The context of intergroup relations in Aotearoa/New Zealand was investigated using perceptions of history by Maori (Polynesian-descended) and Pakeha (Europeandescended) samples from university and the general public. There was strong consensus that the Treaty of Waitangi was the most important event in New Zealand's history, but only Maori, the subordinate ethnic group, showed in-group favouritism in their judgments regarding the Treaty. Pakeha, the dominant group, showed outgroup favouritism, and distanced themselves from past injustices using linguistic strategies. Maori students showed interest in their ethnic origins (ontogeny), rating the distant past and Polynesian history higher, and free-recalling more events prior to European arrival than other groups; Maori in the general population shared a more similar perception of history to Pakeha. Both in-group favouritism and ontogeny were found in sentencecompletion choices. Historical perceptions were strongly related to positions on current political issues. Results are related to social identity theory, social representations theory, and social dominance theory.
When the Māori goddess, Hinetitama, asked the Māori god, Tāne, who her father was, he replied, 'Uia ki ngā pou o t whare . . . Ask the posts of your house'. This traditional Māori (indigenous people of New Zealand) story implies a cultural teaching pedagogy that utilises the marae (a Māori building complex including a carved meeting house) as a learning and teaching tool. Marae complexes have slowly been embraced by tertiary education institutions throughout New Zealand since the early 1980s, as acknowledgement that they provide an authentic instructional space that enhances quality learning. This article considers the New Zealand university application of traditional marae-based teaching approaches and explores the transformative learning such cultural spaces can encourage. It shares how traditional Māori pedagogies are being modelled by contemporary Māori academics, and how the experiences of learning in a marae environment are perceived by their students.
Objectives: This study investigated gender differences in making provision for retirement and the factors associated with a lower likelihood o f saving. Method: Non-retired adults aged between 40 and 62.5 years (N = 382) were selected from a larger postal survey of Pakeha/New Zealand European adults over the age of 40 in the greater Wellington region of New Zealand. Results: Overall, women were less likely to save for their own retirement than were men, however this gender difference was no longer significant when income was taken into account. Those less likely to be making provision for their own retirement included individuals with poor health and lower income, and women who had divorced or who provided care. Conclusions: The relative economic position and social roles of women may engender vulnerability to economic dependence in later life..
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