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Dissertations / Theses on the topic 'Massey University. School of Māori Studies'
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1
Gillies, Annemarie. "Kia taupunga te ngākau Māori : anchoring Māori health workforce potential : a thesis presented for the degree of Doctor of Philosophy, Māori Studies, Massey University, Palmerston North, New Zealand." Massey University, 2006. http://hdl.handle.net/10179/994.
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In New Zealand Māori are under-represented in the workforce across multiple sectors. This thesis explores this incongruity with regard to Māori health. A Māori perspective and philosophical foundation formed the basis of the methodological approach, utilising a case study research design to inform the study. This provided the opportunity to explore Māori health workforce development initiatives and their potential to contribute to improvements and gains in Māori health. It was important that this work take into account social and economic factors and their impact on health, as well as the varying political climates of market oriented reform and a fiscal policy focus, because it has not only challenged Māori health development but also provided opportunities for increased Māori involvement and participation in health and New Zealand society. Therefore the thesis, while focused on health takes cognisance of and, coincides with the capacity and capability building efforts that have been a feature of overall Māori development, progress and advancement. In the context of this thesis Māori health workers are seen as leaders within their whānau, hapū, iwi, and Māori communities. Consequently a potential workforce that is strong and powerful can lead to anticipated gains in Māori health alongside other Māori movements for advancement. The potential cannot be under-estimated. This thesis argues that there are critical success factors, specific determinants, influencing Māori health workforce potential, and that these success factors have wider application. Therefore, as this thesis suggests Māori workforce development, especially in relationship to the health workforce, is dependent on effective Māori leadership, the application of Māori values to workplace practices, levels of resourcing that are compatible with training and development, critical mass, and targeted policies and programmes.
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Wenn, Janice. "Kaupapa hauora Māori : ngā whakaaro whakahirahira o ngā kaumātua : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Māori Studies at Te Pumanawa Hauora Research Centre for Māori Health and Development, Massey University, Wellington, Aotearoa/New Zealand." Massey University, 2006. http://hdl.handle.net/10179/995.
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There is a requirement for all services within the New Zealand health system to be accredited with an established quality organisation and to demonstrate an ability to provide a measurable quality service to consumers. For Māori these requirements must make sense in Māori terms. This thesis is based on the view that, for Māori, the concept of health is more effectively expressed as hauora - optimal health and wellbeing for Māori. This thesis makes five contributions to Māori health and Māori health research. First, it identifies a responsive approach to engaging kaumātua effectively in the process of qualitative research. Second, it identifies a fundamental underlying conceptual framework – kaupapa hauora Māori as a means of understanding hauora – expressed in terms derived from kaumātua in Taranaki and Kahungunu. Third, it adapts this conceptual framework into an analytical research framework and then applies it to allow kaupapa hauora Māori (described in terms of worldview, values and ethics) to be identified from a range of data. Fourth, it critically analyses popular models of Māori health – Te Whare Tapa Whā, Te Wheke and Ngā Pou Mana. Finally, it proposes and details post-doctoral research that will translate kaupapa hauora Māori into a quality services framework/tool. “Kaupapa Hauora Māori” is a conceptual framework articulated by kaumātua, and has its origins in te ao Māori, from which the aronga or worldview is developed. The aronga is composed of the kaupapa or values and tikanga or ethics that provide kaumātua with the values base of hauora. These components have been identified by kaumātua and not only inform the concept of KHM but also inform the analytical research framework that is applied to the data. The values have been identified as a core set of values comprising whakapapa, wairua, whenua, whānau, tikanga te reo Māori, tinana, and hinengaro, and the associated tikanga is expressed as behaviour or ethics. These, together, influence the perception and understanding individuals have of their world and of hauora.
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Black, Taiarahia. "Kāore te aroha-- : te hua o te wānanga : a thesis presented for the degree of Doctor of Philosophy in Māori Studies at Massey University, Palmerston North, Aotearoa, New Zealand." Massey University, 2000. http://hdl.handle.net/10179/1117.
