16168 research outputs found
Sort by
Editorial: Special Issue - Celebrating the 40th Anniversary of Donna Awatere’s Māori Sovereignty
No full textDuring the 2022 Sociological Association of Aotearoa New Zealand (SAANZ) annual meeting, Terina Kaire-Gataula (Ngāpuhi and Niuean) emphasized the importance of embracing voices from recent history. She highlighted the significance of local voices that speak to the experiences of the present generation, particularly those affected by Eurocentric patriarchal violence. Kaire-Gataula acknowledged the contributions of Haunani Kay Trask and Angela Davis, urging listeners to honor the knowledge of those who deeply understand the legacy of colonial white supremacy violence.
The text also discussed the reflections of Ramari Jackson-Paniora during the 50th anniversary of the Māori activist group Ngā Tamatoa in 2022. Jackson-Paniora shared her mother's legacy and the conditioning she faced to assimilate into Pākehā culture. Both Kaire-Gataula and Jackson-Paniora emphasized the impact of rhetorical devices that downplayed land dispossession and racism, leading to increased racial oppression during the 1960s.
The text referenced Donna Awatere's seminal work, "Māori Sovereignty," which critically analyzed white cultural imperialism as a pervasive force shaping life in New Zealand. Awatere's call-to-action prompts readers to understand and confront white cultural imperialism's influence on society, health, education, and housing discrimination. The text further delves into Awatere's viewpoints on capitalism's role in perpetuating racial exploitation and violence, as well as the genocidal implications of the criminal justice system targeting Indigenous peoples.
The special issue celebrating the 40th anniversary of "Māori Sovereignty" presented various articles examining Awatere's ideas in the present context. Topics ranged from exploring necropower and fascism in Aotearoa New Zealand, understanding white cultural imperialism, to comparing Awatere's perspectives with the US Black Power movement and Angela Davis' prison industrial complex theory. The contributors and reviewers were thanked for their efforts in this special issue, which continues to inspire the resistance against imperialism and the quest for justice. The text also expressed gratitude to Donna Awatere for her activism, courage, and intellectual contributions
Donna Awatere on Whiteness in New Zealand: Theoretical Contributions and Contemporary Relevance
Get PDFIn June 2022, Prime Minister Jacinda Ardern designated the US-based neofascist groups The Base and the Proud Boys as terrorist organisations. This designation marks one of the few times white supremacy entered the national political discourse in New Zealand. Discourses of whiteness are mostly theorised in the North American context. However, Donna Awatere’s 1984 examination of White Cultural Imperialism (WCI) in her book Māori Sovereignty advanced an analysis of whiteness in New Zealand that has received limited scholarly attention and is essentially unexplored. This paper reintroduces Awatere’s conceptualisation of WCI. It offers core tenets of WCI and theoretical insights into contemporary discussions of white supremacy that move beyond the focus of individuals and groups to a broader national framework of New Zealand. Two interrelated features of WCI, as defined by Awatere, are the minimisation and normalisation of whiteness and white racial hostility – inherent features that maintain, protect, and reproduce the white institutionalised body as the primary beneficiary of Western European domination that will always thwart Indigenous sovereignty and equality. This paper concludes that Awatere’s articulation of WCI links whiteness in the New Zealand context to the broader network of global white supremacy that offers insight into contemporary criminal justice scholarship
Exploring teachers' knowledge and practice of multiliteracies pedagogy: A narrative inquiry
Get PDFMultiliteracies encapsulates literacy that is understood as deictic and plural. Furthermore, advances in digital technologies and digital spaces are encouraging the emergence of new literacy practices and new texts. This phenomenon presents teachers with the need to develop a repertoire of literacy pedagogical approaches that meets these demands. Against this background, this doctoral study sought to gain insights into the understanding, experiences and practices of teachers in their literacy teaching and learning. Underpinned by the theoretical frameworks of multiliteracies pedagogy and personal practical knowledge, this thesis provides an exploration of five teachers’ knowledge and conceptions of multiliteracies, and how they enact multiliteracies pedagogy in Aotearoa New Zealand intermediate classrooms. The participants varied in their backgrounds and years of teaching – ranging from three to ten years. By engaging a narrative inquiry methodology, qualitative data were collected over a period of six months, using narrative semi-structured interviews, whole-day classroom observations, post-observation conversations, and perusal of teaching artefacts. Participants shared their personal teaching philosophies, past and present literacy learning and teaching experiences, and their literacy teaching practices. Within this, they narrated the mentoring support and professional development they received within their schools, student cultural, linguistic and learning diversity, and the integration of digital technologies.
