Barbara Harrison is Senior Research Fellow at the School of Maori and Pacific Development, University of Waikato, New Zealand.

Barbara Harrison has developed guidelines for collaborative programs based on her experience in indigenous communities in Alaska and New Zealand. Most of her program examples are taken from education and vocational training, but the guidelines can be useful for programs in health, social services, and other areas as well. Researchers, teachers, and others from outside indigenous communities will find these recommendations helpful if they intend to work in collaborative relationships. Also, local communities can take advantage of the guidelines when they set up new programs.

• Part 1 Part 1: Surviving and Succeeding in Collaborative Programs Chapter 2 Chapter 1: European and Indigenous Contact History: The United States, Canada, Australia, and New Zealand Chapter 3 Chapter 2: The Evolution of Collaborative Programs Chapter 4 Chapter 3: Collaborative Fieldworkers Chapter 5 Chapter 4: Designing Collaborative Programs Part 6 Part 2: Lessons Learned Chapter 7 Chapter 5: The Small High Schools Project 1977-78 Chapter 8 Chapter 6: College Pilot Projects 1979-81 Chapter 9 Chapter 7: Manokotak School Case Study 1983-85 Chapter 10 Chapter 8: Rakaumanga School 1986-87 Chapter 11 Chapter 9: The Community Training Centre 1986-1990 Chapter 12 Chapter 10: Maori Community Projects 1990-1996 Chapter 13 Chapter 11: Collaborative Programs in Indigenous Communities Chapter 14 Appendix: Draft Declaration on the Rights of Indigenous Peoples Chapter 15 References 16 Index

Barbara Harrison is Senior Research Fellow at the School of Maori and Pacific Development, University of Waikato, New Zealand.

Barbara Harrison has developed guidelines for collaborative programs based on her experience in indigenous communities in Alaska and New Zealand. Most of her program examples are taken from education and vocational training, but the guidelines can be useful for programs in health, social services, and other areas as well. Researchers, teachers, and others from outside indigenous communities will find these recommendations helpful if they intend to work in collaborative relationships. Also, local communities can take advantage of the guidelines when they set up new programs.

• Part 1 Part 1: Surviving and Succeeding in Collaborative Programs Chapter 2 Chapter 1: European and Indigenous Contact History: The United States, Canada, Australia, and New Zealand Chapter 3 Chapter 2: The Evolution of Collaborative Programs Chapter 4 Chapter 3: Collaborative Fieldworkers Chapter 5 Chapter 4: Designing Collaborative Programs Part 6 Part 2: Lessons Learned Chapter 7 Chapter 5: The Small High Schools Project 1977-78 Chapter 8 Chapter 6: College Pilot Projects 1979-81 Chapter 9 Chapter 7: Manokotak School Case Study 1983-85 Chapter 10 Chapter 8: Rakaumanga School 1986-87 Chapter 11 Chapter 9: The Community Training Centre 1986-1990 Chapter 12 Chapter 10: Maori Community Projects 1990-1996 Chapter 13 Chapter 11: Collaborative Programs in Indigenous Communities Chapter 14 Appendix: Draft Declaration on the Rights of Indigenous Peoples Chapter 15 References 16 Index