scholarly journals A History of Marginalisation: Maori Women

2021 ◽  
Author(s):  
◽  
Monique Gemmell
Keyword(s):  
New Zealand ◽  
Education System ◽  
Lived Experiences ◽  
Qualitative Method ◽  
Qualitative Approach ◽  
Social Phenomena ◽  
Kaupapa Māori ◽  
History Of

<p>This thesis is a history of marginalisation as experienced by Maori women within New Zealand. My argument is that through the founding British Crown, the education system and Christianity, Maori women were marginalised (Pihama, 2001). My hypothesis is that once we understand how we were marginalised, we begin to liberate ourselves.  I seek to identify legislation and social phenomena that marginalised Maori women. These are the sorts of discourses led to assimilative, alienative and hegemonic outcomes for Maori women. Moana Jackson refers to this form of marginalisation and its influences as, “the destruction of the Maori soul” (as cited by Mikaere, 1995, p. 138).  The consequences of marginalisation will highlight the importance of identity, matauranga Maori and the relevance of whenua to Maori women (Mikaere, 2003). In undertaking this task, I seek to answer how the New Zealand education system could contribute to emancipating Maori women.  By applying a Kaupapa Maori methodology (Smith, G. , 1997), an examination of how Maori women were effected by colonisation and imperialism will be explored. For this study, I have opted to utilise a qualitative approach in gathering and undertaking my research (Denzin & Lincoln, 1984). The Kaupapa Maori methodology and a qualitative method enable me as a Maori woman to tell the story of our lived experiences as Maori women.</p>

scholarly journals A History of Marginalisation: Maori Women

2021 ◽  
Author(s):  
◽  
Monique Gemmell
Keyword(s):  
New Zealand ◽  
Education System ◽  
Lived Experiences ◽  
Qualitative Method ◽  
Qualitative Approach ◽  
Social Phenomena ◽  
Kaupapa Māori ◽  
History Of

<p>This thesis is a history of marginalisation as experienced by Maori women within New Zealand. My argument is that through the founding British Crown, the education system and Christianity, Maori women were marginalised (Pihama, 2001). My hypothesis is that once we understand how we were marginalised, we begin to liberate ourselves.  I seek to identify legislation and social phenomena that marginalised Maori women. These are the sorts of discourses led to assimilative, alienative and hegemonic outcomes for Maori women. Moana Jackson refers to this form of marginalisation and its influences as, “the destruction of the Maori soul” (as cited by Mikaere, 1995, p. 138).  The consequences of marginalisation will highlight the importance of identity, matauranga Maori and the relevance of whenua to Maori women (Mikaere, 2003). In undertaking this task, I seek to answer how the New Zealand education system could contribute to emancipating Maori women.  By applying a Kaupapa Maori methodology (Smith, G. , 1997), an examination of how Maori women were effected by colonisation and imperialism will be explored. For this study, I have opted to utilise a qualitative approach in gathering and undertaking my research (Denzin & Lincoln, 1984). The Kaupapa Maori methodology and a qualitative method enable me as a Maori woman to tell the story of our lived experiences as Maori women.</p>

scholarly journals Modelling the impact of alternative educational qualifications on the New Zealand higher education system

2020 ◽  
Author(s):  
Stephen Marshall
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Education System ◽  
Historical Data ◽  
Social Phenomena ◽  
Agent Based ◽  
Higher Education System ◽  
Agent Based Modelling ◽  
Education And Employment ◽  
The Impact

Agent-based modelling provides a mechanism by which complex social phenomena can simulated in order to identify how particular features arise from causes such as demographics, human preferences and their interaction with policy settings. The NetLogo environment has been used to implement a simulation of the New Zealand higher education system, using historical data to calibrate model settings to mirror those of the real-world system. This simulation is used to explore how the introduction of an alternative qualification and education paradigm might disrupt established patterns of education and employment.

scholarly journals The impact of colonisation on te reo Māori: A critical review of the State education system

