Beyond Victims and Villains: Young People's Acts of Citizenship during Covid-19

During the Covid-19 crisis, stereotypical images of young people as selfish troublemakers or passive victims appeared in the media and scholarly publications. These persistent views disregard many young people's authentic experiences and civic contributions. In this article, we challenge these perceptions by highlighting young people's acts of citizenship during the pandemic lockdowns that took place during 2020 in Aotearoa New Zealand. Despite being internationally praised for its compliant Covid-19 response, citizens were prepared to challenges the pandemic restrictions in order to have their voices heard. Young people were often at the forefront of these protests, wanting to actively participate in matters that concerned them by joining Black Lives Matter marches or campaigning to lower the voting age. At the same time, young people engaged in more personal and invisible acts of citizenship within their families and school communities. In this article, we share evidence from our empirical study into young people's social and political engagement during the Covid-19 lockdowns in Aotearoa New Zealand. Implications of this study for citizenship education are discussed.

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Racism and silencing in the media in Aotearoa New Zealand

AlterNative An International Journal of Indigenous Peoples ◽

10.1177/11771801211015436 ◽

2021 ◽

pp. 117718012110154

Author(s):

Liana MacDonald ◽

Adreanne Ormond

Keyword(s):

New Zealand ◽

Indigenous Peoples ◽

Media Industry ◽

Racial Discourse ◽

European Descent ◽

Aotearoa New Zealand ◽

The Media ◽

The Subject ◽

New Zealanders

Racism in the Aotearoa New Zealand media is the subject of scholarly debate that examines how Māori (Indigenous Peoples of New Zealand) are broadcast in a negative and demeaning light. Literature demonstrates evolving understandings of how the industry places Pākehā (New Zealanders primarily of European descent) interests at the heart of broadcasting. We offer new insights by arguing that the media industry propagates a racial discourse of silencing that sustains widespread ignorance of the ways that Pākehā sensibilities mediate society. We draw attention to a silencing discourse through one televised story in 2018. On-screen interactions reproduce and safeguard a harmonious narrative of settler–Indigenous relations that support ignorance and denial of the structuring force of colonisation, and the Television Code of Broadcasting Practice upholds colour-blind perceptions of discrimination and injustice through liberal rhetoric. These processes ensure that the media industry is complicit in racism and the ongoing oppression of Indigenous peoples.

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Positioning Children Citizens: Exploring Discourses in Early Childhood Curricula in China and Aotearoa New Zealand

The New Zealand Annual Review of Education ◽

10.26686/nzaroe.v24i0.6324 ◽

2020 ◽

Vol 24 ◽

pp. 58

Author(s):

Peng Xu

Keyword(s):

Early Childhood ◽

Discourse Analysis ◽

New Zealand ◽

Early Childhood Education ◽

Young Children ◽

Citizenship Education ◽

Methodological Approach ◽

Citizenship Status ◽

Childhood Education ◽

Aotearoa New Zealand

Positioning young children as citizens, now rather than as citizens in waiting, is an emerging discourse in early childhood education internationally. Differing discourses related to young children and early childhood reveal various ideas of children as citizens, and what their citizenship status, practice and education can be. This paper analyses the national early childhood education (ECE) curricula of China and Aotearoa New Zealand for the purpose of understanding how children are constructed as citizens within such policy discourses. Discourse analysis is employed in this study as a methodological approach for understanding the subjectivities of young children and exploring the meanings of young children’s citizenship in both countries. Based on Foucault’s theory of governmentality, this paper ultimately argues that young children’s citizenship in contemporary ECE curricula in China and New Zealand is a largely neoliberal construction. However, emerging positionings shape differing possibilities for citizenship education for young children in each of these countries.

