Leadership, colonization, and tradition: Identity and economic change in Ruatoki and Ruatahuna
Maori communities thrive when they have collective control over their land and its resources. Individual land-ownership has benefitted a few individuals but to the detriment of the community.
Liu, J. H., & Temara, P. (1998). Leadership, colonization, and tradition: Identity and economic change in Ruatoki and Ruatahuna. Canadian Journal of Native Education, 22(1), 138.
Some 16 in-depth interviews with members of the Tuhoe, a traditional rural Maori community. Half were in Maori and half in English.
The research examines how changes in identity and economics have affected the Tuhoe, a traditional rural Maori community in New Zealand. Through 16 interviews with community members, the study explores how colonialism and integration into the capitalist economy has undermined collective identity, leadership, and economic self-sufficiency. While traditional Maori identity is strong and is a strength in the community, it is double-edged as it stifles modern economic initiatives.
The interviews were guided by informants from the community. One of the authors is Maori.
Maori communities thrive when they have collective control over their land and its resources. Individual land-ownership has benefitted a few individuals but to the detriment of the community. Collective control, at the band level, over the land and government payments to the community might be a way to marry Maori identity and Maori economics.
Interviews
The research is accessible to a broad audience as it uses plain language.
"But a different challenge faces this generation: to revitalize the homeland. The solution, as one leader points out, will involve spiritual as well as financial strength." (p. 146)
"But if Indigenous people have one strength, it is a long memory. Mana takes years to build up, but it is based on spirituality as well as economic power. To have money is not enough in Maori economics, you must be respected for your spirit, your commitment to the collective." (p. 149)
Education
Community Development