Growing a Culturally Responsive Tertiary Programme in Psychology

2017 ◽  
Vol 48 (01) ◽  
pp. 39-51
Author(s):  
Eileen Britt ◽  
Angus Macfarlane ◽  
Sonja Macfarlane ◽  
Katharina Naswall ◽  
Jacki Henderson
Keyword(s):  
New Zealand ◽  
Cultural Competency ◽  
Culturally Responsive ◽  
Cultural Practices ◽  
Integrated Approach ◽  
Psychology Training ◽  
Clinical Psychology Training ◽  
Process Of Change ◽  
Aotearoa New Zealand ◽  
The University

This paper provides a description of a postgraduate clinical psychology training programme's journey towards becoming more biculturally responsive and how the learnings from this have been applied to the wider Department of Psychology at the University of Canterbury (UC), Aotearoa New Zealand (NZ). The paper includes a discussion of cultural competency, and frameworks which have been proposed as a way to blend Western and Māori knowledge and clinical and cultural practices. The reasons for introducing the changes, the process of change and the actual changes are described, together with a discussion of the outcomes of the changes. Key principles in undertaking the changes were that it was considered important that the process that was seen as an ongoing journey. Further guiding principles were that a graded, integrated approach was required, undertaken in partnership with Māori, and with a commitment to biculturalism before multiculturalism.

scholarly journals A Feminist Critique of Clinical Psychology Training Programmes in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Heather Anne Barnett
Keyword(s):  
New Zealand ◽  
Clinical Psychology ◽  
Psychological Health ◽  
Comparative Approach ◽  
Psychology Training ◽  
Feminist Critique ◽  
Clinical Psychology Training ◽  
Aotearoa New Zealand ◽  
Training Programmes ◽  
The Way

<p>This thesis provides a feminist critique of clinical psychology training programmes in Aotearoa New Zealand. Taking a feminist standpoint epistemological position I argue that most clinical psychology training programmes do not adequately incorporate analyses of gender, or convey an understanding of the connection between women's sociopolitical positioning and psychological health. The central focus of the thesis is to examine the way analyses of gender and other relations of power are included in clinical psychology curricula. The curriculum is important because it reflects and reproduces dominant psychological knowledge and impacts on the way clinical psychology is practiced. To examine these issues, questionnaires were administered to fifty clinical psychology students and twelve academic clinical psychology staff in six Aotearoa New Zealand universities. Some of these participants also completed a further interview. Additional interviews were undertaken with eleven feminist clinical psychologists. Taking a feminist methodological position, my research involved systematic thematic analysis using a constant comparative approach, as well as the use of quantitative analysis. The research findings, in conjunction with attention to the broader ontological, epistemological, theoretical and methodological foundations of the clinical psychology curriculum, highlight the ways in which psychology's dominant discourses minimise the effects of gendered structural relations and continue to marginalise women's experiences, realities and material lives. As such, an underlying argument of this thesis is that clinical psychology participates in the reproduction of gender inequities, and may perpetuate rather than alleviate the 'psychological' difficulties women experience. The thesis concludes by offering ideas for the future development of clinical psychology training which takes a critical-realist approach to the construction of knowledge, offers multi-level epistemological analyses grounded in the diverse experiences of women and other marginalised groups, and locates gender and other analyses of power as central to the clinical curriculum.</p>

scholarly journals A Feminist Critique of Clinical Psychology Training Programmes in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Heather Anne Barnett
Keyword(s):  
New Zealand ◽  
Clinical Psychology ◽  
Psychological Health ◽  
Comparative Approach ◽  
Psychology Training ◽  
Feminist Critique ◽  
Clinical Psychology Training ◽  
Aotearoa New Zealand ◽  
Training Programmes ◽  
The Way