Te Kaharoa ◽  
2011 ◽  
Vol 4 (1) ◽  
Author(s):  
Rachael Ka'ai-Mahuta
Keyword(s):  
New Zealand ◽  
Education System ◽  
Intelligence Testing ◽  
The State ◽  
Language Loss ◽  
Language Death ◽  
State Education ◽  
The Status ◽  
History Of ◽  
The Impact

By 1979, merely 139 years after the signing of Te Tiriti o Waitangi (The Treaty of Waitangi), the loss of te reo Māori was so great that it was believed it would suffer language death (Walker 1990: 147-148). This can be attributed to colonisation and the State policy of assimilation which eroded the status of the language. The mechanism of the Government’s agenda of assimilation and language domination was the State education system. This was, therefore, the primary cause of Māori language loss. In some cases the legislation regarding the State education system can be directly linked to language loss. However, in many cases the education system has negatively affected te reo Māori indirectly through aspects of Eurocentric education. These include assimilation, cultural invasion, cultural subordination, language domination, hegemony, the curriculum, class structures, racism, meritocracy, intelligence testing, and negative teacher expectations.   In the study of Māori language decline one must critically review the New Zealand State education system, including a discussion of the key events and legislation in the history of Pākehā colonisation and assimilation in Aotearoa/New Zealand. This will form the chronological map of the deterioration of the status of the Māori language.

scholarly journals Toward a History of New Zealand Legal Education

1999 ◽  
Vol 30 (2) ◽  
pp. 333 ◽  
Author(s):  
Geoff McLay
Keyword(s):  
New Zealand ◽  
Education System ◽  
Legal Education ◽  
The Third ◽  
History Of ◽  
The Impact

This article briefly discusses the history of New Zealand Legal Education, with a focus on Victoria University of Wellington. The first part of this paper introduces the American and English models of legal education, discussing the different tensions and contexts of each jurisdiction. The second part of the paper introduces the history of legal education in New Zealand. The author discusses New Zealand's departure from the English model (where a degree was not necessary to practise), academics' tradition of writing textbooks in New Zealand, and the influence of the American legal education system. The third part of the paper discusses the impact of Professor John Salmond and Sir Robert Stout at Victoria University of Wellington. 

scholarly journals Speaking the Unspoken: Racism, Sport and Maori

2010 ◽  
Vol 2 (2) ◽  
pp. 23-45 ◽  
Author(s):  
Holly Raima Hippolite ◽  
Toni Bruce
Keyword(s):  
New Zealand ◽  
Race Relations ◽  
Institutional Racism ◽  
Racial Equality ◽  
Research Approach ◽  
Positive Contribution ◽  
Kaupapa Māori ◽  
History Of

In this paper, we argue that the intersection of two key ideologies – New Zealand’s purported history of good race relations, and the positive contribution sport is believed to make to racial equality – has created an environment in which it is difficult to talk about, let alone discuss constructively, Māori experiences of racism in the sport context. Our aim is to put the issue on the agenda by engaging with 10 experienced Māori sport participants, coaches and administrators whose experiences demonstrate the existence of, and pain caused by, cultural and institutional racism in New Zealand sport. In this aim, we do not seek to hide behind a veil of neutrality or objectivity. Rather, following a kaupapa Māori research approach, our interest is in bringing to light the voices, frustrations and concerns of Māori in order to contribute to a much-needed conversation.

scholarly journals THE URGENCY OF CADRE EDUCATION SYSTEM AT DARUNNAJAH CIPINING ISLAMIC BOARDING SCHOOL

2020 ◽  
Vol 19 (2) ◽  
pp. 260
Author(s):  
Amin Songgirin
Keyword(s):  
Human Behavior ◽  
Education System ◽  
Qualitative Method ◽  
Compulsory Education ◽  
Boarding School ◽  
Qualitative Approach ◽  
Regeneration Process ◽  
System Research ◽  
Human Group ◽  
Deep Appreciation