Full textAbstract:
Te Ora Ē noho anā nō i te koko ko Ōhiwa, kia whakarongo rua, Aku taringa ki te Tai o tuarā e o Kanawa, E āki ana mai ki uta r o Ōhakana. Ki te whānau a Tairongo, Kai Tāuwhare rā ko te kopua-o-te ururoa, Ko te kai rāria noa mai te raweketia e te ringaringa, Me whakarangi-pūkohu e au ki Tītītangi ao ki te Te Aitanga-ā-Wheturoa, Kia whītikiria taku hope ki te maurea whiritoi, Kia noho au ki Puhi-nui tonu ki Te Maungarongo a Te Rangiāniwaniwa, Ka mawhiti tonu rā taku haere ki ngā tihi tapu ki Maungapōhatu kia Taiturakina; Kia titiro iho au ki Ruatāhuna ki Manawarū ē ko Te Aitanga-ā-Tūhoe.... Ko te hua o te wānanga o a Tūhoe kōrero tuku iho hāngai ki ana waiata tawhito te pūtake o tēnei tuhinga roa kia auhi noa mai te wairua o ngā tūtakinga kōrero kia riro ko ēnei kōrero tuku iho hei matua hikihiki, whakataratara i te hinengaro, i te wairua, e mau ai tēnei o ngā whare whakairo kōrero o te hua o te wānanga a Tūhoe. Kia kaiaohia aua kōrero ki te ura mai o te motu ki runga i ngā pae maunga o Huiarau tau iho ki a tātau e pōkai kaha nei, e tau awhi nei ki runga i te mata o tēnei whenua ātaahua. Ka paenga rā ngā tau ka kitea, ka rangona tēnā pu kōrero, tēnā whare whakairo kōrero, whakairo waiata. Mea rawa ake kua whakangaro atu ki te tira e tauwhare mai rā. Hika rawa ake, kua mawhiti kē te haere ki te mākau nui o te iwi e tīraha mai rā, tē whakaaratia! Kia rangona, kia kitea noa e tātau te mata kōrero kia eke rā ki runga, taihoa rawa ēnei taonga e ngaro, taihoa rawa nei taonga e haukotia. Ka huri whakauta ki te hua o te wānanga, ko te waiata tawhito tēnā, ko te momo rerenga kōrero i hua mai ai i roto i ngā noho tahitanga a te tangata. He kupu ēnei hei whakaata i te hinengaro, wairua, te taiao, ngā rākau, te wai, te moana, ngā whetu, te whenua, ngā pakanga, te kawa o te marae, te noho tahitanga a ngā tūākana\tāina\tuāhine. Te reo o mātua, o kuia, koroua, ngā kaipupuri i te ahi kā roa o te wā kāinga. Inā hoki ko nga āhuatanga o te tangata tēnā tōna hanga, tōna whakatipu, ōna whakaaro, tōna ngākau, tōna wairua, me ngā momo hāhi i tipu ake ai te pono, ka titiro iho te tika i te rangi ka oti nei he waiata e tipuria ai te hua o te wānanga ki roto i a tātau katoa. Waihoki ko aua waiata nei te ahi whakakā roa o te ngākau,kei kona ōna timatatanga, engari kāore nei ōna whakamutunga. Ka pikitia ake te toi huarewa kia kite noa atu i te kaha o te whakaaro. Ko te wāhanga nui ia kia hapaina tēnei tuhinga roa, hei whakaoho, hei tuku, hei tātari i ngā whiriwhiringa kōrero ā-tuhi, ā-wāha kei roto i te whare kōrero o te whānau, hapū, iwi e timata ai, e mau ai te hua o te wānanga o te whaitua whenua. Tae atu ki ngā takahanga whakaewa ka oti nei he waiata tawhito hei kaiarataki ki ngā tihi maunga o te whakaaro. Ko te kapunga whakaaro ko te whātoro, i te tātari i te kupu, ki te whakamārama i te hua o te wānanga hei tumu whakarae kōhikohi mōhiotanga ki runga, ki raro ki ngā tai timu o te hua o te wānanga. I roto i tēnei tuhinga roa ka takea mai te wānanga i te kore, i te pō, i te ao mārama e tohea ai ngā kete e toru o te wānanga hei anga tohutohu, piki tūranga whakaakoranga ki hea mai nei! Mai i roto i aua kete ka nanahu te hinengaro kōkoi o tātau tīpuna mai anō i te ao Māori. Ko te ao mārama tēnā, ko te ao whenua tēnā, ko ngā pakanga tēnā, ko