<p>This thesis provides a feminist critique of clinical psychology training programmes in Aotearoa New Zealand. Taking a feminist standpoint epistemological position I argue that most clinical psychology training programmes do not adequately incorporate analyses of gender, or convey an understanding of the connection between women's sociopolitical positioning and psychological health. The central focus of the thesis is to examine the way analyses of gender and other relations of power are included in clinical psychology curricula. The curriculum is important because it reflects and reproduces dominant psychological knowledge and impacts on the way clinical psychology is practiced. To examine these issues, questionnaires were administered to fifty clinical psychology students and twelve academic clinical psychology staff in six Aotearoa New Zealand universities. Some of these participants also completed a further interview. Additional interviews were undertaken with eleven feminist clinical psychologists. Taking a feminist methodological position, my research involved systematic thematic analysis using a constant comparative approach, as well as the use of quantitative analysis. The research findings, in conjunction with attention to the broader ontological, epistemological, theoretical and methodological foundations of the clinical psychology curriculum, highlight the ways in which psychology's dominant discourses minimise the effects of gendered structural relations and continue to marginalise women's experiences, realities and material lives. As such, an underlying argument of this thesis is that clinical psychology participates in the reproduction of gender inequities, and may perpetuate rather than alleviate the 'psychological' difficulties women experience. The thesis concludes by offering ideas for the future development of clinical psychology training which takes a critical-realist approach to the construction of knowledge, offers multi-level epistemological analyses grounded in the diverse experiences of women and other marginalised groups, and locates gender and other analyses of power as central to the clinical curriculum.</p>

Takina te Kawa: Laying the Foundation, a Research Engagement Methodology in Aotearoa (New Zealand)

2009 ◽  
Vol 39 (1) ◽  
pp. 110-117 ◽  
Author(s):  
Marama Taiwhati ◽  
Rawiri Toia ◽  
Pania Te Maro ◽  
Hiria McRae ◽  
Tabitha McKenzie
Keyword(s):  
New Zealand ◽  
Educational Research ◽  
Cultural Context ◽  
Culturally Responsive ◽  
Knowledge Development ◽  
Research Framework ◽  
Research Participants ◽  
Research Engagement ◽  
Aotearoa New Zealand ◽  
Engagement Process

AbstractIn the bi-cultural context of Aotearoa (New Zealand), engagement with stakeholders that is transparent and culturally responsive is a priority for educational research. More common research approaches in New Zealand have followed a Western euro-centric model of engagement with research participants resulting in interventions and initiatives that have not necessarily served the needs of the education sector. The authors critically analyse the researcher relationship with research participants to provide a Māori perspective to guide the engagement process as researchers enter educational communities to conduct research. Embedded with Māori ideology and knowledge, the Hei Korowai ethical research framework is a platform for insider positionality that acknowledges partnership between the researcher and the researched for the benefit of knowledge development and the educational sector.

A Saturated Time: Three Festivals in Poland, 2007

2008 ◽  
Vol 24 (4) ◽  
pp. 307-321
Author(s):  
Murray Edmond
Keyword(s):  
New Zealand ◽  
Associate Professor ◽  
Contemporary Theatre ◽  
Avant Garde ◽  
Aotearoa New Zealand ◽  
Theatre Company ◽  
Street Performance ◽  
The University ◽  
Special Time

What different kinds of festival are to be found on the ever-expanding international circuit? What companies are invited or gatecrash the events? What is the role of festivals and festival-going in a global theatrical economy? In this article Murray Edmond describes three festivals which he attended in Poland in the summer of 2007 – the exemplary Malta Festival, held in Poznan; the Warsaw Festival of Street Performance; and the Brave Festival (‘Against Cultural Exile’) in Wroclaw – and through an analysis of specific events and productions suggests ways of distinguishing and assessing their aims, success, and role in what Barthes called the ‘special time’ which festivals have occupied since the Ancient Greeks dedicated such an occasion to Dionysus. Murray Edmond is Associate Professor of Drama at the University of Auckland, New Zealand. His recent publications include Noh Business (Berkeley: Atelos Press, 2005), a study, via essay, diary, and five short plays, of the influence of Noh theatre on the Western avant-garde, and articles in Contemporary Theatre Review (2006), Australasian Drama Studies (April 2007), and Performing Aotearoa: New Zealand Theatre and Drama in an Age of Transition (2007). He works professionally as a dramaturge, notably for Indian Ink Theatre Company, and has also published ten volumes of poetry, of which the most recent is Fool Moon (Auckland: Auckland University Press, 2004).

