scholarly journals Finding ‘a safe place to cry’: A review of research and evidence informing social work with refugees and new settlers in Aotearoa New Zealand

2017 ◽  
Vol 21 (1-2) ◽  
pp. 48-59 ◽  
Author(s):  
Jenny Pepworth ◽  
Mary Nash
Keyword(s):  
New Zealand ◽  
Support Networks ◽  
Evidence Based ◽  
Host Society ◽  
Relevant Research ◽  
Employment Opportunities ◽  
Safe Place ◽  
Migrant Communities ◽  
Aotearoa New Zealand ◽  
Research Findings

This article presents current and relevant research findings relating to settlement in Aotearoa New Zealand for both refugees and migrants. The article looks at how losses experienced through migration impact on settlement outcomes. Protective and risk factors for new migrants’ adjustment including family and social support networks, language issues, employment opportunities, discrimination and prejudice as well as the size of different migrant communities are all explored. Social policy which aims to achieve social cohesion must adequately address the needs of both newcomers and host society members. Social workers need to be aware of the settlement issues faced by their clients at the micro, meso and macro levels in order to competently and ethically meet their clients’ needs in this field of practice. The article provides evidence based on research for practice.

Book Review: Jolly, J.L., & Jarvis, J.M. (Eds). (2018). Exploring Gifted Education: Australian and New Zealand Perspectives. Melbourne, Australia: Routledge.

2020 ◽  
pp. 54-59
Keyword(s):  
New Zealand ◽  
Gifted Education ◽  
Research Agenda ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Central Thesis ◽  
Research Findings ◽  
Areas Of Concern

In this first edition book, editors Jolly and Jarvis have compiled a range of important, contemporary gifted education topics. Key areas of concern focus on evidence-based practices and research findings from Australia and New Zealand. Other contributors include 14 gifted education experts from leading Australian and New Zealand Universities and organisations. Exploring Gifted Education: Australian and New Zealand Perspectives, introduced by the editors, is well organised. Jolly and Jarvis’s central thesis in their introduction is to acknowledge the disparity between policy, funding and practice in Australia and New Zealand. Specifically, in relation to Australia, they note that a coordinated, national research agenda is absent, despite recommendations published by the Australian Senate Inquiry almost 20 years ago.

Ka mura ka muri: understandings of organ donation and transplantation in Aotearoa New Zealand

2021 ◽  
pp. medhum-2020-012038
Author(s):  
Rhonda Shaw ◽  
Robert Webb
Keyword(s):  
New Zealand ◽  
Organ Donation ◽  
Well Being ◽  
The Body ◽  
Cultural Meanings ◽  
Aotearoa New Zealand ◽  
Values And Beliefs ◽  
History Of ◽  
Research Findings ◽  
Interview Studies

In this article, we refer to the separation of solid organs from the body as bio-objects. We suggest that the transfer of these bio-objects is connected to emotions and affects that carry a range of different social and cultural meanings specific to the context of Aotearoa New Zealand. The discussion draws on research findings from a series of qualitative indepth interview studies conducted from 2008 to 2013 with Māori (the Indigenous people of Aotearoa New Zealand) and Pākehā (European settler New Zealanders) concerning their views on organ donation and transplantation. Our findings show both differences and similarities between Māori and Pākehā understandings of transplantation. Nevertheless, while many Māori draw on traditional principles, values and beliefs to reflect on their experiences in relation to embodiment, gift-giving, identity and well-being, Pākehā tend to subscribe to more Western understandings of identity in terms of health and well-being, in line with international literature on the topic. Rather than reflecting individualistic notions of the body and transplantation as the endpoint of healthcare as do Pākehā, Māori views are linked to wider conceptions of family, ancestry and belonging, demonstrating how different rationalities and ontologies affect practices and understandings surrounding organ transfer technology. In the article, we focus predominantly on Māori perspectives of organ transfer, contextualising the accounts and experiences of our research participants against the backdrop of a long history of settler colonialism and health inequalities in Aotearoa New Zealand.

scholarly journals Architecture Without Expectation: Designing a third place for mental wellbeing in the community

2021 ◽  
Author(s):  
◽  
Kezia Fairbrother
Keyword(s):  
Mental Health ◽  
New Zealand ◽  
Mental Wellbeing ◽  
Evidence Based ◽  
Third Place ◽  
Therapeutic Landscapes ◽  
Spatial Design ◽  
Aotearoa New Zealand ◽  
The Government ◽  
Maori Health

