scholarly journals Introduction: Charting Provocations and Exploring New Directions for Pacific Research in Aotearoa–New Zealand from Pacific Early Career Academic (PECA) Perspectives

2021 ◽  
Author(s):  
Seutaʻafili Patrick Thomsen ◽  
Lana Lopesi ◽  
Marcia Leenen-Young
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Ways Of Knowing ◽  
Shared Vision ◽  
Early Career ◽  
Cultural Safety ◽  
Special Issue ◽  
Disciplinary Boundaries ◽  
Aotearoa New Zealand ◽  
New Directions

“Uplifting Moana Perspectives: Emerging Pacific Researchers and New Directions in New Zealand-Based Pacific Research” presents a shared vision for the future of Pacific research by Pacific early career academics (PECA) primarily based in Aotearoa–New Zealand. The task of charting new directions in imagining possibilities for Pacific research is a critical one, which speaks to our communities’ long and storied history in Aotearoa: a reality incongruent with the lack of Pacific scholars employed in permanent positions in New Zealand universities.[i] This special issue challenges the idea that there is a dearth of Pacific research, asserting rather that our underrepresentation in academia is a structural issue, not necessarily one of scarcity. As special issue editors, we intentionally draw in a cross-section of emerging Pacific researchers in our country to confidently write with emerging Pacific scholars on the other side of our Moana-Oceania region, writing back to the exclusionary nature of conventional disciplinary norms and divides that we are forced to navigate. In doing so, our contributors challenge and transcend disciplinary boundaries and push against the Eurocentrism of our tertiary education system. This work is crucial, as the ability to build an academy that prioritises and centres our ways of knowing, doing, relating, and being is a key component of addressing cultural safety and inclusiveness in university lecture theatres, curriculums, and epistemological norms for both PECA and Pacific students in Aotearoa–New Zealand.  

Navigating the secondary-tertiary education border: refugee-background students in Southern Aotearoa New Zealand

2021 ◽  
pp. 1-26
Author(s):  
Vivienne Anderson ◽  
Sayedali Mostolizadeh ◽  
Jo Oranje ◽  
Amber Fraser-Smith ◽  
Emma Crampton
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Aotearoa New Zealand

Health(y) education: A critical analysis of the role of public health regulation in and on tertiary education in Aotearoa New Zealand

2021 ◽  
pp. 147821032199501
Author(s):  
Susan Shaw ◽  
Keith Tudor
Keyword(s):  
Public Health ◽  
New Zealand ◽  
Critical Analysis ◽  
Tertiary Education ◽  
Power Dynamics ◽  
Policy And Practice ◽  
Educational Design ◽  
Aotearoa New Zealand ◽  
Public Health Regulation

This article offers a critical analysis of the role of public health regulation on tertiary education in Aotearoa New Zealand and, specifically, the requirements and processes of Responsible Authorities under the Health Practitioners Competence Assurance Act for the accreditation and monitoring of educational institutions and their curricula (degrees, courses of studies, or programmes). It identifies and discusses a number of issues concerned with the requirements of such accreditation and monitoring, including, administrative requirements and costs, structural requirements, and the implications for educational design. Concerns with the processes of these procedures, namely the lack of educational expertise on the part of the Responsible Authorities, and certain manifested power dynamics are also highlighted. Finally, the article draws conclusions for changing policy and practice.

scholarly journals Coping with emotion in New Zealand Business schools

2021 ◽  
Author(s):  
◽  
Alice Scahill
Keyword(s):  
New Zealand ◽  
Coping Strategies ◽  
Business Schools ◽  
Tertiary Education ◽  
Early Career ◽  
Specific Level ◽  
Systemic Factors ◽  
Emotional Demands ◽  
Negative Impacts ◽  
Using Data

