Couples Work in Cultural Context: Te Ao Māori and Poststucturalist Practices Informing Counselor Training in Aotearoa New Zealand

2016 ◽  
Vol 55 (2) ◽  
pp. 238-252 ◽  
Author(s):  
Helene Connor ◽  
Helen Gremillion ◽  
Yolanda Meima
Keyword(s):  
New Zealand ◽  
Counselor Training ◽  
Cultural Context ◽  
Aotearoa New Zealand

scholarly journals Asexuals negotiate the ‘onslaught of the heteronormative’

Sexualities ◽  
2021 ◽  
pp. 136346072199338
Author(s):  
Tiina Vares
Keyword(s):  
New Zealand ◽  
Everyday Life ◽  
Cultural Context ◽  
Emotional Responses ◽  
Emotional Impact ◽  
Individual Interviews ◽  
The Past ◽  
Aotearoa New Zealand ◽  
The Everyday ◽  
Research Gap

Although theorizing and research about asexuality have increased in the past decade, there has been minimal attention given to the emotional impact that living in a hetero- and amato-normative cultural context has on those who identify as asexual. In this paper, I address this research gap through an exploration of the ‘work that emotions do’ (Sara Ahmed) in the everyday lives of asexuals. The study is based on 15 individual interviews with self-identified asexuals living in Aotearoa New Zealand. One participant in the study used the phrase, ‘the onslaught of the heteronormative’ to describe how he experienced living as an aromantic identified asexual in a hetero- and amato-normative society. In this paper I consider what it means and feels like to experience aspects of everyday life as an ‘onslaught’. In particular, I look at some participants’ talk about experiencing sadness, loss, anger and/or shame as responses to/effects of hetero- and amato-normativity. However, I suggest that these are not only ‘negative’ emotional responses but that they might also be productive in terms of rethinking and disrupting hetero- and amato-normativity.

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.

scholarly journals Early childhood care and education in the cultural context of aotearoa (New Zealand)

2020 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Cultural Context ◽  
Ministry Of Education ◽  
Cultural Constructs ◽  
Narrative Assessment ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Te Whāriki

© 2018 Taylor and Francis. Early childhood care and education in Aotearoa (New Zealand) has been celebrated through the international interest in the innovative sociocultural curriculum, Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa (New Zealand Ministry of Education, 1996). This document is now 20 years old, and is at the time of writing being updated by the New Zealand Ministry of Education. 1 In this chapter, a brief overview of the historical and cultural contexts of early childhood care and education leads into a discussion of some key cultural constructs and values that are recognised in Te Whāriki; in particular, those of the Indigenous people, the Māori. Discussion of the narrative assessment models that were developed to support the implementation of Te Whāriki is followed by an outline of implications for teacher education. The chapter ends with some reflections on aspirations for the future of early childhood care and education in Aotearoa.

Transnational social workers in Aotearoa New Zealand

2018 ◽  
Author(s):  
Liz Beddoe
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Social Worker ◽  
Cultural Context ◽  
Aotearoa New Zealand ◽  
Three Phase ◽  
Transitional Experience ◽  
Professional Perspectives ◽  
Vantage Points

While much has been written about social worker migration to the northern hemisphere, prior to the current decade little was known about the experiences of social workers, with professional qualifications gained elsewhere, who were practising in Aotearoa New Zealand. The cultural context of Aotearoa New Zealand brings particular challenges to transnational social workers, and their professional perspectives were little understood. Both qualitative and quantitative strategies were used in a three-phase project to gain greater insight. The findings provided understanding into the nature of the transitional experience for migrant professionals and new vantage points on views of social work as practised in different contexts. We identify perceptions reflecting ‘enduring professional dislocation’ arising from limits to the portability of any ‘universal’ constructs of social work and demonstrating the need for structured support and education for transnational social workers.

scholarly journals The pluralism of river rights in Aotearoa, New Zealand and Colombia

2020 ◽  
Author(s):  
Elizabeth Jane Macpherson ◽  
Felipe Clavijo Ospina
Keyword(s):  
New Zealand ◽  
Cultural Context ◽  
Water Law ◽  
Human Species ◽  
Collaborative Relationship ◽  
Legal Personality ◽  
Aotearoa New Zealand ◽  
The Subject ◽  
The Moment ◽  
River Communities

