scholarly journals Ki te Taumata: a Personal Journey into the Multiple Identities of Academically High Achieving Māori Girls

2021 ◽  
Author(s):  
◽  
Liana MacDonald
Keyword(s):  
Personal Experience ◽  
Multiple Identities ◽  
Educational Success ◽  
Collective Identities ◽  
Construction Of Identity ◽  
Research Protocols ◽  
Kaupapa Māori ◽  
High Achieving ◽  
Female Researcher

<p>This thesis investigates the multiple identities of four academically high achieving, Māori girls negotiated in one English Medium mainstream schooling environment. The study sought to determine how these young women have grown to define and develop diverse understandings of what it means to “be Māori” and “high achieving” within this context. The metaphor of plotting a path from the foothills to the peak of a mountain is used to describe the journey that the participants of this study, and I as a researcher, undertook during this process. Participating in this journey were 13 travellers; four academically high achieving Māori girls, four caregivers and four of the girls’ friends. I also identify myself as a Māori female researcher as a traveller since I tell a story that has attempted to be transparent and personal. This case study was guided by Kaupapa Māori research protocols (Smith, 1999; Bishop & Glynn, 2003) and Personal Experience methodology (Clandinin & Connelly, 1994). Such protocols were useful in enabling me to tell this research story. However, this was not the research journey I expected to take when I first set off. Through this inquiry process I learned about the influence of society and colonisation on the construction of identity. I learned how pressures and stereotypes, aligned with socialisation processes, lie beneath our consciousness and inform our individual and collective identities. The conversations with fellow participants of the study highlight the limitations in our understanding of what it means to be Māori and achieve educational success “as Māori” amongst contemporary youth today. The findings of this study suggest that multiple complex Māori identities exist amongst contemporary Māori youth. Further research and discussion about what it means to “be Māori” needs to occur to ensure that we cater for the needs of all Māori learners. Recommendations include establishing a professional development programme for teachers to address the way knowledge is constructed and perpetuated in a contemporary, postcolonial society. A focus on motivation, gender, indigeneity and special/gifted abilities was not investigated in this thesis.</p>

scholarly journals Ki te Taumata: a Personal Journey into the Multiple Identities of Academically High Achieving Māori Girls

2021 ◽  
Author(s):  
◽  
Liana MacDonald
Keyword(s):  
Personal Experience ◽  
Multiple Identities ◽  
Educational Success ◽  
Collective Identities ◽  
Construction Of Identity ◽  
Research Protocols ◽  
Kaupapa Māori ◽  
High Achieving ◽  
Female Researcher

<p>This thesis investigates the multiple identities of four academically high achieving, Māori girls negotiated in one English Medium mainstream schooling environment. The study sought to determine how these young women have grown to define and develop diverse understandings of what it means to “be Māori” and “high achieving” within this context. The metaphor of plotting a path from the foothills to the peak of a mountain is used to describe the journey that the participants of this study, and I as a researcher, undertook during this process. Participating in this journey were 13 travellers; four academically high achieving Māori girls, four caregivers and four of the girls’ friends. I also identify myself as a Māori female researcher as a traveller since I tell a story that has attempted to be transparent and personal. This case study was guided by Kaupapa Māori research protocols (Smith, 1999; Bishop & Glynn, 2003) and Personal Experience methodology (Clandinin & Connelly, 1994). Such protocols were useful in enabling me to tell this research story. However, this was not the research journey I expected to take when I first set off. Through this inquiry process I learned about the influence of society and colonisation on the construction of identity. I learned how pressures and stereotypes, aligned with socialisation processes, lie beneath our consciousness and inform our individual and collective identities. The conversations with fellow participants of the study highlight the limitations in our understanding of what it means to be Māori and achieve educational success “as Māori” amongst contemporary youth today. The findings of this study suggest that multiple complex Māori identities exist amongst contemporary Māori youth. Further research and discussion about what it means to “be Māori” needs to occur to ensure that we cater for the needs of all Māori learners. Recommendations include establishing a professional development programme for teachers to address the way knowledge is constructed and perpetuated in a contemporary, postcolonial society. A focus on motivation, gender, indigeneity and special/gifted abilities was not investigated in this thesis.</p>