The orientation of Darunnajah Cipining Islamic Boarding School cadre program is to give birth to the best/selected human group, becoming a core force or backbone to defend, support and advance the Darunnajah Cipining Islamic Boarding School called Asḥāb al-Najāh. The results of the regeneration process are cadres who have integrity, loyalty, are dedicated, moveable, capable, reliable and militant to realize the ideals of the pesantren and maintain the sustainability of the institution until the Day of Judgment. In the cadre system research at Darunnajah Cipining Islamic Boarding School, using a qualitative approach based on the philosophy of phenomenology, through deep appreciation. The qualitative method tries to understand and interpret the meaning of an event of human behavior interaction in a particular situation according to the researcher’s perspective. This approach is directed at the background and the whole individual and does not isolate individuals or institutions into variables or hypotheses, but sees it as part of a whole. The results of this study are the cadre education system at Darunnajah Cipining Islamic Boarding School, which since its establishment has implemented a 16-year compulsory education for cadres, and forges its cadres through education, both formal and direct life practice activities, through training and assignments. Cadre formation in Darunnajah Cipining Islamic Boarding School as a cycle that continues to spin with gradations with several stages. Cadre education is an investment in knowledge, skills and attitudes towards students

scholarly journals Merumuskan Ulang Konsep Moralitas: Sumbangan Pemikir Feminis

2020 ◽  
Vol 5 (2) ◽  
pp. 180
Author(s):  
Paulus Bagus Sugiyono
Keyword(s):  
Literature Review ◽  
Immanuel Kant ◽  
Care Ethics ◽  
Qualitative Approach ◽  
Point Of View ◽  
Kantian Ethics ◽  
Western Thought ◽  
Social Phenomena ◽  
History Of ◽  
Universal Morality

The aim of this article is to re-conceptualize the meaning of morality according to the perspective of feminists. This article employed the method of literature review within the qualitative approach. Morality, in the history of western thought, is often related with the concept offered by Immanuel Kant. Human being is perceived to have a sufficient ratio to access the universal morality. Therefore, there is no reason for not following the principles of morality. Nevertheless, feminists argued that the concept offered by Kant does not give a flexible space for the dynamics of contingent things, such as feeling, sensitivity, and inclination. Whereas, these contingent things have given such an influential meaning for the concept of morality. Marilyn Friedman (2000) specifically proposes and explains this point of view in her article entitled “Feminism in Ethics: Conception of Autonomy”. Her approach is thus later shown clearly in the concept of care ethics. Even though, I argue that care ethics would not substitute Kantian ethics, but rather complement it, so that the paradigm of the morality can be seen broader from several perspectives. This entwined paradigm, between Kantian and care ethics, is then can be employed to analyze various social phenomena that occur in our society. Tujuan artikel ini adalah untuk merumuskan ulang konsep mengenai moralitas, terutama ketika mendapatkan sumbangsih pemikiran dari para pemikir feminis. Metode yang digunakan dalam penelitian ini adalah kajian literatur dalam pendekatan kualitatif. Moral, dalam perjalanan panjang sejarah pemikiran barat, identik dengan pemikiran Immanuel Kant dalam sifatnya yang berlaku universal. Untuk mengakses universalitas moral, manusia diandaikan memiliki nalar atau rasionalitas yang cukup. Dengan demikian, sebagai manusia yang otonom secara moral, tidak ada alasan baginya untuk tidak mengikuti prinsip-prinsip moral. Penggunaan nalar tidak memberikan ruang bagi hal-hal yang sifatnya kontingen, seperti perasaan, sensitivitas, dan kecenderungan. Hasil penelitian ini menunjukkan bahwa apa yang disingkirkan oleh etika Kantian tadi diangkat oleh para pemikir feminis. Mereka memberikan sumbangsih pemikirannya tersendiri dalam membangun konsep moralitas. Selain itu, penelitian ini juga menunjukkan bahwa etika kepedulian adalah muara dari pemikiran mengenai moralitas dari para pemikir feminis. Meski demikian, etika kepedulian tidak hadir sebagai substitusi atau pengganti dari etika Kantian, melainkan sebagai komplementer yang menjadikan cakrawala moralitas semakin utuh. Bak dua sisi sepayang sayap, kedua pendekatan moralitas tadi saling menyeimbangkan pemaknaan mengenai apa itu moralitas, terutama untuk menelaah fenomena-fenomena secara sosiologis dalam masyarakat.

