On the front foot: Indigenous leadership in Aotearoa/New Zealand higher education

2021 ◽  
pp. 1-16
Author(s):  
Rhonda Povey ◽  
Michelle Trudgett ◽  
Susan Page ◽  
Stacey Kim Coates
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Indigenous Leadership ◽  
Aotearoa New Zealand

scholarly journals Reflexivity, Internal Conversation and Societal Influences on Higher Education Students’ Consideration of Values and Priorities during their Citizenship Studies

2021 ◽  
Author(s):  
◽  
Linda Rowan
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Personal Characteristics ◽  
Reference Points ◽  
Social Worlds ◽  
Framework Analysis ◽  
Daily Lives ◽  
New Graduates ◽  
Aotearoa New Zealand ◽  
Technological Developments

<p>My thesis examines the reflexive processing of knowledge, beliefs, values and personal priorities in the internal and external conversations of students during a period of university study. In higher education, learners encounter the values and views of knowledge prioritised by political, institutional, departmental and academic discourses; beliefs, values and dispositions which may differ from their own. Currently there is little understanding of how university students examine and act on new understandings of knowledge in light of their existing reference points and priorities. I use structure-agency and reflexivity theory as lenses to understand individuals’ agentic responses to the personal, social and structural enablements and constraints encountered in their university studies and daily lives.  Using reflexivity methods drawn from Margaret Archer’s work, I investigated students’ responses to citizenship concepts presented in three compulsory courses at one Aotearoa/New Zealand university. My research involved a unique application of framework analysis methods to draw themes from the 31 participants’ stories while retaining the integrity of each narrative.  In a new application of Archer’s work, I found that some participants demonstrated controlled reflexivity in containing their reflexive thought processes in response to situational changes such as family trauma or mental health. Controlled reflexivity ensured the actor balanced their concerns against their projects and goals to manage and contain both their internal and external deliberations. This research challenges Archer’s idea that the disruptions of late modernity removed people from their natal contexts, increasing their need for higher levels of reflexivity. While reflexivity shifts when students’ values and concerns are challenged, I found that technological developments have allowed individuals to retain more and deeper connections with their natal context than in Archer’s work. Furthermore, I argue that Archer’s claim of a reflexive progression in dominant modes due to increased education is too simplistic and fails to acknowledge that students’ reflexive practices are highly contextual (such as living in a bicultural country like Aotearoa/New Zealand) and strongly influenced by personal circumstances. Internal conversations for my research participants were complemented with external conversations to build reflexivity. Single, dual or multi modes of reflexivity were revealed in study-work life as students’ personal priorities shifted. The specificity of reflexive processing means reflexivity typologies need to be robust to be applied across cultures and contexts.  This work is a reminder to policy developers, universities, teachers and employers that the “invisible” personal characteristics and attributes that society seeks to see in new graduates are neither easy to assess nor to confirm using typologies. Academics need to remain open to understanding the multiple intersections of the study world with individuals’ wider social worlds and circumstances.</p>

scholarly journals Faithfulness and fidelity across identities and contexts for SOTL in the global South

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
KC Lee ◽  
Zach Simpson
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Social Work ◽  
New Zealand ◽  
Teaching And Learning ◽  
Global South ◽  
The Other ◽  
Scholarship Of Teaching ◽  
Aotearoa New Zealand

Issue 5.2 of SOTL in the South features four peer-reviewed articles, one reflective piece and one book review. The peer-reviewed articles include two articles about broader concerns related to the scholarship of teaching and learning in higher education, namely the discursive and negotiated work of producing SoTL work and the importance of considering diverse worldviews regarding research ethics. In addition, there are two detailed accounts of instances of SoTL, one from Lesotho, addressing the challenges facing students from rural contexts, and the other from South Africa, investigating the implementation of collaborative learning in a fourth-year social work classroom. The issue concludes with a reflection on an action-oriented workshop held in Aotearoa New Zealand aimed at increasing the number of Māori and Pasifika academics, and a review of The Bloomsbury Handbook of the Internationalization of Higher Education in the Global South.

A Cartography of Higher Education: Attempts at Inclusion and Insights from Pasifika Scholarship in Aotearoa New Zealand

2017 ◽  
pp. 81-99 ◽  
Author(s):  
Sereana Naepi ◽  
Sharon Stein ◽  
Cash Ahenakew ◽  
Vanessa de Oliveira Andreotti
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Aotearoa New Zealand

scholarly journals Evaluating engagement with graduate outcomes across higher education institutions in Aotearoa/New Zealand

2015 ◽  
Vol 34 (5) ◽  
pp. 1014-1030 ◽  
Author(s):  
R. Spronken-Smith ◽  
C. Bond ◽  
A. McLean ◽  
S. Frielick ◽  
N. Smith ◽  
...  
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Higher Education Institutions ◽  
Aotearoa New Zealand

scholarly journals Developing Our Voices: Pacific Early Career Academics’ Journeys in Aotearoa New Zealand

2021 ◽  
Author(s):  
Tim Baice ◽  
Sereana Naepi ◽  
Seuta‘afili Patrick Thomsen ◽  
Karamia Muller ◽  
Marcia Leenen-Young ◽  
...  
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Early Career ◽  
Structural Barriers ◽  
Daily Lives ◽  
Aotearoa New Zealand ◽  
The Pacific ◽  
The University

The proportion of Pacific academics in permanent confirmation path positions at New Zealand universities (1.4 percent) continues to lag far behind the Pacific share of New Zealand’s population (7 percent). In this paper, we use a thematic talanoa to explore the experiences of Pacific early career academics (PECA) at the University of Auckland to highlight the key themes, challenges and features of our daily lives in the colonial, Western, and Pākehā institution that is the university. This paper sheds light on the systemic and structural barriers that impact PECA journeys through higher education and suggests actions that universities in New Zealand can take to further support, nurture, and develop PECA pathways into and upward through the academy.

scholarly journals Poetic Deviances, Lessgo Deconstruct the Master’s Tools: Creatively Critical Talanoa Mālie and Critical Autoethnographic Defiance

2021 ◽  
Author(s):  
David Taufui Mikato Faʻavae ◽  
Edmond Fehoko ◽  
Sione Siuʻulua ◽  
Finausina Tovo
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
New Zealand ◽  
Meaning Making ◽  
Early Career ◽  
Aotearoa New Zealand ◽  
The University

Indigenous Pacific knowledges embody creative modes of expression and sensibilities as meaning–making. Academia, as a Western-oriented institution, however, privileges intellectualisations that favour abstract critical thinking through more objective lenses. As Moana–Pacific–Pasifika researchers, being creatively critical in higher education begins from our Indigenous concepts and creative practices such as poetry. Talanoa mālie provides a worldview of being–knowing–seeing–doing that we inhabit as Tongans within higher education beyond the boundaries of our ancestral fonua or whenua. Our critical autoethnographic reflections as early career academics are woven through and positioned within our wider talatalanoa, which ultimately seeks to defy, disrupt, and deconstruct dominant Western academic tools and practices within the university context in Aotearoa–New Zealand.  

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