An Example to Us All: Child Development and Identity Construction in Early 20th-Century Playgrounds

10.1068/a3237 ◽  
2000 ◽  
Vol 32 (4) ◽  
pp. 599-616 ◽  
Author(s):  
Elizabeth A Gagen
Keyword(s):  
Child Development ◽  
Public Space ◽  
20Th Century ◽  
The United States ◽  
Development Theory ◽  
Gender Identities ◽  
Construction Of Identity ◽  
A Site ◽  
Us Cities

At the turn of the 20th century, children's play came under new and heightened scrutiny by urban reformers. As conditions in US cities threatened traditional notions of order, reformers sought new ways to direct urban-social development. In this paper I explore playground reform as an institutional response that aimed to produce and promote ideal gender identities in children. Supervised summer playgrounds were established across the United States as a means of drawing children off the street and into a corrective environment. Drawing from literature published by the Playground Association of America and a case study of playground management in Cambridge, MA, I explore playground training as a means of constructing gender identities in and through public space. Playground reformers asserted, drawing from child development theory, that the child's body was a conduit through which ‘inner’ identity surfaced. The child's body became a site through which gender identities could be both monitored and produced, compelling reformers to locate playgrounds in public, visible settings. Reformers' conviction that exposing girls to public vision threatened their development motivated a series of spatial restrictions. Whereas boys were unambiguously displayed to public audiences, girls' playgrounds were organised to accommodate this fear. Playground reformers' shrewd spatial tactics exemplify the ways in which institutional authorities conceive of and deploy space toward the construction of identity.

scholarly journals Te Hā o Te Reo

2020 ◽  
Vol 1 (3) ◽  
pp. 01-15
Author(s):  
Maria Celina Bortolotto ◽  
Arianna Berardi-Wiltshire
Keyword(s):  
Classroom Management ◽  
Classroom Practices ◽  
Qualitative Case Study ◽  
Qualitative Interview ◽  
Indigenous Languages ◽  
Pedagogical Practices ◽  
Chief Designer ◽  
Course Content ◽  
Kaupapa Māori

  Drawn from a talk presented at the 2019 Viva Lingua Viva indigenous languages event in Rio de Janeiro, Brazil, this article presents the findings of a qualitative case study focused on a 10-week Māori language programme, Te Hā o te Reo (“the essence of the language”) offered to staff at a New Zealand university. The article reports on the pedagogical practices employed in the course through a discussion of qualitative interview data collected for a wider study on the experiences of non-Māori students of Te Reo Māori as a second language. The analysis presents insights from a sample of adult student participants and by the courses’ chief designer and teacher. A focussed consideration of four key classroom practices suggests a teaching approach based on three Māori culture-specific pedagogical principles (Whanaungatanga—relationship-based learning; Koakoa—joy, humour; Kaupapa Māori—Māori principles and worldview), which are found to shape both course content and classroom management in ways that are well aligned with student’s needs and expectations.  

scholarly journals Success Despite Socioeconomics: A Case Study of a High-Achieving, High-Poverty School

2012 ◽  
Vol 33 (4) ◽  
pp. 292-317
Author(s):  
Thomas Brent Tilley ◽  
Samuel J. Smith ◽  
Russell L. Claxton
Keyword(s):  
High Poverty ◽  
High Achieving

Making “Sense” of Identity

2016 ◽  
Vol 46 (2) ◽  
pp. 173-202 ◽  
Author(s):  
Audrey Ricke
Keyword(s):  
Ethnic Identity ◽  
National Identity ◽  
Multiple Identities ◽  
Identity Studies ◽  
Making Sense ◽  
Sensory Experiences ◽  
The Social ◽  
Social Meanings ◽  
Complicated Situation

This article expands the recent sensorial turn in identity studies. It illustrates how individuals embody and link together multiple identities through the multivocality of a particular sensory experience as well as the various meanings encapsulated within the sensory experiences of a particular event. Through a case study of King and Queen celebrations in Santa Catarina, Brazil, this article investigates the social meanings associated with the aesthetics of one of the oldest German traditions in the country. While on the surface the King and Queen celebration appears to be solely a celebration of German roots, a focus on the multivocality of the sensory experiences reveals a more complicated situation where the hosts are claiming not just a German ethnic identity but a Brazilian national identity by drawing upon the multiple social meanings associated with certain sensory experiences and foregrounding particular aesthetics.

