scholarly journals Implications of the pandemic: The case of education in Aotearoa New Zealand.

2021 ◽  
Author(s):  
Margaret Gleeson ◽  
Gillian Hubbard
Keyword(s):  
Academic Success ◽  
New Zealand ◽  
Language Learning ◽  
Emotional Health ◽  
Teaching Online ◽  
Linguistic Support ◽  
Vulnerable Communities ◽  
Aotearoa New Zealand ◽  
Set Up ◽  
Short Time

Covid-19 has surfaced a number of educational issues in New Zealand schools and universities. Many schools and universities were able to move all teaching online within a short time. However, this flexibility was not shared by all educational institutions, or all students. Students from vulnerable communities did not enjoy the same access to learning as those from more affluent schools. The mental and emotional health of many learners, their families and teachers suffered from feelings of isolation. When the national borders closed to international students, departments set up to support their academic language learning have closed. This leaves emergent bilinguals without the linguistic support promised in the New Zealand Curriculum. This in turn endangers the academic success of another vulnerable community.

scholarly journals Implications of the pandemic: The case of education in Aotearoa New Zealand.

2021 ◽  
Author(s):  
Margaret Gleeson ◽  
Gillian Hubbard
Keyword(s):  
Academic Success ◽  
New Zealand ◽  
Language Learning ◽  
Emotional Health ◽  
Teaching Online ◽  
Linguistic Support ◽  
Vulnerable Communities ◽  
Aotearoa New Zealand ◽  
Set Up ◽  
Short Time

Covid-19 has surfaced a number of educational issues in New Zealand schools and universities. Many schools and universities were able to move all teaching online within a short time. However, this flexibility was not shared by all educational institutions, or all students. Students from vulnerable communities did not enjoy the same access to learning as those from more affluent schools. The mental and emotional health of many learners, their families and teachers suffered from feelings of isolation. When the national borders closed to international students, departments set up to support their academic language learning have closed. This leaves emergent bilinguals without the linguistic support promised in the New Zealand Curriculum. This in turn endangers the academic success of another vulnerable community.

scholarly journals First Birth at Home or in Hospital in Aotearoa/New Zealand: Intrapartum Midwifery Care and Related Outcomes

2021 ◽  
Author(s):  
◽  
Suzanne Claire Miller
Keyword(s):  
New Zealand ◽  
Focus Group ◽  
Emotional Health ◽  
Care Provision ◽  
First Birth ◽  
Aotearoa New Zealand ◽  
Foetal Monitoring ◽  
First Time Mothers ◽  
First Time ◽  
At Home

<p>A woman's first birth experience can be a powerfully transformative event in her life, or can be so traumatic it affects her sense of 'self' for years. It can influence her maternity future, her physical and emotional health, and her ability to mother her baby. It matters greatly how her first birth unfolds. Women in Aotearoa/New Zealand enjoy a range of options for provision of maternity care, including, for most, their choice of birth setting. Midwives who practice in a range of settings perceive that birth outcomes for first-time mothers appear to be 'better' at home. An exploration of this perception seems warranted in light of the mainstream view that hospital is the optimal birth setting. The research question was: "Do midwives offer the same intrapartum care at home and in hospital, and if differences exist, how might they be made manifest in the labour and birth events of first-time mothers?" This mixed-methods study compared labour and birth events for two groups of first-time mothers who were cared for by the same midwives in a continuity of care context. One group of mothers planned to give birth at home and the other group planned to give birth in a hospital where anaesthetic and surgical services were available. Labour and birth event data were collected by a survey which was generated following a focus group discussion with a small group of midwives. This discussion centred around whether these midwives believed their practice differed in each setting, and what influenced care provision in each place. Content analysis of the focus group data saw the emergence of four themes relating to differences in practice: midwives' use of space, their use of time, the 'being' and 'doing' of midwifery and aspects relating to safety. Survey data were analysed using SPSS. Despite being cared for by the same midwives, women in the hospital-birth group were more likely to use pharmacological methods of pain management, experienced more interventions (ARM, vaginal examinations, IV hydration, active third stage management and electronic foetal monitoring) and achieved spontaneous vaginal birth less often than the women in the homebirth group. These findings strengthen the evidence that for low risk first-time mothers a choice to give birth at home can result in a greater likelihood of achieving a normal birth. The study offers some insights into how the woman's choice of birth place affects the care provided by midwives, and how differences in care provision can relate to differences in labour and birth event outcomes.</p>