<p>Emotion is an integral aspect of organisational life and this thesis examines the emotional demands that academics experience in their workplace and the consequences this has for them. At a more specific level, the thesis examines the strategies that academics use to cope with these emotional demands, and how these strategies develop and change over the duration of their career. Using data collected from interviews with academics from business schools across the New Zealand tertiary education sector, findings are presented which demonstrate how academics develop coping strategies and how the organisation provides support. The implications from these findings could have significant effects for organisational practice. Firstly, these findings illustrate that academics experiences emotion in relation to personal, interpersonal, and systemic factors. Secondly, academics adopt a wide array of coping strategies, which have been personally developed by each individual over time. They are not given any organisational training or support for their development of these strategies. In addition, academics use coping strategies both in the workplace and at home in order to attempt to mitigate the negative impacts of the emotional demands of their roles. Finally, academics in their early career lack adequate coping strategies, and appear to have the lowest levels of organisational commitment.</p>

scholarly journals Desires and doubts on cultural sustainability: A study from Aotearoa New Zealand

2019 ◽  
Vol 8 (4) ◽  
pp. 452
Author(s):  
Tahera Afrin
Keyword(s):  
New Zealand ◽  
Student Teachers ◽  
Tertiary Education ◽  
Early Childhood Teacher ◽  
Original Research ◽  
Global Trends ◽  
Cultural Sustainability ◽  
Aotearoa New Zealand ◽  
Teaching Learning ◽  
Cultural Components

The original research project of this study was aimed to find out the components of culture and their impacts on ako (teaching-learning) within the early childhood teacher education programmes. Ethics Approval was obtained from AUT Ethics Committee. Under a socio-cultural theoretical framework, twelve lecturers from three Tertiary Education Organisations (TEOs) were interviewed. Three cohorts of student teachers from the same TEOs participated in focus groups. Using manual thematic coding, nine broad areas of cultural components were identified. These were bicultural contexts of Aotearoa, ethnicities and multi-culturalism, individual identities, cross-cultural interactions, comfort zone, female majority, socio-economic struggles, spirituality and technology. A recently developed framework for cultural sustainability (Soini and Dessein, 2016) were applied to these areas. Some of these components were identified as more inert and less dynamic, while the rest were recognised at the other end of the framework.The data and the principle findings were contextual to Aotearoa New Zealand. However, the discussion considered the overall global trends in relation to education.Keywords: Cultural diversity, cultural sustainability,

Experiences of Implementing a Large-Scale Blended, Flipped Learning Project

2018 ◽  
pp. 3839-3849
Author(s):  
Hazel Owen ◽  
Nicola Dunham
Keyword(s):  
New Zealand ◽  
Large Scale ◽  
Tertiary Education ◽  
Health Science ◽  
Flipped Learning ◽  
Tertiary Institution ◽  
Tertiary Institutions ◽  
Post Secondary ◽  
Aotearoa New Zealand ◽  
Personal Reflections

In the context of ongoing global adoption of all forms of technology eLearning has continued to evolve, informed by a growing body of research. Many schools, tertiary institutions, and other organisations, are implementing a variety of eLearning initiatives, although, frequently it appears the investment does not always equate to more engaged, knowledgeable, skilled learners. Tertiary education in Aotearoa, New Zealand covers all post-secondary education and is analogous to the term Higher Education in other countries. This chapter draws on the implementation of a large-scale blended, flipped learning project at a tertiary institution in Aotearoa, New Zealand. The project (within the Health Science faculty) was driven by a desire to improve student learning experiences, and develop a common semester with a suite of interdisciplinary postgraduate qualifications. The discussion is based on personal reflections, which provide different perspectives of the initial phases, from three participants in the associated study (two of whom are also the authors of this chapter). During the project two key prevalences were observed. The first was an ingrained set of beliefs, often unquestioned, that shaped overall expectations of what an eLearning experience might comprise. Interpretations and implications are discussed using the lens of mindsets to illustrate how beliefs of ‘self' fundamentally influence a person's ability to embrace - and thrive in - a period of change. The second prevalence was a familiarity with large-scale, ‘monolithic' eLearning developments, which translated into discomfort with an agile approach. The overall aim of this chapter is to provide sufficient detail to draw educators and administrators together to apply the recommendations offered, while providing support for 'change agents' - as well as those ambivalent about reform. The authors are keen to highlight how ultimately rewarding, but also emotionally and physically demanding, the implementation of reform can be for those educators on 'the front lines'.

