Geography of Narratives

Indigenous peoples around the world face similar challenges pertaining to their ancestral territories in planning, protection, policy, and advocacy. For Māori, of Aotearoa New Zealand, issues related to mana whenua, mana moana, demarcation and the protection of ancestral boundaries and associated cultural assets often require the creation of maps as proof of use and existence of tribal cultural footprints. Conceding this, GIS mapping technologies offers a unique suite of tools that can assist Indigenous peoples including Māori to demarcate their ancestral territories, tell their stories, map their biographies, protect their land and articulate their mana whenua and mana moana. GIS technology has gained a worldwide reputation for its ability to manage and manipulate large amounts of geographical or spatially organised information. This technology has enormous implications and application for Indigenous peoples around the world looking at managing their own cultural information. Indigenous cultures, including Māori, throughout the world are exploring the potential that GIS technology and techniques offers in managing and mapping their ancestral landscapes based on their unique view of their part of the world. Indigenous peoples are traditionally oral based societies wherein their knowledge base was maintained and passed on using oral narratives such as songs, genealogies, chants, theatre and storytelling. Oral narratives such as mōteatea, karakia, tauparapara, and whakapapa and kōrero pūrākau unique to Māori were used to store their notions of the world and to pass that knowledge forward to each successive generation. Embedded in these oral narratives were their notions of place which informed their concept of a cultural landscape; a landscape informed by narratives; the geography of narratives. The primary purpose of this thesis is to examine the potential for blending GIS technology with oral narratives without compromising the integrity or changing the nature of that landscape and culture that informs it or without those oral narratives losing any of their cultural integrity or mana. iii Acknowledgements ‗Rā te haeata i takina mai i te ripa, te tara ki Tauhara Tū kau Tongariro i te tonga, tērā te puhi o Te Arawa! Mai i Maketu ki Tongariro-Ko Te Arawa te waka! Ko Tongariro te maunga Ko Taupō-nui-a-Tia te moana Ko te Heuheu tonu te tangata Ko Ngāti Tūwharetoa te iwi wānanga to decipher the mōteatea and in some cases ground truthing to locate the exact position of landmarks and place names for mapping purposes. However, this did not present a problem for the outcome of the thesis.

Indigenous peoples around the world face similar challenges pertaining to their ancestral territories in planning, protection, policy, and advocacy. For Māori, of Aotearoa New Zealand, issues related to mana whenua, mana moana, demarcation and the protection of ancestral boundaries and associated cultural assets often require the creation of maps as proof of use and existence of tribal cultural footprints. Conceding this, GIS mapping technologies offers a unique suite of tools that can assist Indigenous peoples including Māori to demarcate their ancestral territories, tell their stories, map their biographies, protect their land and articulate their mana whenua and mana moana.

Indigenous peoples around the world face similar challenges pertaining to their ancestral territories in planning, protection, policy, and advocacy. For Maori, of Aotearoa New Zealand, issues related to mana whenua, mana moana, demarcation and the protection of ...

Indigenous peoples around the world face similar challenges pertaining to their ancestral territories in planning, protection, policy, and advocacy. For Maori, of Aotearoa New Zealand, issues related to mana whenua, mana moana, demarcation and the protection of ...

El paisaje constituye un referente curricular en la enseñanza de
la geografía. En este trabajo se planteael estudio de los conceptos
geográficos desde su relación con el paisaje. Pues es en el paisaje
donde se muestra la realidad de las tensiones entre las intervenciones
humanas en el territorio y suasimilación en la naturaleza. Los relatos
de viaje y las descripciones de los paisajes son documentos que
permiten enfocar los conceptos geográficos. Para ello se sugiere
utilizar los textos narrativos para analizar, asociar y estructurar los
contenidos relacionados con el paisaje y a partir de ahí extraer los
conceptos geográficos. Por consiguiente, en la narración se manifiesta
el contraste entre los conceptos espontáneos y los científicos, así
como también se abordan los pares conceptuales opuestos.
Palabras-clave: paisaje, conceptos espontáneos, conceptos
científicos, narración.

La sabiduría popular, a través de los refranes, y la literatura, como libros de viaje y textos científicos de expediciones, registran situaciones meteorológicas. La revisión y el análisis de estas fuentes primarias de documentación constituyen un recurso didáctico en el aprendizaje de las situaciones climáticas de los paisajes del mundo. El objetivo
consiste en corroborar el rigor de las observaciones y la pertinencia didáctica de los mismos. Así, estos textos permiten relacionar el rigor científico de los conceptos y situaciones climáticas con los contenidos disciplinares en el currículum.