scholarly journals Theories and Narratives: Pacific Women in Tertiary Eucation and the Social Construction of Ethnic Identities in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Diane Lysette Mara
Keyword(s):  
Ethnic Identity ◽  
Academic Success ◽  
New Zealand ◽  
Identity Formation ◽  
Cultural Difference ◽  
Tertiary Education ◽  
Social Institutions ◽  
Structured Interview ◽  
Ethnic Identities ◽  
Aotearoa New Zealand

<p>This thesis explores the possible influence of tertiary education on ethnic identity using a social constructionist approach developed by the sociologists Stephen Cornell and Douglas Hartmann. Cornell and Hartmann describe six key sites within which ethnic identity is constructed. They view ethnic identity construction as an ongoing dynamic between the cultural identities which group members bring with them, the processes of assignment made by others within the sites, and how this interplay often promotes the assertion of newly created or revived identities. Constructions sites are situations where different cultural groups interact and where they may be subject to laws, regulations and prevailing beliefs. Although Cornell and Hartmann discuss various social institutions as construction sites they do not specifically refer to educational institutions. This study builds on their approach by examining social interactions within tertiary education from the perspectives of individual Pacific women and investigates whether this institution is a site for ethnic identity formation and change. If so, what implications does this have for Pacific students and the institutions in which they are studying? The sample consisted of twenty Pacific women graduates belonging to most of the Pacific populations in Aotearoa New Zealand. Using a semi-structured interview, information was collected about their socialization in family and church and then about their experience of tertiary education and their own responses to this. When their narratives were analysed it could be seen that the women defined themselves in both primordialist and circumstantialist terms. The narratives also provided illustrations of their assignment by “others” in the form of negative stereotyping and lower expectations held by lecturers of Pacific students. The women felt that within tertiary education institutions they were treated differently from students from other ethnic groups. The consequence was increased awareness of their cultural difference and they asserted their ethnic identities in a range of ways, including finding other Pacific students to study with, or by withdrawal behaviour in class. Such treatment, together with the effects of targeted provisions at tertiary institutions, acted to strengthen the ethnic boundaries between Pacific students and others. Implications for tertiary education institutions include the desirability of consulting Pacific students about the effects of support provided on the basis of cultural identification and the need to discover whether special provisions which make Pacific students more visible leads to their academic success or encourages them to drop out.</p>

Promoting a Multilingual Future for Aotearoa/New Zealand

2007 ◽  
Vol 17 (1) ◽  
pp. 11-28 ◽  
Author(s):  
Martin East ◽  
Nick Shackleford ◽  
Gail Spence
Keyword(s):  
New Zealand ◽  
Public School ◽  
Language Learning ◽  
Policy Process ◽  
Ad Hoc ◽  
Aotearoa New Zealand ◽  
Slow Progress ◽  
National Languages

In the fifteen years from 1989 to 2003 considerable development has occurred in the area of international languages teaching in New Zealand’s schools. 1989 marked the beginning of serious moves to encourage the New Zealand government to develop a comprehensive national languages policy that would consider all aspects of language provision in an officially ‘bilingual’, and, in reality, multilingual and multicultural nation. 2003 witnessed a strategic step forward with a government supported recommendation that would make language learning an entitlement for all public school pupils of eleven to fourteen years of age. This paper examines this fifteen-year period, focusing on international languages of trade and tourism. It seeks to get in on the inside of understanding the policy process with a view to distinguishing what has been said from what has been done. We show that a situation that was uncoordinated and ad hoc prior to 1989 is, despite slow progress, taking more coherent shape.

scholarly journals First Birth at Home or in Hospital in Aotearoa/New Zealand: Intrapartum Midwifery Care and Related Outcomes

2021 ◽  
Author(s):  
◽  
Suzanne Claire Miller
Keyword(s):  
New Zealand ◽  
Focus Group ◽  
Emotional Health ◽  
Care Provision ◽  
First Birth ◽  
Aotearoa New Zealand ◽  
Foetal Monitoring ◽  
First Time Mothers ◽  
First Time ◽  
At Home