Engaging with narrative inquiry has allowed for in-depth insights into teachers’ lived experiences and uncovered the nuances of their literacy knowledge and teaching practices. Based on data analysis which involved a co-construction of the teachers’ narratives and my researcher interpretation, it can be concluded that teachers understand and practise multiliteracies pedagogy instinctively. This includes having an understanding of the broad nature of literacy and texts, and their efforts in attending to student diversity and literacy learning needs. Findings also reveal that the teachers’ literacy teaching practices are guided by the components of their personal practical knowledge such as knowledge of curriculum and students, and through the use of digital technologies. The results suggest favourable opportunities for an explicit practice of multiliteracies pedagogy that will accommodate the growing range of literacy, literacy practices, and new texts. On this basis, recommendations for teachers’ professional development providers, teacher education designers, and researchers are suggested. Primarily, this study recommends adopting a constructivist approach to support teachers toward a purposeful and conscious teaching of synaesthesia or the manipulation of modes, and the semiotic functions of texts. Additionally, future research may consider: i) engaging longitudinal narrative research to examine teachers’ understanding of students’ understanding of literacy and out-of-school literacy practices; and ii) examine ways to support teachers’ use of digital technologies in a way that encourage explicit multiliteracies teaching and learning. Attending to these aspects may help complement present literacy teaching and learning and prepare students for the multiliterate demands of personal lives, workplaces and societies
Senior leaders’ approaches to transition to primary school: A discourse analysis
Get PDFFor most children in New Zealand, starting school is a significant life event. The move from early childhood education (ECE) to primary school has been well documented and researched internationally and locally. The current body of literature draws on the voices of children, families, ECE teachers, and primary school teachers. However, the experiences of school leaders, who frequently direct a school's approach to transitioning students in their first year, are rarely addressed in the literature. My research addresses this gap by investigating the practices and underpinning beliefs of five primary school senior leaders (team leaders, syndicate leaders, and associate or deputy principals) with responsibility for the transition to school at large primary schools in Auckland, New Zealand.
Underpinned by a post-structural conceptual framework, my research draws on interviews with school leaders to examine discourses that constructed these leaders' approaches to the transition from ECE to primary school. Three post-structural concepts were critical to the conceptual framework: identities (understood to be fluid and continuously renegotiated), contexts (situated, professional, material and external), and discourse (language in use). The main research question asked "How do school senior leaders discursively construct approaches to transition to school and their own and others’ identities within their contexts?" Semi-structured interviews yielded rich data on how participants build their own identities and those of others, including children and whānau, in the transition to school process.
Four localised discourses were identified in the interview data: structural, relational, pedagogical and achievement discourses. Leaders drew upon these and other broader, big “D” Discourses including those of school readiness, neoliberal policies, and conceptualisations of senior leadership roles in New Zealand primary schools, in interplay with many others. The interview data showed evidence of school leaders both resisting and submitting to discourses. School-specific contexts shaped participants' (conscious or unconscious) reproduction of discourses in their decisions and practices. Participants used many common transition-to-school practices. However, how those transition practices and relationships with stakeholders were discursively constructed and enacted in their school-specific contexts varied.
The range of discourses drawn upon and reproduced by school leaders demonstrates the complex and deeply contextualised nature of constructing transition to school approaches. This study privileges the voices of school leaders to add a fresh perspective to the body of literature about children's transition from early childhood education to primary school. The findings reveal opportunities for leaders to critically examine the discourses that shape their constructions of reality within their schools, both in their leadership in general and, more specifically, in their leadership of the crucial first moments of children's school lives
Content and language integrated learning in practice: Exploring pre-service EFL teachers’ beliefs and negotiation of meaning of subject-specific language in Thai secondary classrooms
Get PDFThe demand for English in Thailand has been increasing rapidly due to socio-political developments and the continuing growth of the economy. For Thai students, being proficient in English can enhance their education and career opportunities. To develop students’ English proficiency, both state and private schools are allowed to operate different types of bilingual education, including content and language integrated learning (CLIL). However, despite CLIL being implemented in Thailand for a decade, teachers are still grappling with many challenges because of limited understandings of CLIL and a lack of support from stakeholders. One of the challenges is related to the specialist language required for CLIL, which differs from that used in daily communication or general English classes. Teachers’ knowledge of the language and pedagogical approaches that may be used for CLIL could be developed through appropriate training and support, but there is a lack of CLIL research in the Thai context illuminating how teachers manage CLIL language and help students to learn effectively.
