scholarly journals Ngā wāhine kaha from Syria: The experience of former refugee women from Syria resettling in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Hawa Kusuma Setyawati Fitzgerald
Keyword(s):  
New Zealand ◽  
Community Development ◽  
Cultural Identity ◽  
Men And Women ◽  
Cultural Rights ◽  
Cultural Aspects ◽  
Refugee Women ◽  
Aotearoa New Zealand ◽  
The Family ◽  
Human Rights Based Approach

<p>This thesis examines the experience of former refugee women from Syria resettling in Aotearoa New Zealand. It focuses on Syrian women who have resettled in the Wellington region and Dunedin - the two main areas to which Syrian refugees have been allocated. The study documented Syrian refugee women’s perspectives about resettlement satisfaction, their strengths and challenges, and their ideas for community development.  The methodology and analysis for the study incorporated the Human Rights-Based Approach (HRBA) to resettlement and the Mana Wahine framework. Through forty-five survey participants and three focus groups, the study found that the integration of wairua/spirituality, cultural identity, language and whanaungatanga/relationships in the family was very important for Syrian women’s resettlement in Aotearoa New Zealand.  This study found gender roles between men and women strongly exist in the Syrian community. Many refugee women found their roles changed and lost the support they used to have from family members back home. Participants also expressed facing isolation resulting from cultural aspects. These show refugee women have bigger challenges to integration compared to their male counterparts, and that Syrian women have specific cultural rights related to their gender and religion. However, refugee resettlement services and community development were delivered the same way for men and women, and more types of supports are needed for refugee women.</p>

scholarly journals Ngā wāhine kaha from Syria: The experience of former refugee women from Syria resettling in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Hawa Kusuma Setyawati Fitzgerald
Keyword(s):  
New Zealand ◽  
Community Development ◽  
Cultural Identity ◽  
Men And Women ◽  
Cultural Rights ◽  
Cultural Aspects ◽  
Refugee Women ◽  
Aotearoa New Zealand ◽  
The Family ◽  
Human Rights Based Approach

<p>This thesis examines the experience of former refugee women from Syria resettling in Aotearoa New Zealand. It focuses on Syrian women who have resettled in the Wellington region and Dunedin - the two main areas to which Syrian refugees have been allocated. The study documented Syrian refugee women’s perspectives about resettlement satisfaction, their strengths and challenges, and their ideas for community development.  The methodology and analysis for the study incorporated the Human Rights-Based Approach (HRBA) to resettlement and the Mana Wahine framework. Through forty-five survey participants and three focus groups, the study found that the integration of wairua/spirituality, cultural identity, language and whanaungatanga/relationships in the family was very important for Syrian women’s resettlement in Aotearoa New Zealand.  This study found gender roles between men and women strongly exist in the Syrian community. Many refugee women found their roles changed and lost the support they used to have from family members back home. Participants also expressed facing isolation resulting from cultural aspects. These show refugee women have bigger challenges to integration compared to their male counterparts, and that Syrian women have specific cultural rights related to their gender and religion. However, refugee resettlement services and community development were delivered the same way for men and women, and more types of supports are needed for refugee women.</p>

Situated literacy : a study of family literacy in Aotearoa/New Zealand

2021 ◽  
Author(s):  
◽  
Juliet Suzanne Smith
Keyword(s):  
New Zealand ◽  
Social Context ◽  
Generational Differences ◽  
Family Literacy ◽  
The Other ◽  
Literacy Experiences ◽  
Aotearoa New Zealand ◽  
The Family ◽  
Situated Literacy ◽  
A Site

<p>This study investigated the family as a site for literacy. The theoretical approach is that all literacy is situated in a social context. Eleven parents were interviewed about literacy use and practices both in their present families. The parents were from India, Sri Lanka, Britain and Aotearoa/ New Zealand. The study explored generational differences as well as aspects of diversity among the families. While there were similarities in the uses of literacy across the generations, diversity was evident in the differences in purpose between the Pakeha families and the others. For the Paheka the purpose of reading was for pleasure while the other parents stressed the importance of reading for moral messages and guides to behaviour. Parents spoke more often about reading than about writing, they recalled favourite books, especially those by Enid Blyton, and reported stories they told their own children. It is suggested that teachers might explore their own literacy experiences to better understand the issues of both literacy and diversity.</p>

Situated literacy : a study of family literacy in Aotearoa/New Zealand

2021 ◽  
Author(s):  
◽  
Juliet Suzanne Smith
Keyword(s):  
New Zealand ◽  
Social Context ◽  
Generational Differences ◽  
Family Literacy ◽  
The Other ◽  
Literacy Experiences ◽  
Aotearoa New Zealand ◽  
The Family ◽  
Situated Literacy ◽  
A Site