<p>A woman's first birth experience can be a powerfully transformative event in her life, or can be so traumatic it affects her sense of 'self' for years. It can influence her maternity future, her physical and emotional health, and her ability to mother her baby. It matters greatly how her first birth unfolds. Women in Aotearoa/New Zealand enjoy a range of options for provision of maternity care, including, for most, their choice of birth setting. Midwives who practice in a range of settings perceive that birth outcomes for first-time mothers appear to be 'better' at home. An exploration of this perception seems warranted in light of the mainstream view that hospital is the optimal birth setting. The research question was: "Do midwives offer the same intrapartum care at home and in hospital, and if differences exist, how might they be made manifest in the labour and birth events of first-time mothers?" This mixed-methods study compared labour and birth events for two groups of first-time mothers who were cared for by the same midwives in a continuity of care context. One group of mothers planned to give birth at home and the other group planned to give birth in a hospital where anaesthetic and surgical services were available. Labour and birth event data were collected by a survey which was generated following a focus group discussion with a small group of midwives. This discussion centred around whether these midwives believed their practice differed in each setting, and what influenced care provision in each place. Content analysis of the focus group data saw the emergence of four themes relating to differences in practice: midwives' use of space, their use of time, the 'being' and 'doing' of midwifery and aspects relating to safety. Survey data were analysed using SPSS. Despite being cared for by the same midwives, women in the hospital-birth group were more likely to use pharmacological methods of pain management, experienced more interventions (ARM, vaginal examinations, IV hydration, active third stage management and electronic foetal monitoring) and achieved spontaneous vaginal birth less often than the women in the homebirth group. These findings strengthen the evidence that for low risk first-time mothers a choice to give birth at home can result in a greater likelihood of achieving a normal birth. The study offers some insights into how the woman's choice of birth place affects the care provided by midwives, and how differences in care provision can relate to differences in labour and birth event outcomes.</p>

scholarly journals Media: Tauiwi and Māori news: The indigenous view

1996 ◽  
Vol 3 (2) ◽  
pp. 102-112
Author(s):  
Ian Stuart
Keyword(s):  
New Zealand ◽  
News Media ◽  
News Values ◽  
Radio Stations ◽  
The Past ◽  
Aotearoa New Zealand ◽  
Growth Area ◽  
Media Systems ◽  
Set Up ◽  
Radio News

Aotearoa/New Zealand is divided between the mainstream news media and the fast-gowing Māori media with different perspectives. New Zealand journalism graduates need to be taught different media systems and news values. In the New Zealand news media now and beyond 2000 the biggest growth area is in the Māori media. For many years Māori have been saying the news media ignores their perspective on news and is not reporting Māori events properly. The news media failed to take notice of these claims and in frustration Maori set up their own media. In the last 19 years—but more so in the past five years there has been a huge growth in the Māori news media. There are now nine Iwi newspapers, 26 Iwi radio stations, a Māori radio news network and several Māori magazines, the most prominent being Mana.

scholarly journals Maintaining social work connections during lockdown

2021 ◽  
Vol 33 (1) ◽  
Author(s):  
Anne MacAulay
Keyword(s):  
Professional Development ◽  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Prime Minister ◽  
Continuing Professional Development ◽  
Alert System ◽  
Aotearoa New Zealand ◽  
Retail Outlets ◽  
Set Up

On Saturday 21 March 2020, Prime Minister Jacinda Ardern announced a 4-level alert system around the rise of covid-19 coronavirus in Aotearoa New Zealand. At that time there were 52 confirmed cases in New Zealand. On Monday 23 March, Ardern announced New Zealand would move to Level 4 and full lockdowni at midnight on Wednesday 25 March. Full lockdown in New Zealand meant exactly that. Everyone working from home, unless they were deemed essential workers. Retail outlets all closed. No travel unless essential. No interactions with people outside of your household—your “bubble”.In my role as Continuing Professional Development Coordinator, I connect with social workers regularly by way of webinars. We have begun using Zoom to hold discussions and consultations. I decided to set up a Zoom meeting for social workers to talk about what was happening in their workplaces, what their colleagues were talking about, how they were adapting their work.