ngā tinihanga ēnā, ko te apakura, ko te hakamomori ka hua nei te wānanga. Nō reira he mahi, he kaupapa nui tā tēnei tuhinga roa ki te whakakao mai i ngā waiata e mohio ana tātau hei papa kōrero, hei wānanga mā te hunga kei te piki ake i ngā takutai moana o te whakaaro, o tēnei ao e wehi mai nei ki a tātau. Kāre e mihi kei te hopo te iwi, te hunga mau i ēnei waiata ki runga i o tātau marae kei ngaro memeha noa ēnei taonga a tātau. Ae! Kei te tika tā rātau hopo. Inā hoki kua riro kē te reo whakaarorangi i te oro o te waiata i ngā tai nenehawa, whakapōrearea e hukahuka mai nei. Ahakoa tēnei kei te whakaara ake ēnei waiata i runga tonu i te kaha o tēna, o tēna ki te whakaara. Kei te tahuri nui mai te hunga rangatahi, taiohi ki ēnei waiata koia tēnei te tūmatanui o tēnei tuhinga roa, hei tāhu whakaea mo te hinengaro, mo te ngākau o aua whakatipuranga e hiahia nei rātau ki ēnei taonga. Mā te karakia hei waere te whenua, mā te taki i ngā kōrero mo ngā atuā te whakataukī, te whakapepeha ka pupuke mai te hihiri o te mahara i ō tātau tipuna kōkoi e whakakitea nei tātau i ēnei rā ki aua tohu. Ka huia rnai aua pitopito kōrero katoa hei kākahu maeneene ki roto i te kupu o te waiata tawhito, kā mau. He whakaatu tēnei tuhinga roa kei te ora tēnei o ngā momo whare pupuri kōrero i te pū; i te more, te weu me ngā pātaka iringa kōrero o te ao ō Tūhoe ō neherā, tae noa mai ki ēnei rā. Kāti he wā anō i roto i taua ora ka tōia te whakaaro ō Tūhoe, ō te Māori e tauiwi hei tinihanga māna. Engari e kitea ai i roto i tēnei tuhinga roa, ko te toki hei kaupare atu i taua tinihanga ko te kōrero i tuarātia rā: 'Hokia ki o maunga kia purea koe e ngā hau o Tāwhirimātea' Koia tēnā te kaupapa o tēnei tuhinga roa he tātari i te hānuitanga, te taiwhakatū o taua kōrero: Hokia ki o maunga... Ma taua kōrero Hokia ki o maunga ... ka rangona te mātaotao o te hua o te wānanga o te pakanga o te whenua, o ngā pikikōtuku i tukitukia, kātahi ka kōrero ai ki roto i tā Tūhoe whakatau i ana whakaaro, e taea ai te ruruku ka puea ake. Koia tēnei ko te mana i roto i ngā whakatakotoranga kōrero e mau ai te kurataininihi, te kurataiwawana o te whakaaro. He hua wānanga tēnei e whakaatungia ai e te hinengaro ngā takahanga motuhake, me te hāngai o ā rātau kupu mo ngā whakaaro e tau nei ki tēnei Ao Hurihuri. Nā ngā mahi a ō tātau tīpuna, te para i te huarahi kia takahuritia ai ngā mahi kikino o te riri Pākehā i tū ake ai ngā poropiti o aua tau kikino i rnurua ai ngā whenua, i tukua ai te iwi ki raro. I tū ake ai rātau te hunga poropiti ki te rapu i te ora i te kaupapa tōrangapū mo ngā whenua i hahanitia. Mai i ēnei kaupapa ka hau te rongo o te waiata tawhito hei tūāpapa whakaohooho, whakanekeneke i a tātau katoa, ahakoa ko wai. Whā tekau katoa ngā waiata o tēnei tuhinga roa rnai i tēnā kokona o Tūhoe, rnai i tēnā kokona o Tūhoe e kawe ana i te hua wānanga hei whakaata, hei kōwhiri i te hunga i kaha i rnau tonu te ngangahau i ngā totohe kōrero, totohe tangata, totohe whenua. I kona ka hua te wānanga ka tohea te riri ka mau, i ea ai tētahi wāhi o te mamae. Koia tēnei ko te whakaatu i te kaha o te tohe i te pō, i te awatea. Ko te kawa o te marae te ātamira whakatāhu, tuku i aua hua wānanga i nei rā e rangona ai te kōrero ā-iwi, te hī o te mita o te reo waiata hei hokinga atu ki te