Cultural Taxation: The Experiences of Māori Teachers in the Waitaha (Canterbury) Province of New Zealand and their Relevance for Similar Australian Research

2017 ◽  
Vol 47 (2) ◽  
pp. 109-119
Author(s):  
Toni K. Torepe ◽  
Richard F. Manning
Keyword(s):  
New Zealand ◽  
Lived Experiences ◽  
Primary Objective ◽  
Language Teachers ◽  
Indigenous Australian ◽  
Bilingual Teaching ◽  
Qualitative Research Methodology ◽  
Kaupapa Māori ◽  
Research Philosophy ◽  
The University

This article draws on data from a research study (Torepe, 2011) that investigated the lived experiences of six Māori teachers who recently graduated from the Hōaka Pounamu (Graduate Diploma in Immersion and Bilingual Teaching) course at the University of Canterbury, New Zealand. The primary objective was to gain a deeper understanding of the lived experiences and various challenges confronting this group of experienced Māori language teachers working in English-medium, state-funded schools. This article describes the qualitative research methodology that was underpinned by a Kaupapa Māori narrative research philosophy. It then explains why the study's findings support and strengthen those of previous studies conducted in Australia. Most notably, they draw attention to the concept of cultural taxation and the Crown's principles for action on the Treaty of Waitangi. Given the large number of Māori children attending Australian schools and similar challenges confronting Indigenous Australian teachers, this research will be of interest to an Australian audience.

scholarly journals Studi Kualitatif Fenomenologi Pengalaman Hidup Pasien Pasca Kolostomi di Wilayah Jawa Barat

MEDULA ◽  
2019 ◽  
Vol 6 (1) ◽  
Author(s):  
La Rangki ◽  
Kusman Ibrahim ◽  
Aan Nur'aini
Keyword(s):  
Health Care ◽  
Lived Experiences ◽  
Qualitative Method ◽  
Social Problems ◽  
Qualitative Approach ◽  
Economic Problems ◽  
Care Services ◽  
Physical Problems ◽  
Sources Of Support ◽  
Depth Interviews

ABSTRACTPatient with colostomy followed colorectal has been cancer increasing significantly in Indonesia. Colostomy caused not only physical problems but also psychological and social problems. Health care profesional, especially nurses need to provided hollistic care services to the patients after colostomy. Study with  Qualitative method to describe  the live experience of the colostomy patient was important.  This study was a phenomenological  qualitative approach . Data obtained with in-depth interviews to 8 informants consisting of 5 men and 3 women, aged between 30-73 years. The length of time living with a colostomy between 4 months to 6 years. Data were analyzed by using  Colaizzi method. Themes  emerged from this study: ;sources of support;live with a colostomy; live adaptation; the burdens living with a colostomy. Living with a colostomy faced problems including the limitation to fulfill their needs, psychosocial changes, spiritual distress, and economic problems. Based on those problems, nurses can give support and attention for post colostomy patients. Keywords : Lived Experiences, Colostomy, Bandung

New Zealand School Uniforms in the Era of Democracy: 1965 to 1975

Costume ◽  
2008 ◽  
Vol 42 (1) ◽  
pp. 169-183
Author(s):  
Elaine Webster
Keyword(s):  
New Zealand ◽  
Education System ◽  
Radical Change ◽  
School Uniforms ◽  
Democratic Ideal ◽  
Slow Development ◽  
The Status ◽  
History Of ◽  
School Uniform ◽  
The 1960S

School uniforms are dynamic cultural forms and as such have meanings specific to the cultures in which they are worn. In New Zealand the history of their development is also a history of changing meanings specific to the New Zealand culture, connected to the status of children and the changing educational and social objectives of the education system. After a relatively slow development in New Zealand, school uniforms came into their own during the 1950s only to undergo radical change and diversification in the 1960s. During the 1970s school uniform as a practice reached a new extreme, allowing expressions of individualism and pluralism, values associated with a democratic ideal. Although such expressions threatened to overturn the sustaining principles of uniforms and uniformity, instead they reinforced uniforms as carriers and protectors of a powerful democratic ideal embedded in the New Zealand education system.

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