scholarly journals Theories and Narratives: Pacific Women in Tertiary Eucation and the Social Construction of Ethnic Identities in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Diane Lysette Mara
Keyword(s):  
Ethnic Identity ◽  
Academic Success ◽  
New Zealand ◽  
Identity Formation ◽  
Cultural Difference ◽  
Tertiary Education ◽  
Social Institutions ◽  
Structured Interview ◽  
Ethnic Identities ◽  
Aotearoa New Zealand

<p>This thesis explores the possible influence of tertiary education on ethnic identity using a social constructionist approach developed by the sociologists Stephen Cornell and Douglas Hartmann. Cornell and Hartmann describe six key sites within which ethnic identity is constructed. They view ethnic identity construction as an ongoing dynamic between the cultural identities which group members bring with them, the processes of assignment made by others within the sites, and how this interplay often promotes the assertion of newly created or revived identities. Constructions sites are situations where different cultural groups interact and where they may be subject to laws, regulations and prevailing beliefs. Although Cornell and Hartmann discuss various social institutions as construction sites they do not specifically refer to educational institutions. This study builds on their approach by examining social interactions within tertiary education from the perspectives of individual Pacific women and investigates whether this institution is a site for ethnic identity formation and change. If so, what implications does this have for Pacific students and the institutions in which they are studying? The sample consisted of twenty Pacific women graduates belonging to most of the Pacific populations in Aotearoa New Zealand. Using a semi-structured interview, information was collected about their socialization in family and church and then about their experience of tertiary education and their own responses to this. When their narratives were analysed it could be seen that the women defined themselves in both primordialist and circumstantialist terms. The narratives also provided illustrations of their assignment by “others” in the form of negative stereotyping and lower expectations held by lecturers of Pacific students. The women felt that within tertiary education institutions they were treated differently from students from other ethnic groups. The consequence was increased awareness of their cultural difference and they asserted their ethnic identities in a range of ways, including finding other Pacific students to study with, or by withdrawal behaviour in class. Such treatment, together with the effects of targeted provisions at tertiary institutions, acted to strengthen the ethnic boundaries between Pacific students and others. Implications for tertiary education institutions include the desirability of consulting Pacific students about the effects of support provided on the basis of cultural identification and the need to discover whether special provisions which make Pacific students more visible leads to their academic success or encourages them to drop out.</p>

scholarly journals From Performance to Performativity: The Christchurch Mosque Murders and What Came After

Te Kaharoa ◽  
2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Sharon Mazer
Keyword(s):  
New Zealand ◽  
Ad Hoc ◽  
Prime Minister ◽  
First Responders ◽  
White Supremacist ◽  
Primary Target ◽  
Aotearoa New Zealand ◽  
The Media ◽  
Set Up ◽  
The City

On Friday 15th March 2019, a white Australian man armed with assault weapons attacked Muslim worshippers at two mosques in Christchurch, New Zealand.  Fifty-one people were murdered. Another 49 were injured. Families and their communities were devastated. Almost a year later, they are evermore deeply into the hard, impossibly sad process of recovery. The city of Christchurch, still reeling from the catastrophic earthquakes of 2010-2011, took the blow to its determinedly imperturbable façade hard, but is now moving on. Aotearoa New Zealand likewise. Staged as a series of performances, the attack and its aftermath were also acutely performative. The gunman transmitted the images and sounds of his white-supremacist-fuelled, assault-weaponized violence via livestream on Facebook: himself the protagonist, his victims the unwitting antagonists in a filmed performance for an unseen audience. In response, Prime Minister Jacinda Ardern immediately took centre-stage: meeting the media, comforting the victims, commending the first responders, and leading two commemorative events on public platforms set up in the park across from Masjid Al Noor, the primary target. There were other, more ad hoc, performances, too, including haka (ritual chant/dance) by school groups, gang members and other odd individuals in front of Masjid Al Noor. Almost immediately after the mosque murders, plans for films, television specials and serials, and theatre performances began proliferating exponentially. This essay reflects on questions of performance and performativity in the wake of the mosque murders.  

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