<p>This study investigated the family as a site for literacy. The theoretical approach is that all literacy is situated in a social context. Eleven parents were interviewed about literacy use and practices both in their present families. The parents were from India, Sri Lanka, Britain and Aotearoa/ New Zealand. The study explored generational differences as well as aspects of diversity among the families. While there were similarities in the uses of literacy across the generations, diversity was evident in the differences in purpose between the Pakeha families and the others. For the Paheka the purpose of reading was for pleasure while the other parents stressed the importance of reading for moral messages and guides to behaviour. Parents spoke more often about reading than about writing, they recalled favourite books, especially those by Enid Blyton, and reported stories they told their own children. It is suggested that teachers might explore their own literacy experiences to better understand the issues of both literacy and diversity.</p>

Without borders: community development, biculturalism and multiculturalism

2017 ◽  
Author(s):  
Angela Summersgill
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Community Development ◽  
Ethnic Groups ◽  
Mixed Race ◽  
Aotearoa New Zealand ◽  
The World

Aotearoa/New Zealand is considered one of the most multicultural countries on the planet. The 2013 census revealed that ‘New Zealand has more ethnicities than there are countries in the world. In total, 213 ethnic groups were identified in the census, whereas there are 196 countries recognised by Statistics New Zealand’. This chapter shares some of the issues, experiences, questions, and practice implications arising for the author, a mixed-race, British-born community development practitioner and social work educator living in Aotearoa. She has sought to better understand the issues and questions regarding the coexistence of biculturalism and multiculturalism; and to question what it might be that we separately and collectively need to do in order to move forward with respect and inclusivity.

Great-grandfather, please teach me my language!

Multilingua ◽  
2017 ◽  
Vol 36 (5) ◽  
Author(s):  
Tania M. Ka’ai
Keyword(s):  
New Zealand ◽  
Cultural Identity ◽  
Minority Languages ◽  
Language Loss ◽  
Policy Reforms ◽  
Minority Communities ◽  
Personal Story ◽  
Aotearoa New Zealand ◽  
History Of ◽  
The Impact

AbstractInspired by Joshua Fishman’s lifetime dedication to the revitalisation of minority languages, especially Yiddish, this paper presents my personal story of the loss of the Māori language in my family in New Zealand/Aotearoa and our attempts to reverse this decline over several generations. The paper includes a description of several policy reforms and events in Aotearoa/New Zealand’s history and the impact of colonisation on the Māori language, which, as seen in other colonised peoples around the world, has contributed to the decline of this indigenous language. The paper also presents the mobilisation of Māori families and communities, including my own family, to establish their own strategies and initiatives to arrest further language decline and to reverse language loss in Māori families in Aotearoa/New Zealand. This article, combining story and history, should be read as a historiography of the Māori language, based on the author’s acknowledgement that other indigenous minority communities, globally, and their languages also have experienced the effects of colonisation and language loss. This article, much like a helix model, weaves together a narrative and history of Māori language loss, pain, resilience, and hope and seeks to establish that no language, because it contains the DNA of our cultural identity, should be allowed to die. A table of key landmarks of the history of the Māori language also is included.

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 [email protected]: Mapping the Landscape of the “Century of the Child”

1999 ◽  
Author(s):  
Helen May
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
The State ◽  
Political Discourses ◽  
Aotearoa New Zealand ◽  
Role Of The State ◽  
The Family ◽  
Present Context ◽  
Emergence Of Institutions

The “Century of the Child” was so named in 1900 by the Swedish writer Ellen Key. In its concluding year, this chapter sketches some maps of childhood in “Aotearoa New Zealand” in terms of: changes in how our society has viewed “children before five”; the emergence of institutions outside of the family to care and educate the “before fives”; different constructions of “before five” childhood and child institutions for Maori and Pakeha; the present context of early childhood services sited amidst new economic and political discourses that are transforming the role of the state.

Situated literacy : a study of family literacy in Aotearoa/New Zealand

2021 ◽  
Author(s):  
◽  
Juliet Suzanne Smith
Keyword(s):  
New Zealand ◽  
Social Context ◽  
Generational Differences ◽  
Family Literacy ◽  
The Other ◽  
Literacy Experiences ◽  
Aotearoa New Zealand ◽  
The Family ◽  
Situated Literacy ◽  
A Site

<p>This study investigated the family as a site for literacy. The theoretical approach is that all literacy is situated in a social context. Eleven parents were interviewed about literacy use and practices both in their families of origin and in their present families. The parents were from India, Sri Lanka, Tonga, Britain and Aotearoa/New Zealand. The study explored generational differences as well as aspects of diversity among the families. While there were similarities in the uses of literacy across the generations, diversity was evident in the differences in purpose between the Pakeha families and the others. For the Pakeha the purpose of reading was for pleasure while the other parents stressed the importance of reading for moral messages and guides to behaviour. Parents spoke more often about reading than about writing, they recalled favourite books, especially those by Enid Blyton, and reported stories they told their own children. It is suggested that teachers might explore their own literacy experiences to better understand the issues of both literacy and diversity.</p>

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