The present study aimed to gain an insight into pre-service EFL teachers’ language-driven CLIL practices and beliefs about effective CLIL implementation. It adopted a multiple interpretive case study to investigate (1) how pre-service EFL teachers explain subject-specific terms and concepts to students; (2) negotiation of meaning (NoM) strategies that they adopt to address the difficulties in the explanation of subject-specific terms and concepts; and 3) their beliefs associated with effective CLIL implementation. Under these aims, two main research questions and one sub-research question were addressed:
1. How do Thai pre-service EFL teachers explain and negotiate the meaning of subject-specific terms and concepts in CLIL lessons?
1.1 What are the NoM strategies that the pre-service EFL teachers adopted to address difficulties concerning the explanation and students’ comprehension of the subject-specific terms and concepts?
2. What are Thai pre-service EFL teachers’ beliefs regarding effective CLIL implementation?
The participants consisted of six pre-service EFL teachers teaching at two Thai secondary schools as part of a one-year teaching practicum for their Bachelor of Education programme. Data were gathered from June 2020 to December 2020 through semi-structured interviews, CLIL classroom video observations, and stimulated recall interviews. The data were transcribed and then analysed following the grounded theory approach by Charmaz (2006) and Hadley (2017).
The study reveals five main NoM strategies that the teacher participants used in their CLIL lessons to explain subject-specific terms and concepts: students’ schema activation, students’ comprehension check, language and content modification, the use of visual supports, and the use of L1. When encountering teaching difficulties, the majority of the teacher participants used L1 to address the difficulties. However, despite their willingness to use L1 to negotiate meaning in the observed classes, the teacher participants expressed mixed beliefs regarding how and when L1 should be used.
Furthermore, the findings demonstrated three key factors that the teacher participants believed to be influential in effective CLIL instruction: adequate CLIL teacher education, support from schools and stakeholders, and teaching preparation. The teachers highlighted that subject-specific language and language for learning and instructional purposes were two essential areas of CLIL teachers’ language proficiency.
Finally, the findings showed that the teacher participants played several roles in language-driven CLIL implementation, including being language teachers, content teachers, and learners. Context specificity and the shortage of CLIL materials required the teacher participants to be analysts of students’ needs as well as materials evaluators and developers. The teachers’ educational backgrounds, their experiences as teachers and learners, and their school contexts were important factors in shaping the teacher participants’ professional identities and their roles as CLIL teachers.
This research has shed light on pre-service EFL teachers’ NoM strategies in language-driven CLIL and their beliefs about effective CLIL implementation. It has contributed to the contextual, theoretical, and practical understandings of teachers’ beliefs and language-driven CLIL practices. The findings of this research also offer practical implications for language-driven CLIL practice, professional development, and teacher training to prepare EFL teachers for language-driven CLIL both in Thailand and other similar contexts
Exploring discharge delay from an acute surgical unit
No full textBackground: Within the hospital system, efficient patient flow is essential. Discharge delay, the period of continued hospital stay after a patient is deemed medically fit to leave hospital, is one of the most significant barriers to optimal patient flow. Discharge delay retains non-acute patients in the acute environment unnecessarily, while preventing acutely presenting patients from accessing services in a timely manner. It results in overcrowded emergency departments with delayed admissions, slowed theatre schedules, and bed blocking in critical care, as well as negatively impacting on patient experience. In the context of a public health system under pressure, reducing discharge delay is critical to improving overall function of the system. This study aims to explore the features in the context of an acute surgical unit that cause discharge delay, the impacts of discharge delay, and the ways discharge delay could be minimised.
Methods: A two phased, mixed methods design was employed in this research. Phase one obtained qualitative data through semi-structured interview with staff members occupying different roles within the health care team within Te Whatu Ora – Waikato. Themes derived from phase one informed the development of an audit form utilised in phase two, which collected quantitative data through its completion by registered nurses working in the acute surgical unit during the two-week audit time period. This audit recorded discharge related times and delaying factors that occurred for all the patients discharged from the ward during the audit period.
