Schools at War: a life‐history analysis of learning and teaching in New Zealand, 1939‐1949

1998 ◽  
Vol 19 (1) ◽  
pp. 53-74 ◽  
Author(s):  
Sue Middleton
2021 ◽  
Vol 5 (1) ◽  
pp. 9-10
Author(s):  
Beverly (Shih-Yun) Chen

Working in professional kitchens, women chefs face multiple challenges including gender segregation and stereotyping, unfair human-resource policies and procedures, exclusion from professional networks, lack of work–life balance and lack of support [1]. Under these circumstances, it is not surprising that few women chefs progress to prime positions in professional kitchens. Although many leave the industry, some women chefs have persevered and succeeded in attaining executive roles. These women’s success stories, and how they have been achieved, are worth examining in order to benefit the growth of the chef sector. The aim of the research reported in this article [2] was to explore the life histories of women executive chefs in order to understand how it has influenced their careers. Previous studies have described the working environments of chefs but have not captured women’s perspectives [3, 4]. This study therefore aimed to understand how women chefs progress in the profession, what their experiences have been, and what influences their professional trajectories. The study adopted a life-history research approach to allow participants’ lives and experiences to be made visible [5]. The interview participants were 23 women executive chefs who were, or had been, managing commercial kitchens in New Zealand, with professional responsibilities including financial control, menu design, food production, and leading a team of kitchen staff. The participants had been in the industry between seven and more than 40 years. Most were executive chefs at their own establishments; six were employees of chained establishments or fine-dining restaurants; and three had since moved on to other paths in the industry, such as education or owning a food-related business. When examining the women’s trajectories into an executive chef position, a notable finding was that family was found to have strong influence on their career journeys, including changes in career direction and career length. Out of the 23 participants, 21 (91%) mentioned the influence of their family of origin on their career choices. It was clear that parents’ opinions about the chef profession and families’ expectations and needs had been a strong influence on the women’s interest in becoming a chef and their resulting professional pathways. Further, participants particularly valued the support from their family throughout their professional careers. Being a chef is demanding, and the participants considered support from family had helped sustain their professional advancement. Changes in family circumstances, such as getting married or becoming partnered, also influenced the women’s career progression. In this research, having children was identified as the main obstacle to women chefs’ career advancement and the main cause of women leaving the chef profession. Furthermore, many participants expressed concerns about conflict between work and family responsibilities because, on top of the long hours and demands of their work environments, they were also the primary caregivers in their families and performed most of the household tasks. Different strategies were applied by the participants to resolve work–family conflicts. Some sought childcare help from family or professional services; in search of more flexible work schedules, some had left their jobs to work in other establishments in the hospitality industry or opened their own establishments; and some took a break from the kitchen to focus on childcare and domestic responsibilities. This finding explains the predominance in the participant profiles, mentioned above, of women executive chefs either owning their own establishments or having left their executive roles. By revealing women executive chefs’ stories, this research has contributed new insights into the challenges they encounter during their careers. The importance of parental support in the development and growth of women chefs in the professional kitchen is emphasised. At the same time, the study urges food and beverage establishments to provide a family-friendly environment and to develop policies and procedures that allow work–life balance for women within the industry. The full research project can be accessed here: http://hdl.handle.net/10292/14323 Corresponding author Beverly (Shih-Yun) Chen can be contacted at [email protected] References (1) Harris, D. A.; Giuffre, P. Taking the Heat: Women Chefs and Gender Inequality in the Professional Kitchen; Rutgers University Press, 2015. (2) Chen, S. Y. (B.) Experiences of Women Executive Chefs: A Life History Approach; Doctoral thesis, Auckland University of Technology, New Zealand, 2021. http://hdl.handle.net/10292/14323 (3) Cameron, D. S. Organizational and Occupational Commitment: Exploring Chefs from a Cultural Perspective; Doctoral thesis, University of Surrey, England, 2004. http://epubs.surrey.ac.uk/851494/ (4) Robinson, R. N. S.; Solnet, D. J.; Breakey, N. A. Phenomenological Approach to Hospitality Management Research: Chefs’ Occupational Commitment. International Journal of Hospitality Management 2014, 43, 65–75. https://doi.org/10.1016/j.ijhm.2014.08.004 (5) Sosulski, M.; Buchanan, N.; Donnell, C. Life History and Narrative Analysis: Feminist Methodologies Contextualizing Black Women’s Experiences with Severe Mental Illness. The Journal of Sociology & Social Welfare 2010, 37 (3), 29–57. http://scholarworks.wmich.edu/jssw/vol37/iss3/4


