scholarly journals A Mana Wahine Critical Analysis of New Zealand Legislation Concerning Education: Implications for Addressing Māori Social Disadvantage

2021 ◽  
Author(s):  
◽  
Tagan Wetekia Paul
Keyword(s):  
New Zealand ◽  
Social Policy ◽  
Social Disadvantage ◽  
Theory And Practice ◽  
Critical Policy Analysis ◽  
Significant Movement ◽  
The Social ◽  
Common Goals ◽  
Central Argument ◽  
Critical Policy

<p>Theory and practice are intertwined, woven inextricably together by the way that each informs and is informed by the other (Moss 2002, Pihama 2001, Simmonds 2009). This research confronts and analyses the legal bases of gendered and race-based inequalities by critically analysing New Zealand social policy legislation through a mana wahine perspective. Mana wahine and critical policy analysis share common goals to challenge dominant theoretical and methodological norms in order to recognise unequal power distributions, of which colonisation is implicit (Tomlins-Jahnke 1997).  This research has been guided by a reading of literature that suggests Māori social disadvantage has become ingrained and that policies designed to address this inequality and to include Māori people and Māori perspectives in mainstreamed systems are both confusing, and yet to be successful. This study has been designed to explore present policy legislation concerning social development. A case study of the education system has been used, which draws on historic and more contemporary Western political agendas as reflected in legislative shifts.  Key findings of this research include the exclusion of mana wahine through the ongoing processes of colonisation that do not give rise to Māori cultural understandings. To summarise, the social policy context at present is characterised by: Māori demands for greater self-determination; an absence of Treaty rights for Māori; liberal interpretations of Treaty principles, and scant processes to implement them; a devoid of aspects pertinent to mana wahine, and; the contradiction between Government's articulated position on rights and inclusion in social policy and the language used in and concepts enforced by legislation.  The findings are significant and reveal the ongoing complexities of Indigenous inequalities in the context of widespread policy ‘commitment’ to inclusion and equality. The central argument developed throughout this study is that there is an urgent need to shift policy thinking toward Māori if there is to be a significant movement toward justice for Māori women, which will involve Māori-centred decolonisation and the inclusion of aspects pertinent to mana wahine.</p>

scholarly journals A Mana Wahine Critical Analysis of New Zealand Legislation Concerning Education: Implications for Addressing Māori Social Disadvantage

2021 ◽  
Author(s):  
◽  
Tagan Wetekia Paul
Keyword(s):  
New Zealand ◽  
Social Policy ◽  
Social Disadvantage ◽  
Theory And Practice ◽  
Critical Policy Analysis ◽  
Significant Movement ◽  
The Social ◽  
Common Goals ◽  
Central Argument ◽  
Critical Policy

<p>Theory and practice are intertwined, woven inextricably together by the way that each informs and is informed by the other (Moss 2002, Pihama 2001, Simmonds 2009). This research confronts and analyses the legal bases of gendered and race-based inequalities by critically analysing New Zealand social policy legislation through a mana wahine perspective. Mana wahine and critical policy analysis share common goals to challenge dominant theoretical and methodological norms in order to recognise unequal power distributions, of which colonisation is implicit (Tomlins-Jahnke 1997).  This research has been guided by a reading of literature that suggests Māori social disadvantage has become ingrained and that policies designed to address this inequality and to include Māori people and Māori perspectives in mainstreamed systems are both confusing, and yet to be successful. This study has been designed to explore present policy legislation concerning social development. A case study of the education system has been used, which draws on historic and more contemporary Western political agendas as reflected in legislative shifts.  Key findings of this research include the exclusion of mana wahine through the ongoing processes of colonisation that do not give rise to Māori cultural understandings. To summarise, the social policy context at present is characterised by: Māori demands for greater self-determination; an absence of Treaty rights for Māori; liberal interpretations of Treaty principles, and scant processes to implement them; a devoid of aspects pertinent to mana wahine, and; the contradiction between Government's articulated position on rights and inclusion in social policy and the language used in and concepts enforced by legislation.  The findings are significant and reveal the ongoing complexities of Indigenous inequalities in the context of widespread policy ‘commitment’ to inclusion and equality. The central argument developed throughout this study is that there is an urgent need to shift policy thinking toward Māori if there is to be a significant movement toward justice for Māori women, which will involve Māori-centred decolonisation and the inclusion of aspects pertinent to mana wahine.</p>

scholarly journals Women at Work: Issues for the 1990s: Introduction to the Collection

