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Readings – Rangatahi: Maori Youth

Sharples, P. (2007). Speech: Youth mentoring. Retrieved December 3, 2008, from

Annotation: This is an article based on Dr. Pita Sharples’ speech on his opinion of
the importance of mentoring. This speech was given at Youth Mentoring
Conference Butterfly Creek; South Auckland on Saturday 26 May 2007.

Phoenix, J. (2003). Rethinking youth prostitution: National provision at the

margins of child protection and youth justice. Youth Justice, 3(3), 152-168.
Retrieved December 10, 2008, from

Annotation: In March 2000, the Department of Health and the Home Office issued
guidance fundamentally altering policy and practice with regard to young people in
prostitution. Instead of being arrested and punished for prostitution-related
offences, those under 18 years old were to be thought of as children ‘in need’ and
offered welfare-based interventions. The practice that has developed in the last
three years has offered interventions that are located within both child protection
and youth justice work. This article examines these changes in order to generate
insights about the changing nature of youth justice.

McGee, R., Williams, S., Howden-Chapman, P., Martin, J., & Kawachi, I. (2006).
Participation in clubs and groups from childhood to adolescence and its
effects on attachment and self-esteem. Journal of Adolescence, 29, 1-17.
Retrieved December 3, 2008, from

Annotation: We examined social participation in organized clubs and groups from

childhood to adolescence in a sample of young people from Dunedin, New
Zealand. Groups were broadly categorized as “sports” and “cultural/youth”
groups. While the results indicated high levels of participation in childhood with a
decline over the ensuing adolescent years, path analyses suggested strong
continuities in participation over time.
Gootman, J. A. (2003). Whakamanawa te hou ora o nga rangatahi: Lessons from
New Zealand’s National youth development strategy. Retrieved December 3,
2008, from

Annotation: This project examined the Youth Development Strategy Aoteoroa

(YSDA), related child and youth policies, with the intent of highlighting for both the
US and NZ policymakers ways that youth development theory and policy has been
applied in programmes, activities and services for youth. This is a report that
actively links NZ findings to the US educational context.

Owen, V. (2001). Whanake rangatahi: Programmes and services to address Māori

youth offending. Social Policy Journal of New Zealand, 16, 175-190.
Retrieved December 3, 2008, from

Annotation: This paper reports on a study, Whanake Rangatahi – Programmes

and Services to Address Māori Youth Offending, assessing Māori participation in
programmes and services directed at youth offending and the outcomes. The
paper highlights implications for government policy, programme specification and
purchasing, research and evaluation.

Wakefield, W. D., & Hudley, C. (2007). Ethnic and racial identity and adolescent
well-being. Theory Into Practice, 46(2), 147-154. Retrieved December 3,
2008, from

Annotation: This article reviews theoretical and empirical literature that informs
our understanding of the development of a positive ethnic identity, and the
consequences for adolescent mental health. The review includes research on
both psychological and behavioral outcomes for adolescents; the relationships
among ethnic identity, discrimination, and mental health; and the role of racial
socialization in ethnic identity development and mental health. The authors also
pay particular attention to ethnic identity and academic achievement.
Merritt, K. (2002). Rangatahi wahine: Overcoming the odds – preliminary results.
Paper presented at The Proceedings of the National Maori Graduates of
Psychology Symposium, Waikato, New Zealand. Retrieved December 3,
2008, from

Annotation: The purpose of my research was to identify factors that have

contributed to the development of resilience in young Māori girls’ lives.
Incorporated into this was an exploration of their psychosocial competence
makeup, to see whether their sense of self, sense of relationship to the world,
and ability to negotiate life events, was unique.

The Ministry of Maori Development. (2006). Maori youth. Retrieved December 3,

2008, from

Annotation: This a webpage which has statistics on Maori youths’ population,

education, employment, health, sexual health, alcohol, exercise etc.

Smith, L. T., Smith, G. H., Boler, M., Kempton, M., Ormond, A., & Chueh, H., et al.
(2002). “Do you guys hate Aucklanders too?” Youth: Voicing difference
from the rural heartland. Journal of Rural Studies, 18, 169-178. Retrieved
December 3, 2008, from

Annotation: Youth First conducted focus groups and participatory "youth

tribunals" across New Zealand, examining experiences of growing up rural.
Common themes included "not being listened to," exclusion from citizen
participation, and anxiety about the future. Remarkable differences in experience
and views were often found in the same community. Maori youth revealed strong
connections to place and extended family.
Edwards, S., Mccreanor, T., & Moewaka-Barnes, H. (2007). Maori family culture: A
context of youth development in Counties/Manukau. New Zealand journal
of Social Sciences Online, 2, 1-15. Retrieved December 3, 2008, from

Annotation: This paper reports on a study designed to bring the voices of young
people directly into the social science literature regarding environmental
influences on wellbeing. We analyse accounts from young Maori about their
families and the roles families play in order to focus on strengths and positive
resources for the promotion of youth wellbeing.

Durie, M. (1998). Te Mana Kawanatanga: The Politics of Māori Self Determination.

Auckland: Oxford University Press.

Annotation: Mana Tupuna: Identity and Heritage (Chapter 3). This chapter
discusses the creation of a Maori identity; Being Maori in the 21st century; Maori
Language teachers and resources; Traditional knowledge and others related to
identity of Maori culture.

UNESCO. (2005, January). Restoring the lifetime: Social cohesion and integration
of conflict-affected youth. USA: Author. Retrieved December 3, 2008, from

Annotation: This study is related to a highly prioritized subject concerning the

educational and social changes throughout the world. Content: (I)The
marginalization of conflict-affected youth; (II) Social cohesion and social capital:
Theories, models and practice; (III) Youth education and its role in building social
capital; (IV) Integration of excluded youth; (V) Role of government in rebuilding
social cohesion and engaging conflict-affected youth.

Love & Praat et al