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Sticking to the Script

10.1093/acprof:oso/9780190618049.003.0005 ◽

2017 ◽

Author(s):

Sujatha Fernandes

Keyword(s):

Young People ◽

Undocumented Students ◽

Political Engagement ◽

Dream Act ◽

Immigration Reform ◽

Immigrant Rights ◽

Undocumented Youth ◽

Legislative Agenda ◽

The Media ◽

American Society

This chapter looks at how storytelling was used by mainstream immigrant rights groups to produce an aspiring class of upwardly mobile and self-reliant undocumented youth while defusing broader migrant rights activism. In the campaign for legalization through a DREAM Act, the undocumented students known as Dreamers told their stories to the legislature and the media. The students were given scripts to follow that emphasized their achievements, assimilation into American society, and rejection of their home countries. In the lead-up to the 2008 national election and the subsequent push for Comprehensive Immigration Reform (CIR), groups of young people were mobilized in mass storytelling trainings across the country to support the electoral and legislative agenda of mainstream organizations. Eventually, many young people rebelled against this orchestration and sought to take control over their own representations. Some even began to move away from storytelling as a mode of political engagement altogether.

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Profile of Young People Attending Alcohol and Other Drug Treatment Services in Aotearoa, New Zealand: Clinical File Search

Australian & New Zealand Journal of Psychiatry ◽

10.1080/00048670802415368 ◽

2008 ◽

Vol 42 (11) ◽

pp. 963-968 ◽

Cited By ~ 6

Author(s):

Ria Schroder ◽

Doug Sellman ◽

Chris Frampton ◽

Daryle Deering

Keyword(s):

Mental Health ◽

Substance Use ◽

New Zealand ◽

Young People ◽

Mental Health Disorder ◽

Service Development ◽

Complex Needs ◽

Treatment Services ◽

Aotearoa New Zealand ◽

Clinical File

Objective: The aim of the present study was to provide a profile of young people attending alcohol and other drug (AOD) treatment services in Aotearoa, New Zealand. Method: Data were gathered from a clinical file search of 184 randomly selected young people aged 13–19 years who had attended one of eight youth AOD treatment services in New Zealand during 2003 or 2004. These services represented eight of the 11 youth-specific AOD services available to youth in New Zealand. Results: Young people who attend youth-specific AOD services in New Zealand present with a range of complex needs including substance use and mental health issues, criminality, family conflict and disengagement from school. A total of 62.0% were male, 56.4% had criminal convictions, 40.6% had spent some time in Child, Youth and Family Services care and 53.8% were reported to have a coexisting substance use and mental health disorder. Low rates of reporting of substance use and mental health diagnoses in treatment files suggest that substance use and mental health disorders among this population are likely to be higher than those reported. Conclusions: This paper provides a unique profile of young people attending youth-specific AOD treatments in New Zealand. Such information is useful in informing treatment planning and funding and ensuring that service development occurs to specifically meet the complex needs of this patient group.

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Health and well-being of young people who attend secondary school in Aotearoa, New Zealand: What has changed from 2001 to 2007?

Journal of Paediatrics and Child Health ◽

10.1111/j.1440-1754.2010.01945.x ◽

2011 ◽

Vol 47 (4) ◽

pp. 191-197 ◽

Cited By ~ 4

Author(s):

Simon J Denny ◽

Sue Grant ◽

Jennifer Utter ◽

Elizabeth M Robinson ◽

Theresa M Fleming ◽

...

Keyword(s):

New Zealand ◽

Young People ◽

Secondary School ◽

Well Being ◽

Aotearoa New Zealand ◽

Health And Well Being

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The Five Cs of Positive Youth Development in an Aotearoa/New Zealand Program Context

Journal of Youth Development ◽

10.5195/jyd.2019.774 ◽

2019 ◽

Vol 14 (4) ◽

pp. 36-58 ◽

Cited By ~ 1

Author(s):

Jayne Mercier ◽

Catherine Powell ◽

Georgina Langdon-Pole ◽

Daleki (Fole) Finau ◽

Karen Hicks ◽

...