Defenders of Nature and the Comarca: Collective Identity and Frames in Panama

2010 ◽  
Vol 15 (1) ◽  
pp. 63-80 ◽  
Author(s):  
Lynn Horton
Keyword(s):  
Indigenous Peoples ◽  
Collective Identity ◽  
Collective Identities ◽  
Land Claims ◽  
Institutional Practices ◽  
Indigenous Identity ◽  
Identity Based ◽  
Multiple Frames ◽  
Indigenous Land

This article examines collective identities as both a resource and constraint in framing processes of social mobilization through a case study of Panama's Kuna Indians, one of Latin America's most effectively organized indigenous peoples. It highlights tensions between movement nurturance of distinct indigenous identity as intrinsically valuable and to a degree counterhegemonic and instrumental use of an environmental frame to advance indigenous land claims. This article also explores shifts in dominant discourse and institutional practices that provide both opportunities for identity-based movements as well as risks. One way identity groups address tensions between appropriation of externally generated frames for instrumental goals and the nurturing of distinct collective identities is to manage multiple frames aimed at distinct audiences with distinct content. errors are the sole responsibility of the author.

scholarly journals Trump, Populism, and American Foreign Policy

2019 ◽  
Vol 16 (3) ◽  
pp. 292-311 ◽  
Author(s):  
Thorsten Wojczewski
Keyword(s):  
Foreign Policy ◽  
International Relations ◽  
American Foreign Policy ◽  
The United States ◽  
Discursive Construction ◽  
Collective Identities ◽  
Donald Trump ◽  
Lacanian Psychoanalysis ◽  
Self And Other

Abstract Employing a discursive understanding of populism and combing it with insights of poststructuralist international relations theory and Lacanian psychoanalysis, this article examines the conceptual links between foreign policy and populist forms of identity construction, as well as the ideological force that populism can unfold in the realm of foreign policy. It conceptualizes populism and foreign policy as distinct discourses that constitute collective identities by relating Self and Other. Identifying different modes of Othering, the article illustrates its arguments with a case study on the United States under Donald Trump and shows how the Trumpian discourse has used foreign policy as a platform for the (re)production of a populist-nationalist electoral coalition. Unlike common conceptions of populism as an ideology that misrepresents reality, the article argues that the discourse develops its ideological appeal by obscuring the discursive construction of social reality and thereby promising to satisfy the subject's desire for a complete and secure identity.

Negotiating gatekeepers and positionality in building trust for accessing the urban poor in the Global South

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lutfun Nahar Lata
Keyword(s):  
Urban Poor ◽  
Design Methodology ◽  
Qualitative Case Study ◽  
Global South ◽  
Content Type ◽  
Research Participants ◽  
Building Trust ◽  
Building Rapport ◽  
Female Researcher

PurposeThis paper explores the importance of building trust and rapport with participants using gatekeepers and insider-outsider dynamics in accessing vulnerable research participants in the Global South.Design/methodology/approachThis paper draws data from a qualitative case study conducted in Sattola slum in Dhaka.FindingsFindings suggest that access to participants can be gained through building rapport and trust with participants. A trusting relationship further helps the researcher to explore the processes of social exclusion experienced by the participants.Originality/valueFew studies is published on female researchers building trust with vulnerable research participants negotiating gatekeepers and their subjectivity in the field. The paper contributes original insights into this from fieldwork carried out by a middle-class female researcher in Dhaka. It raises important issues in securing the trust of participants when they are part of disadvantaged, exploited or generally vulnerable populations.

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