, and identifying how such perspectives can be incorporated into a law degree. It then outlines the potential role of Administrative Law as a vehicle for incorporating an Indigenous perspective, explaining the pedagogical benefits of expanding Administrative Law courses in this way
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