Keyword(s):

New Zealand ◽

Young People ◽

Youth Development ◽

Positive Youth Development ◽

Education Program ◽

Outdoor Education ◽

Future Research ◽

Aotearoa New Zealand ◽

Five Cs

This study took a qualitative look at an Aotearoa/New Zealand-based positive youth development outdoor-education program in schools using the 5 Cs model of positive youth development. The viewpoints of young people, parents, and teachers were gathered, providing an opportunity to explore additional perspectives of the 5 Cs. All 5 Cs were seen to be present in the program and the 6th C of contribution was also observed. The Cs of competence, confidence and connection featured strongly, whilst the C of connection appeared to be important to young people’s experience of the program. Young people and adults prioritized different outcomes, with adults focusing more on future impacts and young people identifying more immediate benefits. The findings of this study add to an understanding of the 5 Cs model beyond the American context and highlight areas for future research.

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Autism Spectrum Disorder in Aotearoa New Zealand: Strategies for teachers.

Teachers Work ◽

10.24135/teacherswork.v15i2.261 ◽

2018 ◽

Vol 15 (2) ◽

pp. 89-93

Author(s):

Penelope Baines ◽

Anne Yates

Keyword(s):

Autism Spectrum Disorder ◽

New Zealand ◽

Young People ◽

Inclusive Education ◽

Educational Experience ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Ministry Of Education ◽

Children And Young People ◽

Aotearoa New Zealand

According to Autism New Zealand (n.d.) there are approximately 65,000 New Zealanders with an Autism Spectrum Disorder (ASD). Despite this prevalence, Goodall (2014) notes that “…teachers are still on a long journey to full acceptance of students on the autism spectrum as learners with potential” (p. 133). This is concerning as one of the principles that form the foundation of the New Zealand Curriculum (NZC) (Ministry of Education, 2007) is inclusion. The NZC states these principles “embody the beliefs about the nature of the educational experience and the entitlement of the student” (p. 37) and Te Kete Ipurangi (n.d.) describes inclusive education as all children and young people being engaged and achieving through participating, learning and belonging. These principles, in addition to the prevalence of people with ASD in New Zealand, mean that teachers must possess an understanding of ASD as well as knowledge of teaching strategies to assist these learners.

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Civics and citizenship education in New Zealand: a case for change?

Policy Quarterly ◽

10.26686/pq.v13i4.4613 ◽

2017 ◽

Vol 13 (4) ◽

Cited By ~ 1

Author(s):

Todd Krieble ◽

Danijela Tavich

Keyword(s):

New Zealand ◽

Citizenship Education ◽

Advisory Panel ◽

National Strategy ◽

Civic Knowledge ◽

Aotearoa New Zealand

The 2013 Constitutional Advisory Panel recommendation for a national strategy for civics and citizenship education in schools, kura (Māori-medium schools) and communities provided the opportunity for an important conversation about building civic knowledge in Aotearoa New Zealand (Constitutional Advisory Panel, 2013, p.8). This article explores possible next steps for implementing this recommendation. It is broken up into two parts: a case for change, and potential next steps.

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„Ein unglaubliches Schriftbild, von Rechtschreibung oder Interpunktion ganz zu schweigen“

Zeitschrift für Germanistische Linguistik ◽

10.1515/zgl.2007.023 ◽

2007 ◽

Vol 35 (3) ◽

Cited By ~ 1

Author(s):

Sarah Brommer

Keyword(s):

Young People ◽

Empirical Study ◽

Writing Skills ◽

Public Mind ◽

The Public ◽

Public Media ◽

The Media ◽

The Subject

AbstractThe writing skills of today's youth often make great waves when mentioned in the public media. The following article is based on 671 comments made about the writing skills of young people in selected newspapers and magazines from 1994 to 2005. The opinions and criteria presented will be analysed and patterns of reasoning which repeat themselves in their structure will also be identified. In addition to descriptions of discourse content, their structure will be presented and their connection with related discourses considered. This empirical study distinctly shows in which context and manner the subject of writing skills in young people is broached by the media. However, it also shows which image of writing skills in young people dominates in the public mind, as well as presenting to what degree this image is based on objective criteria or just a cliché

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