1970 ◽  
Vol 18 (1) ◽  
Author(s):  
Rose Ryan
Keyword(s):  
New Zealand ◽  
Social Policy ◽  
Service Sector ◽  
Well Being ◽  
Economic Life ◽  
Market Regulation ◽  
Policy Changes ◽  
Women's Participation ◽  
The Social ◽  
Economic Well Being

The celebration of one hundred years of women's suffrage in New Zealand in 1993 has provided a welcome opportunity to undertake something of a "stock-take" of many aspects of women's participation in the social and economic life of New Zealand. Participation in the paid workforce is one of the most important of these, given the centrality of employment and work to social identity and economic well-being. The current re-assessment has, however, raised more questions than it has answered, given the rapidly changing social and economic environment in which women work. This includes the restructuring of the economy, the growth of the service sector, social policy changes in health and education, and the greater emphasis on market regulation of many areas previously subject to legislative regulation.

scholarly journals A New Zealand National Outreach Program – Inspiring Young Girls in Humanitarian Engineering

2017 ◽  
Vol 12 (2) ◽  
pp. 1-14 ◽  
Author(s):  
Jane Goodyer ◽  
Ishani B. Soysa
Keyword(s):  
New Zealand ◽  
Learning Experience ◽  
Lessons Learned ◽  
Theory And Practice ◽  
Social Benefits ◽  
Outreach Program ◽  
Outreach Programs ◽  
Young Girls ◽  
The Social ◽  
Humanitarian Engineering

The representation of women in the Science, Technology, Engineering, and Mathematics (STEM) education and professions fall far short of their representation in other various disciplines. Finding ways to increase underrepresented populations in STEM fields continues to be a major initiative in education. Outreach programs that demonstrate the social benefits of engineering are an effective way to engage students’ interest and enhance their understanding of the theory and practice of science and engineering. This paper describes the design of an outreach program that provided a learning experience on the nature of engineering (via community service activities) to school girls aged 10 to 13 years in New Zealand. The objective of the program was to raise aspirations of young girls to pursue a career in engineering, by demonstrating the social benefits of engineering and thus develop enthusiasm for STEM subjects applied in the context of humanitarian engineering. The strategies for improving similar outreach programs and the lessons learned are also discussed.

Conclusion: governmentality, health policy and the place of critical politics

2017 ◽  
Author(s):  
Eluska Fernández ◽  
Claire Edwards
Keyword(s):  
Health Policy ◽  
Social Policy ◽  
Policy Analysis ◽  
Social Relations ◽  
Critical Policy Analysis ◽  
Theoretical Terms ◽  
Policy Analysts ◽  
Governmentality Studies ◽  
Critical Policy

This chapter synthesises the main themes of the volume, and provide a broader discussion of the contribution that governmentality-inspired studies can make to our understanding of health and health policy.In particular, the chapter discusses where governmentality-based studies might take us in both methodological and theoretical terms. Cognisant of critiques of governmental analyses, it places a specific emphasis on exploring what, or how, governmentalty can contribute to those themes which have so often occupied critical social policy analysts, not least issues of inequality, the role of politics as social relations, and the place of contestation and resistance in policy processes. Thus, the chapter seeks to explore how we might write critical politics, and critical policy analysis, back into governmentality studies.

scholarly journals Coordinating Policy Layers of School Fundraising in Toronto, Ontario, Canada: An Institutional Ethnography

2018 ◽  
Vol 33 (1) ◽  
pp. 44-66 ◽  
Author(s):  
Sue Winton
Keyword(s):  
Parent Involvement ◽  
Public Education ◽  
Social Organization ◽  
Institutional Ethnography ◽  
School Council ◽  
Critical Policy Analysis ◽  
Good Parent ◽  
The Social ◽  
Critical Policy ◽  
Toronto District School Board

In this article, I report findings from an investigation into the politics and coordination of school fundraising in the Toronto District School Board (TDSB) in Toronto, Ontario, Canada. Theoretically grounded in institutional ethnography and critical policy analysis, the study began from the standpoint of parents asked to give money to their children’s school(s). I show how provincial and TDSB funding, parent involvement, fundraising, and school council policies organize parents’ experience of school fundraising. I also explore how participating in fundraising enables parents to meet neoliberal expectations of a “good parent” and how through their efforts to secure advantages for their children, fundraising parents are accomplices in the privatization of public education. I conclude by discussing possibilities for intervention into the social organization of school fundraising in TDSB schools.

scholarly journals A Critical Review of Learning Environment Policy Discourse in Aotearoa New Zealand

2021 ◽  
Author(s):  
Anne Starkey ◽  
Bronwyn Wood
Keyword(s):  
New Zealand ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Ministry Of Education ◽  
Secondary Classrooms ◽  
Critical Policy Analysis ◽  
Aotearoa New Zealand ◽  
Modern Learning ◽  
Policy Direction ◽  
Critical Policy