Findings: Interviews were undertaken with nine participants (Hospital management n=2, Acute Surgical Unit management n=2, Registered Nurse n=1, Surgical Fellow n=1, Surgical Registrar n=1, Surgical House officer n=1, and multi-disciplinary team member n=1). Thematic analysis of the transcriptions revealed three core themes: (i) It takes a village to discharge a patient; (ii) Preparation, clearance, home; and (iii) Challenges and solutions to discharge delay. The survey was completed by 44 Registered Nurses and on analysis revealed a mean patient delay of 225 minutes, or 3.75 hours. For the audited patients, the most frequently occurring factor was ‘waiting for paperwork’ (55%) followed by ‘waiting for transport’ (40%).
Conclusions: This study found that to reduce discharge delay a coordinated, system-wide approach with discharge focused optimisation across the entire patient journey, and particular focus on reducing the amount of delay caused by discharge paperwork, is required. Introducing a ‘discharge-focused clinician’, would effectively reduce discharge delay by ensuring the prioritisation of discharges, allowing discharge paperwork to be completed promptly. In addition to the introduction of a discharge-focused clinician, the systems and policies surrounding discharge paperwork could also be improved. Additionally, improving the utilisation of transit lounge by routinely sending all appropriate patients to transit lounge to wait for their transport, will also reduce discharge delay
Impact of digital games on early reading skills in a developing country context
Get PDFReading is the basic component of learning that constitutes one of the first steps towards educational attainment. Amongst others, some of the pressing issues the developing countries face are lower literacy rates, education quality and access. Pakistan comes under the list of countries with appalling literacy rates, where 22.6 million children are out of school and have no access to education at all. Recent research indicates the use of digital technologies as a vehicle for change across developing countries in the world. The use of low-cost digital technologies offers opportunities for equitable access to quality educational experiences and the development of lifelong learning skills for marginalised factions of society.
The present study explored the role of digital games using low-cost tablets in improving reading skills in multilingual societies within Pakistan- a developing country context, where Urdu is the lingua franca, and English is the second or sometimes third language, while the medium of instruction in schools, specifically at the textbook level, is English. This study considered English as the second language (L2) and Urdu as the first language (L1) in Pakistan. The study also intended to explore the factors essential to developing an effective digital game-based learning environment conducive to developing reading skills for students belonging to low socioeconomic status. Through the lens of constructionist epistemology and theoretical frameworks of pragmatism and transformative emancipation, this research utilised a multi-phase-mixed methods-embedded research design to investigate the effectiveness of digital game-based learning (DGBL) in developing reading skills in a multilingual developing country context. Data were gathered through multiple methods in different phases of the research, incorporating pre-post and delayed-post tests, surveys, classroom observations, student group interviews, and individual teacher interviews. A sample of 288 students was drawn from a population of out-of-school children of ages 7 to 16 years, enrolled from Grade 1 to Grade 5 on different campuses of a charity school in an urban setting of Pakistan. The results indicate that learning to read using a pedagogically balanced digital game significantly improved reading skills in English (L2) and Urdu (L1) with a large effect size. The results also indicated the cross-linguistic transfer of reading skills from English (L2) to Urdu (L1) using the digital game and long-term retention of reading skills after the digital games were removed. This study has furthered the understanding of the design and nature of an effective digital game-based learning environment (DGBL) in regards to the use of digital games, the arrangement of learners, and creating opportunities to transfer skills to the wider real-life context. The design of the DGBL environment influenced the social interactions, classroom discourse, identities, and social practices in the co-construction of knowledge and introduced transformation in teachers' roles at various stages of learning within a DGBL environment. The study indicated that social interactions in learning environments and the role of the teacher in designing an effective learning environment are crucial to fostering transferable skills in students that lead to emancipation and prepare students for the real world outside schools. These findings have important implications for policymakers, teachers and teacher educators, students and parents. Key implications associated with the use of digital games for reading development included the need to develop: a centralised DGBL unit in collaboration with the game industry, pedagogical experts, teachers, and researchers to develop pedagogically balanced digital games to suit the educational needs of the target populations; a mechanism to provide schools, students and their parents subsidised access to the digital games to improve reading skills; and teacher education and professional development programmes to train teachers in understanding their role transformations and implementing roles effectively in DGBL environments
Some aspects of the seed development and seedling growth of rimu, Dacrydium cupressinum, Lamb
Get PDFThe morphological stages of seed development in rimu were analysed by studying microtome sections and by dissections of ovules under a stereomicroscope. Development takes 18 months from the time ovules become visible and losses occur throughout this time. Many empty seed are produced and this has been shown to be due to failure of fertilisation which is usually the result of failure of pollination 12 months earlier. Of the 1,500 ovules examined 21% contained no pollen grains, 47% 1 grain, 23% 2 grains and 9% between 3 and 5 grains. High levels of pollination (mean 1.5 pollen grains per ovule) were found in Whirinaki and Ashley Forests and low levels (mean less than one grain per ovule) in Tautuku and Puketi. Pollination failure was probably caused by wet weather. The percentage of ovules surviving after fertilisation varied between localities, high percentages being found in samples from Saltwater and Ashley Forests and low percentages in samples from Otaki Forks and Pakawau. All ripe red receptacles carried sound seed.