<p>In 2018, the government published the report of its inquiry into mental health and addiction in Aotearoa New Zealand, which called for a ‘paradigm shift’ in the country’s approach to mental wellbeing. This research portfolio explores the role architecture has to play in this shift, acknowledging the problematic historical associations of architecture and mental health. In doing so, the work aims to establish principles for a new architectural typology of mental health care, outside of conventional institutions. It explores contemporary approaches to wellness, and integrates research from several bodies of theoretical and evidence-based research into a new creative practice within architecture. Specifically, the research draws on theory around nonrepresentational therapeutic landscapes, third place and evidence based design. These inform creative explorations of the therapeutically affective qualities of naturally-sourced materials. The findings of this explorations are transferred to spatial design using a ‘multiplicity’ approach based on nonrepresentational theory and Māori health models, which is then applied to a specific site in Wellington, New Zealand. Finally, architectural applications for this research are proposed in the form of a community-based third place to support mental health and wellbeing.</p>

scholarly journals Evaluation, Science and Pragmatism

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Nicholas Huntington
Keyword(s):  
New Zealand ◽  
Political Party ◽  
Policy Development ◽  
Evidence Based ◽  
Doctoral Research ◽  
Aotearoa New Zealand ◽  
Evidence Based Policy ◽  
Research Uptake ◽  
Policy Work ◽  
Good Policy

In Aotearoa New Zealand, as elsewhere, the evidence-based policy movement has been one of the most visible recent influences on how policies are described, discussed and debated. It is now commonly taken for granted that good policy work involves using evidence, and that it is important to increase the influence of data and research uptake during policy development. Promoting evidence-based policy has even been used as the raison d’être for the founding of a political party. However, the voices and perspectives of practitioners themselves are often missing from conversations about evidence’s role in policy work. Drawing on my doctoral research, this article presents three stances that frame how policy workers approach evidence in their practice.

scholarly journals Architecture Without Expectation: Designing a third place for mental wellbeing in the community

2021 ◽  
Author(s):  
◽  
Kezia Fairbrother
Keyword(s):  
Mental Health ◽  
New Zealand ◽  
Mental Wellbeing ◽  
Evidence Based ◽  
Third Place ◽  
Therapeutic Landscapes ◽  
Spatial Design ◽  
Aotearoa New Zealand ◽  
The Government ◽  
Maori Health

<p>In 2018, the government published the report of its inquiry into mental health and addiction in Aotearoa New Zealand, which called for a ‘paradigm shift’ in the country’s approach to mental wellbeing. This research portfolio explores the role architecture has to play in this shift, acknowledging the problematic historical associations of architecture and mental health. In doing so, the work aims to establish principles for a new architectural typology of mental health care, outside of conventional institutions. It explores contemporary approaches to wellness, and integrates research from several bodies of theoretical and evidence-based research into a new creative practice within architecture. Specifically, the research draws on theory around nonrepresentational therapeutic landscapes, third place and evidence based design. These inform creative explorations of the therapeutically affective qualities of naturally-sourced materials. The findings of this explorations are transferred to spatial design using a ‘multiplicity’ approach based on nonrepresentational theory and Māori health models, which is then applied to a specific site in Wellington, New Zealand. Finally, architectural applications for this research are proposed in the form of a community-based third place to support mental health and wellbeing.</p>

scholarly journals Co-Management in Theory and Practice: Co-Managing the Waipaˉ River

2021 ◽  
pp. 325-357
Author(s):  
Meg Parsons ◽  
Karen Fisher ◽  
Roa Petra Crease
Keyword(s):  
Decision Making ◽  
New Zealand ◽  
Environmental Justice ◽  
Sustainable Management ◽  
Theory And Practice ◽  
River Catchment ◽  
Aotearoa New Zealand ◽  
Equitable Sharing ◽  
Research Findings ◽  
Formal Recognition

AbstractIn Aotearoa New Zealand, co-management initiatives are increasingly commonplace and are intended to improve sustainable management of environments as well as foster more equitable sharing of power between the settler-state and Indigenous Māori iwi (tribes). In this chapter we examine one such co-management arrangement that recognises and includes Ngāti Maniapoto iwi in decision-making about their ancestral river (the upper section of the Waipā River Catchment) and whether the implementation of initiative translated into tangible benefits for the iwi. Our research findings highlight how co-management agreement is perceived as overwhelming positive by both government and Ngāti Maniapoto representatives. However iwi note that they still face substantive barriers to achieving environmental justice (including the lack of formal recognition of their authority and power, and limited resourcing).

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 Textbooks for the teaching of te reo Māori

2017 ◽  
Vol 10 (1) ◽  
pp. 1-16
Author(s):  
Sophie Nock
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Indigenous Languages ◽  
Review Of Literature ◽  
Aotearoa New Zealand ◽  
Curriculum Guidelines ◽  
Research Findings

As part of a recent study of the teaching and learning of te reo Māori (the Māori language) in English-medium secondary schools in Aotearoa/New Zealand, I asked a sample of teachers which textbooks they used. I then analysed some of those textbooks that were referred to most often, using focus points derived from a review of literature on the design of textbooks for the teaching of additional languages. What I found was that the textbooks analysed were inconsistent with the relevant curriculum guidelines document and were also problematic in a number of other ways. This article discusses a number of the problematic concerns and outlines what would be involved in designing more effective textbooks for Indigenous languages, and textbooks that are in line with current research findings.

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>

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