The Ministry of Education is funding a significant building programme for primary and secondary classrooms across Aotearoa, New Zealand. In New Zealand there is an expectation that new or refurbished classrooms will be innovative, modern or flexible learning environments. This paper reports findings from a critical policy analysis of the discourse within Ministry of Education documents focusing on the design of learning environments published 2010-2019. Using a ‘what’s the problem’ approach (Bacchi, 1999), we examine the representation of the ‘problems’ which the policy documents relating to modern learning environments intend to address. We use an eight-stage process of analysis of these documents in order to identify policy priorities, ideologies, assumptions and potential outcomes in order to see how these are used to justify authority and action. This analysis revealed two larger ‘problems’ and a number of subthemes underpinning these documents. We suggest that the construction of these problems has conflated many aspects of both space and teaching and learning and relied on unquestioned assumptions about ‘modern’ learning and collaborative teaching. We conclude by considering the implications of this policy direction for New Zealand’s education system.

scholarly journals Social policies in the recession

2009 ◽  
Vol 5 (1) ◽  
Author(s):  
Michael Fletcher
Keyword(s):  
New Zealand ◽  
Social Policy ◽  
Social Policies ◽  
Policy Makers ◽  
Policy Choices ◽  
The Social ◽  
Distributional Consequences

While we cannot prevent many of the current recession’s impacts, there are real social policy choices open to policy makers –choices that can reduce its severity, influence who bears what costs, and, importantly, have an impact on the longer-term, post recession outcomes. How well New Zealand performs economically and socially in the years after the current recession is over will depend in part on how well we manage the distributional consequences of the recession and on the social policies implemented during the recession.

scholarly journals A Critical Review of Learning Environment Policy Discourse in Aotearoa New Zealand

2021 ◽  
Author(s):  
Anne Starkey ◽  
Bronwyn Wood
Keyword(s):  
New Zealand ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Ministry Of Education ◽  
Secondary Classrooms ◽  
Critical Policy Analysis ◽  
Aotearoa New Zealand ◽  
Modern Learning ◽  
Policy Direction ◽  
Critical Policy

The Ministry of Education is funding a significant building programme for primary and secondary classrooms across Aotearoa, New Zealand. In New Zealand there is an expectation that new or refurbished classrooms will be innovative, modern or flexible learning environments. This paper reports findings from a critical policy analysis of the discourse within Ministry of Education documents focusing on the design of learning environments published 2010-2019. Using a ‘what’s the problem’ approach (Bacchi, 1999), we examine the representation of the ‘problems’ which the policy documents relating to modern learning environments intend to address. We use an eight-stage process of analysis of these documents in order to identify policy priorities, ideologies, assumptions and potential outcomes in order to see how these are used to justify authority and action. This analysis revealed two larger ‘problems’ and a number of subthemes underpinning these documents. We suggest that the construction of these problems has conflated many aspects of both space and teaching and learning and relied on unquestioned assumptions about ‘modern’ learning and collaborative teaching. We conclude by considering the implications of this policy direction for New Zealand’s education system.

Does having an Indigenous Political Party in Government make a Difference to Social Policy? The Māori Party in New Zealand

2017 ◽  
Vol 46 (3) ◽  
pp. 475-494 ◽  
Author(s):  
LOUISE HUMPAGE
Keyword(s):  
New Zealand ◽  
Social Policy ◽  
Cultural Values ◽  
Indigenous Rights ◽  
Policy Innovation ◽  
National Party ◽  
The Social ◽  
Policy Frameworks ◽  
Health Initiatives ◽  
Policy Arena

AbstractIndigenous Māori in New Zealand have had significant opportunities to influence mainstream politics and policy since 2008 when the Māori Party began negotiating supply and confidence agreements with the conservative National Party in return for progress on Māori Party initiatives. This article assesses whether the Māori Party has made a difference in social policy. It argues that the holistic, whole-family-focused Whānau Ora strategy and initiatives aiming to revitalise the Māori language are significant policy innovations that uniquely embed Māori cultural values and governance into mainstream policy frameworks. A Ministerial Committee on Poverty, established as a result of National-Māori Party negotiations, put Māori politicians at the decision-making table and led to some important housing and health initiatives but fewer gains are evident regarding income/employment policies that address the disproportionate material disadvantage of Māori. Ultimately, the Māori Party has provoked policy innovation and there is some evidence of improving Māori outcomes. But political constraints inhibit opportunities for significant and lasting recognition of indigenous rights and radically improved socio-economic outcomes in the social policy arena.

Sign in / Sign up

Export Citation Format

Share Document