scholarly journals Editorial: The social work voice – doxa and dissent in neoliberal times

2016 ◽  
Vol 28 (2) ◽  
pp. 1-6 ◽  
Author(s):  
Emily Keddell ◽  
Deb Stanfield ◽  
Ian Hyslop
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Child Protection ◽  
The State ◽  
Special Issue ◽  
Aotearoa New Zealand ◽  
The Social ◽  
The Family ◽  
Critical Responses

Welcome to this special issue of Aotearoa New Zealand Social Work. The theme for this edition is Child protection, the family and the state: critical responses in neoliberal times.

scholarly journals Heather’s Homestead/Marotahei: The Invasion of the Waikato and Ways of Knowing Our Past in Aotearoa New Zealand

Genealogy ◽  
2021 ◽  
Vol 5 (4) ◽  
pp. 101
Author(s):  
Hugh Campbell ◽  
William Kainana Cuthers
Keyword(s):  
New Zealand ◽  
Ways Of Knowing ◽  
The Political ◽  
Relational Ontology ◽  
Pivotal Moments ◽  
Aotearoa New Zealand ◽  
Personal Histories ◽  
History Of ◽  
The Subject ◽  
Historical Moment

The British invasion of the Māori region of the Waikato in 1863 was one of the most pivotal moments in the colonisation of Aotearoa New Zealand. It has been the subject of multiple authoritative histories and sits at the centre of historical discussions of sovereignty, colonial politics and the dire consequences of colonisation. This article approaches this complex historical moment through the personal histories of a Māori/Pākehā homestead located at the political and geographic epicentre of the invasion. This mixed whanau/family provides the opportunity to explore a more kinship-based ontology of the invisible lines of influence that influenced particular actions before and during the invasion. It does so by mobilising two genealogical approaches, one by author Hugh Campbell which explores the British/Pākehā individuals involved in this family and uses formal documentation and wider historical writing to explain key dynamics—but also to expose a particular limitation of reliance on Western ontologies and formal documentation alone to explain histories of colonisation. In parallel to this approach, the other author—William Kainana Cuthers—uses both formal/Western and a Māori/Pasifika relational ontology of enquiry, and in doing so, allows both authors to open up a set of key insights into this pivotal moment in the history of Aotearoa New Zealand and into the micro-dynamics of colonisation.

Making a difference: The role of the Māori administrator in Universities

Te Kaharoa ◽  
2012 ◽  
Vol 5 (1) ◽  
Author(s):  
Tania Smith
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
World View ◽  
Academic Staff ◽  
Aotearoa New Zealand ◽  
Making A Difference ◽  
European Values ◽  
The Government ◽  
The University

The Tertiary Education Strategy 2010 – 2015 in Aotearoa/New Zealand states that the Government aims to ‘increase the number of Māori students achieving at the higher level’ (Tertiary Education Commission 2010, p10). For this to be achieved universities need to play their part in assisting Māori students to progress beyond the undergraduate degree and into postgraduate study. Universities take their origins from western European values, ideals and world view which are reflected in the curriculum, management systems and processes.  It is predicated that by 2020 over half the tertiary student population will be Māori due to a youthful Māori population (Department of Labour, 2008). This will be a challenge for universities.  Therefore, the role of a Māori administrator within the university system becomes critical in being able to provide useful insight to the university on how to retain Māori students in this changing environment. This paper draws on my Master of Philosophy research.  It will critically examine the role Māori administrator’s play in the recruitment and retention of Māori students in universities in Aotearoa/New Zealand including culturally specific pastoral care, accurate course advice, information on degree requirements, appropriate learning pathways for students and supporting academic staff to track student progress through to completion. These additional responsibilities, often unrecognised by the university, demonstrates the important role a Māori administrator can make in retaining Māori students in the academy. 

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