2021 ◽  
Author(s):  
◽  
Peter Kappert

<p>This thesis is concerned with both the direction and the appropriateness of the recently adopted standards-based approach in post-compulsory education and training in New Zealand, while particularly focusing on the implications this might have in formal post-school trades training. It evaluates the developments, the tenets, and the early results of the 'standards' movement within a socio-historical context and against the development of relevant policy formations and legislative changes. The central focus in this work is on the National Qualifications Framework, which is currently being developed under the auspices of the New Zealand Qualifications Authority. This outcomes-focussed model, and related government-initiatives, represent a radial shift away from established learning and teaching practices in New Zealand, a move which is not uncontested for both pedagogical and pragmatical reasons. An analysis of these developments is discussed with reference to those in apprenticeship training and policy in the Federal Republic of Germany, which includes the intention, as expressed by the major role players in the Republic, to develop an educational framework model. The principles, scope, and structure, as they relate to these framework models, are analysed from a comparative perspective, and certain points are highlighted. This thesis contends that despite fundamental divergence in training cultures and systems in the two countries, it is recognised that the common aim of the framework approaches is to improve the correspondence between the world of education and work as well as to enhance the educational pathways for students. This, it is argued, are commendable and valuable aims; not in the least because it has also the potential to bridge the 'vocational/academic' divide - an increasingly invalid division in modern-day societies. This is reflected in a strong focus in these framework models on the promotion, and implementation, of an integrated learning and teaching approach which is supported by the notion introduced by Michael Young that qualifying is a continuous process. This concept is now generally endorsed by the major role players in both Germany and New Zealand as being an important one, in that it is supportive of the macro aim of furthering national economic progress. The author, however, contends that educational, progress cannot simply be assumed because a new educational, or qualifications, framework is being introduced. Its foundation needs to be pedagogically sound and based on sufficient research while an (over)reliance on a single assessment strategy for application to all of post-compulsory education and training cannot be accepted as valid from an educational viewpoint. The thesis concludes with advocacy for more critical research into the NQF.</p>


2015 ◽  
Vol 60 (10) ◽  
pp. 2127-2141 ◽  
Author(s):  
Peter E. Jones ◽  
Gerard P. Closs
Keyword(s):  

2021 ◽  
Vol 12 (1) ◽  
pp. 51-78
Author(s):  
Linda Claire Warner ◽  
Pirita Seitamaa-Hakkarainen ◽  
Kai Hakkarainen

The research study focuses on the phenomenon of informal learning and teaching, as it materializes through the quiltmakers’ engagement in idiosyncratic community practices. The present study considers the construction of craft knowledge from a sociocultural perspective, focusing on social and material mediation, and embodiment as a form of meaning-making for quiltmakers. The ethnographic data were collected from two quilting communities in Aotearoa New Zealand and in total 66 quilters volunteered to participate. The fieldwork extended over an eight-month period with data consisting of interviews, observations, fieldnotes and reflective diaries including the visualization of interactive happenings in situ. Chronological content logs were created, and data were analysed by qualitative content analysis. The primary interest was on the verbal (i.e. social), non-verbal (i.e. embodied) and material (inter)actions that were central to the quilters’ meaning-making processes. This praxis and process of informal learning usually make it invisible because it is a ubiquitous element embedded in the quilting community context. Identifying different aspects of multimodal making foregrounds how the quilters’ learning is socially interactive, with ‘hands on’ and ‘minds on’ processes tied to their bodily experiences and material world. This study demonstrates the significance of the ongoing communicative (inter)actions for meaning-making, highlighting the role of the body, mind and environment in shaping quilting practices and appropriating craft knowledge.


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