scholarly journals University Leadership for Sustainability: an Active Dendritic Framework for Enabling Connection and Collaboration

2021 ◽  
Author(s):  
◽  
Pamela Margaret Williams
Keyword(s):  
New Zealand ◽  
Education For Sustainability ◽  
University Leadership ◽  
Aotearoa New Zealand ◽  
Sustainability Learning ◽  
Research Findings ◽  
Need For Support ◽  
Sustainability Initiatives ◽  
The University ◽  
Depth Interviews

<p>In a world with increasing environmental and social problems, education is widely accepted as being critical for meeting current and predicted sustainable development issues. This thesis explores possible reasons for the relatively low levels of education-for-sustainability programmes in universities in Aotearoa New Zealand, compared to selected international universities with coherent inter-disciplinary sustainability programmes of learning. The research involved qualitative in-depth interviews with two sub-sets of academic participants teaching in universities, twenty from selected international universities and ten from universities in Aotearoa New Zealand. A grounded theory methodology approach was chosen to analyse the extensive range of qualitative data. Analysis revealed generic essential themes underlying the experiences of the two sets of participants. Key themes included the importance of building connections between distributed sustainability leaders and the need for support from hierarchical university leadership for developing substantive sustainability learning initiatives. A theoretical model is proposed: an active dendritic framework for university leadership for sustainability, for improving collaborative learning within and across disciplinary areas, and building capacity for university-wide learning, leading to establishing coherent sustainability initiatives. Recommendations are offered for improving the uptake of education-forsustainability in universities in Aotearoa New Zealand, based on the research findings and the potential for using the dendritic framework for assisting connection and collaboration between transformational sustainability leaders within the university.</p>

scholarly journals Non-Core Business? An examination of university art galleries in New Zealand Aotearoa

2021 ◽  
Author(s):  
◽  
Penelope Baines
Keyword(s):  
New Zealand ◽  
Case Studies ◽  
Academic Goals ◽  
Art Galleries ◽  
Core Business ◽  
Aotearoa New Zealand ◽  
Wide Range ◽  
University Communities ◽  
The University ◽  
Museum Practice

<p>University art galleries are the most common form of campus museum in New Zealand and are increasingly viewed as alternative and innovative interdisciplinary teaching tools. Much of the literature concerning university art galleries discusses the potential of these organisations to act as forums, laboratories and portals for the presentation of diverse ideas within institutions of higher education. Yet these organisations are often overlooked by their parent organisation and considered superfluous to the university’s core business. Despite the ubiquity of university art galleries, little research has been undertaken regarding these organisations within the context of Aotearoa New Zealand. This dissertation explores this issue by examining the ways in which university art galleries have integrated themselves into their university communities.  This dissertation provides a general and concise overview of university art galleries in New Zealand and then presents two in-depth case studies, examining first the Gus Fisher Gallery and then the George Fraser Gallery at the University of Auckland. By utilising a wide range of sources including international and local theoretical literature, interviews, and documentation of public programmes and exhibition histories, these two case studies demonstrate that university art galleries contribute to their parent organisation in a variety of ways. These include serving as an important public interface for the university by showcasing academic and creative scholarship undertaken by the institution’s staff, students, and alumni; acting as a vehicle through which the university can achieve strategic and academic goals and objectives, and assisting the university in fulfilling its duty to act as the “critic and conscience of society”.  This dissertation makes a contribution to museum studies and current museum practice by addressing a gap in the New Zealand literature on this topic. It is the first critical academic analysis of university art galleries in this country situated in relation to British and American theory. In particular, it builds upon and refines Janet Marstine’s argument that university art galleries can lead in the development of the Post-Museum and questions whether Marstine’s theories can apply to the New Zealand context.</p>

scholarly journals Non-Core Business? An examination of university art galleries in New Zealand Aotearoa