Rimu seedlings from 5 provenances (Puketi, Waitakere, Pureora, Westland and Catlins) were used in a variety of growth experiments to examine their responses to different growing irradiances, temperature regimes, photoperiods and seasons. Growth was assessed by growth analysis and direct measurement. Gas exchange studies were made using an infra-red gas analyser and an assimilation chamber in an open circuit system.
Photosynthesis and dark respiration rates were measured in rimu and compared with Pinus radiata D.Don. Light saturated photosynthesis rate (g CO₂ absorbed per m² total foliage surface area per hour) of P. radiata (0.79g m⁻² h⁻¹) was more than four times that of rimu (0.18g m⁻² h⁻¹), but the dark respiration rates were not significantly different (P. radiata 0.12g m⁻² h⁻¹, rimu 0.07g m⁻² h⁻¹) (p = 0.05). Light compensation points of the two species were similar, rimu’s being only slightly lower than that of P. radiata (P. radiata 38.8μE m⁻² s⁻¹; rimu 30.8μE m⁻² s⁻¹) and the quantum requirements (number of Einsteins of energy required to fix each mole of CO₂) were also not significantly different (P. radiata 45.5 E mol⁻¹; rimu 53.3 E mol⁻¹). Stomatal resistance to CO₂ of the two species did not vary greatly (P. radiata 8.05 s cm⁻¹; rimu 7.52 s cm⁻¹), but the internal leaf resistance of rimu was more than 13 times as great as that of pine (P. radiata 7.35 s cm⁻¹; rimu 100.0 s cm⁻¹).
Growth rate of rimu seedlings grown under varying irradiances showed that 2 year old seedlings could survive at 1% full sunlight, but their growth was negligible (-0.03g g⁻¹ day⁻¹ x 10⁻²) whereas there was little difference between the growth rates of seedlings grown at 17% and 42% sunlight (0.26 and 0.24g g⁻¹ day⁻¹ x 10⁻² respectively). On the other hand small first year seedlings had significantly greater mean relative growth rates in the later part of the growing season (February-March) when grown in higher irradiances. Growth rates were 0.93, 1.21 and 1.62g g⁻¹ day⁻¹ x 10⁻² for plants grown at 28%, 60% and 73% sunlight respectively.
Chlorophyll concentrations of seedlings grown at low irradiance (140μE m⁻² s⁻¹) were significantly higher (0.69 mg g⁻¹ fresh weight) than concentrations in plants grown at 385 and 650μE m⁻² s⁻¹ (0.28 and 0.26 mg g⁻¹ fresh weight respectively). However, medium irradiance plants had a somewhat higher relative growth rate (0.83g g⁻¹ day⁻¹ x 10⁻²) while low and high irradiance plants grew at similar rates to each other (0.59 and 0.60g g⁻¹ day⁻¹ x 10⁻² respectively). Light saturated photosynthesis rate of medium irradiance plants was lowest (0.38g m⁻² h⁻¹) while those of low and high irradiance plants were the same (0.43g m⁻² h⁻¹). Net photosynthesis rates of plants from the three growing irradiances all responded to increasing temperature in a similar way and the optimal temperature range for photosynthesis was between 18° and 22°C.
With increasing temperature there was a trend towards increased relative growth rate in eight month old Pureora provenance seedlings: 1.52, 1.70 and 1.73g g⁻¹ day⁻¹ x 10⁻² for plants grown in 17°/9°C, 22°/14°C and 27°/19°C regimes respectively. The medium regime, however, gave best growth in fifteen month old Puketi provenance seedlings; 1.04 compared with 0.93 and 0.82g g⁻¹ day⁻¹ x 10⁻² in the warm and cool regimes respectively. These differences were believed to be due to ontogentic stage rather than to provenance. Seedlings of both provenances became brown in the cool regime.