In this article we interrogate the recognition of rivers as legal persons in Aotearoa New Zealand (Whanganui River) and Colombia (Ri'o Atrato). Although the legal, political, historical and cultural context for recognition is different in each country, an analysis of the cases presents some interesting conceptual correlations, which help us to understand this emerging (and sometimes controversial) transnational idea that a river can be a person. In both cases recognising that the river is a person is an attempt to accommodate diverse legal and cultural interests in the river, in order to establish a new collaborative relationship between the state and river communities. Whether either model results in improved river outcomes, or increased indigenous or community jurisdiction to govern, turns not on the fiction that the river is a person but on the surrounding institutional framework, which has been carefully designed to engender enforceability. Thus, we argue, traditional dichotomies that draw lines between human-centred and earth-centred laws, or nature as the object versus the subject of property or rights fail to capture what legal personality entails. Ahora es el momento de comenzar a to mar las primeras medidas para proteger de forma eficaz al planeta y a sus recursos antes de que sea demasiado tarde o el dano sea irreversible, no solo para las futuras generaciones sino para la especie humana.2 Now is the moment to begin to take the first steps effectively to protect the planet and its resources before it is too late or the damage is irreversible, not just for future generations but for the human species. This is the author-produced PDF of an article, accepted for publication in [Journal of Water Law], following peer review. The Version of Record [Macpherson, E. & Ospina, F.C. 2015, "The pluralism of river rights in Aotearoa, New Zealand and Colombia", Journal of Water Law, vol. 25, no. 6, pp. 283-293] is available in [Journal of Water Law, vol 25, issue 6 at 283-293]. Licensed under CC BY-NC-ND 3.0.

scholarly journals Standing at the Waharoa

2020 ◽  
Vol 24 (1) ◽  
pp. 67-78
Author(s):  
John O'Connor
Keyword(s):  
New Zealand ◽  
Cultural Context ◽  
Clinical Encounter ◽  
Cross Cultural ◽  
Cultural Encounters ◽  
Aotearoa New Zealand ◽  
Challenges And Opportunities ◽  
Colonial Histories

In this paper the author suggests that, when standing at the waharoa (gate) waiting for the karanga which calls us on to the marae, many of us, and particularly those whose ancestral histories originate in countries other than Aotearoa New Zealand, feel the apprehensive anticipation, if not disturbing terror, that comes with stepping into a cultural context so imbued with the painful colonial histories of this country. The paper explores how this history impacts upon us in cross-cultural encounters in Aotearoa New Zealand, and in particular in encounters between Māori and non-Māori, and the challenges and opportunities such encounters offer for the psychotherapeutic clinical encounter.

scholarly journals Youth Encounters with Internet Pornography: A Survey of Youth, Caregiver, and Educator Perspectives

2021 ◽  
Author(s):  
Siobhán Healy-Cullen ◽  
Joanne E. Taylor ◽  
Kirsty Ross ◽  
Tracy Morison
Keyword(s):  
New Zealand ◽  
Young People ◽  
Cultural Context ◽  
Sexuality Education ◽  
Online Survey ◽  
Future Research ◽  
Global Trends ◽  
Stakeholder Groups ◽  
Internet Pornography ◽  
Aotearoa New Zealand

AbstractDespite international inquiry regarding young people’s encounters with Internet pornography (IP), there is a lack of knowledge about how their caregivers (parents or guardians) and educators perceive these encounters in comparison to young people. Such knowledge is critical to understanding the synergies and discrepancies that might exist between these key stakeholder groups (youth, caregivers and educators) and across genders, to subsequently inform how to best support youth in navigating IP. To this end, the present study describes youth (16–18-year olds) encounters with IP, as well as caregiver and educator perceptions of these encounters. An online survey was completed by 256 youth and 217 caregivers and educators recruited from nine schools with an existing investment in sexuality education in Aotearoa, New Zealand. Similar to global trends, this group of young New Zealanders were familiar with IP and patterns of encounters were gendered. However, there were varied understandings between stakeholder groups and across genders as to why and how these encounters occur. Understanding the ways youth encounter IP—and exploring how caregivers and educators perceive these encounters—serves as a springboard for future research that considers the broader socio-cultural context within which these perspectives are constructed.

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