2021 ◽  
Author(s):  
◽  
Penelope Baines
Keyword(s):  
New Zealand ◽  
Case Studies ◽  
Academic Goals ◽  
Art Galleries ◽  
Core Business ◽  
Aotearoa New Zealand ◽  
Wide Range ◽  
University Communities ◽  
The University ◽  
Museum Practice

<p>University art galleries are the most common form of campus museum in New Zealand and are increasingly viewed as alternative and innovative interdisciplinary teaching tools. Much of the literature concerning university art galleries discusses the potential of these organisations to act as forums, laboratories and portals for the presentation of diverse ideas within institutions of higher education. Yet these organisations are often overlooked by their parent organisation and considered superfluous to the university’s core business. Despite the ubiquity of university art galleries, little research has been undertaken regarding these organisations within the context of Aotearoa New Zealand. This dissertation explores this issue by examining the ways in which university art galleries have integrated themselves into their university communities.  This dissertation provides a general and concise overview of university art galleries in New Zealand and then presents two in-depth case studies, examining first the Gus Fisher Gallery and then the George Fraser Gallery at the University of Auckland. By utilising a wide range of sources including international and local theoretical literature, interviews, and documentation of public programmes and exhibition histories, these two case studies demonstrate that university art galleries contribute to their parent organisation in a variety of ways. These include serving as an important public interface for the university by showcasing academic and creative scholarship undertaken by the institution’s staff, students, and alumni; acting as a vehicle through which the university can achieve strategic and academic goals and objectives, and assisting the university in fulfilling its duty to act as the “critic and conscience of society”.  This dissertation makes a contribution to museum studies and current museum practice by addressing a gap in the New Zealand literature on this topic. It is the first critical academic analysis of university art galleries in this country situated in relation to British and American theory. In particular, it builds upon and refines Janet Marstine’s argument that university art galleries can lead in the development of the Post-Museum and questions whether Marstine’s theories can apply to the New Zealand context.</p>

Making a difference: The role of the Māori administrator in Universities

Te Kaharoa ◽  
2012 ◽  
Vol 5 (1) ◽  
Author(s):  
Tania Smith
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
World View ◽  
Academic Staff ◽  
Aotearoa New Zealand ◽  
Making A Difference ◽  
European Values ◽  
The Government ◽  
The University

The Tertiary Education Strategy 2010 – 2015 in Aotearoa/New Zealand states that the Government aims to ‘increase the number of Māori students achieving at the higher level’ (Tertiary Education Commission 2010, p10). For this to be achieved universities need to play their part in assisting Māori students to progress beyond the undergraduate degree and into postgraduate study. Universities take their origins from western European values, ideals and world view which are reflected in the curriculum, management systems and processes.  It is predicated that by 2020 over half the tertiary student population will be Māori due to a youthful Māori population (Department of Labour, 2008). This will be a challenge for universities.  Therefore, the role of a Māori administrator within the university system becomes critical in being able to provide useful insight to the university on how to retain Māori students in this changing environment. This paper draws on my Master of Philosophy research.  It will critically examine the role Māori administrator’s play in the recruitment and retention of Māori students in universities in Aotearoa/New Zealand including culturally specific pastoral care, accurate course advice, information on degree requirements, appropriate learning pathways for students and supporting academic staff to track student progress through to completion. These additional responsibilities, often unrecognised by the university, demonstrates the important role a Māori administrator can make in retaining Māori students in the academy. 

Sign in / Sign up

Export Citation Format

Share Document