5°C nights with 18°C days also caused two year old seedlings to become brown. Chlorophyll a + b concentrations decreased with decreasing night temperature (0.50, 0.38, 0.32 mg g⁻¹ fresh weight at 20°, 12° and 5°C nights respectively). Relative growth rates increased with increasing night temperature (0.78, 0.98 and 1.08g g⁻¹ day⁻¹ x 10⁻² at 5°, 12° and 20° nights respectively) as did light saturated photosynthesis rates (0.16, 0.18 and 0.19 gm⁻² h⁻¹). Internal leaf resistance to CO₂ increased greatly with decreasing night temperature (58.8, 100.00 and 142.9s cm⁻¹ for plants grown at 20°, 12° and 5°C nights respectively) and the Q₁₀ of dark respiration rate increased slightly with decreasing night temperature (1.7, 1.9 and 2.0 for plants grown at 20°, 12° and 5°C nights respectively). Several Puketi, but no Waitakere provenance seedlings, died after several months in 5°C nights.
Different provenances of rimu seedlings responded to photoperiod in different ways. In Puketi plants 20 hour and 15 hour days caused significantly more total shoot growth than 10 hour days. This trend: long day > medium day > short day, was repeated in the Pureora provenance, but there was no obvious trend in shoot growth in the Waitakere or Westland provenances. Shoot surface areas of all four provenances, however, followed the trend: long day > medium day > short day, with significant differences in both the Puketi and Pureora provenances, and relative growth rate, measured only in the Waitakere provenance, followed the same trend: 1.51, 1.43 and 1.30 g g⁻¹ day⁻¹ x 10⁻² for plants grown in 20 hour, 15 hour and 10 hour days respectively.
Winter dormancy in rimu seedlings is imposed by low mean temperatures and can be broken by increased temperatures without a period of chilling. Provenances from four localities grown in a nursery in Rotorua all ceased growth at the same time in winter (June) and their seasonal growth patterns were similar. Provenances from warmer climates (Puketi, Waitakere and Westland) grew as well in Rotorua as the Pureora Provenance from a colder upland climate. All seedlings became brown before growth ceased in winter and remained brown until November or December. There were some distinct morphological differences between certain of the provenances.
Results of the various growth experiments are discussed in relation to the ecology of the species
Climate change increased extreme monsoon rainfall, flooding highly vulnerable communities in Pakistan
No full textAs a direct consequence of extreme monsoon rainfall throughout the summer 2022 season Pakistan experienced the worst flooding in its history. We employ a probabilistic event attribution methodology as well as a detailed assessment of the dynamics to understand the role of climate change in this event. Many of the available state-of-the-art climate models struggle to simulate these rainfall characteristics. Those that pass our evaluation test generally show a much smaller change in likelihood and intensity of extreme rainfall than the trend we found in the observations. This discrepancy suggests that long-term variability, or processes that our evaluation may not capture, can play an important role, rendering it infeasible to quantify the overall role of human-induced climate change. However, the majority of models and observations we have analysed show that intense rainfall has become heavier as Pakistan has warmed. Some of these models suggest climate change could have increased the rainfall intensity up to 50%. The devastating impacts were also driven by the proximity of human settlements, infrastructure (homes, buildings, bridges), and agricultural land to flood plains, inadequate infrastructure, limited ex-ante risk reduction capacity, an outdated river management system, underlying vulnerabilities driven by high poverty rates and socioeconomic factors (e.g. gender, age, income, and education), and ongoing political and economic instability. Both current conditions and the potential further increase in extreme peaks in rainfall over Pakistan in light of anthropogenic climate change, highlight the urgent need to reduce vulnerability to extreme weather in Pakistan
Pinepine te Kura
No full textWhakaeke (entrance). Lyrics/Musical Score composed and choreographed by Te Kahautu Maxwell. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (3mins)
Waiata ā Tira: Aroha
Whakaeke: Pinepine Te Kura, Hau Te Kura
Mōteatea: Te Ao o Te Pārerā
Waiata ā Ringa: E pā to reo, Te Matatini, Herewini Parata
Poi: E ia e ia
Haka: Te Kōtiritiri, Te Kōtaratara
Whakawātea: Ōranga Tōiti, tōnui kōrer