nohoanga o te kupu. Ko tētahi anō kaupapa o tēnei tuhinga roa he whakahoki mai anō i te rnatapihi o Matariki, kia meinga ai ki te kairangi o te kawa o te marae, ka tau ki te whenua i maringi ai te toto. Ko ēnei hua wānanga te oro o te ngākau o Te Ūrewera, te whītiki o te kī mo te tuakiri mo tēnā whakatipuranga, rno tēnā whakatipuranga. Ae! Mā te hua wānanga a Tūhoe e whakaea te mamae e puta ai te pātai. Ko wai rā au? I ahu mai taku wānanga i whea? E ahu ana au ki whea? No te rā nei kua riro mā tēnei tuhinga roa e whakaatu ētahi o ngā hau kikino i whakawhiua kirunga i te iwi e te kāwanatanga i a ia e āki mai ana mo ngā rawa a te iwi, hei tuku he tangatakē. Nō reira i tikina ai te tauparapara a Te Kapo o te Rangi hei whakatauira i te takenga mai ongā kōrero mai i te koko ki Ōhiwa ki te pō, ki te pouri, ki te ao mārama. 'Hokia ki maunga' ko te tangata, ko te iwi, ko te hapū, ko te whānau te tīmatanga o te hua o te wānanga. Koia tēnei tētahi anō kaupapa o tēnei tuhinga roa, he āhuru i aua pukenga tautōhito kōrero kia mau te rangi, kia mau te hā, kia rangona te hua wānanga, oho ake ki te ao ka oti nei he waiata tawhito hei hoa haere whakamua. Ko te kōpae o te whare tēnā e tautokona ana hoki te ahu whakamuatanga o ngā mōrehu kōrero e arohatia nei e tātau. He huarahi atu tēnei hei āwhina, hei tohu i te kei o te waka ki ngā ngaru kokoti e pukepuke rnai nei. Ko te whakapae o tēnei tuhinga roa e titikaha ai ki te hinengaro o Tūhoe me mau ana momo kōrero ki ngā momo hangarau o tēnei ao hurihuri kā tika. Kua roa ēnei taonga e ārikarika ana hei whakarei i te kupu kōrero ki te hunga mate, ki te tira e tatari rnai rā i te waharoa o te marae ki te whakaeke. Kei roto i te wairua o tēnei mahi ka tukua āianei ēnei taonga kia kore ai tātau e taka ki roto i te korekore o te hinengaro, hei whakamahi mā te tamaiti o Tūhoe e hiki ake nei i ngā pae tata, i ngā pae tawhiti. Ko tēnei tuhinga roa te kura kimihia o te ura rnai o te motu i tua atu o Huiarau. Kia hau ai te rongo o a tāitau kōrero ki mua i a tātau hei homai i te aroha kia au ai te matatū tonu, ka maranga kei runga. Kia taria te roanga o te kōrero. Ae! Me hoki rā kā tika: Kā hoki nei au ki te mauri o taku waka a Mātaatua Ko Pūtauaki ki a Ngāti Awa Ko Tāwhiuau, ko Tangiharuru Ko te rae rā o Kohi ki a Awatope Ko Mānuka tūtahi ki Whakatāne, kia Apanui Ko te mauri haria mai nei hei whakaoho i taku moe Ē kō kō ia e ara ē!
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Court, Marian. "Sharing leadership in schools : narratives of discourse and power : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University." Massey University, 2001. http://hdl.handle.net/10179/989.
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This thesis explores the phenomenon of shared leadership as it emerged in three primary schools in Aotearoa/New Zealand, during the 1990s restructuring of educational administration. At this time, two 'mainstream' discourses of professional collaborative leadership and neo-liberal managerialism came into 'collision.' The principal's role was re-constituted from being a collaborative instructional leader, to being a chief executive, entrepreneurial manager. Separate contracts for principals and senior school managers detailed managerial tasks, performance standards and accountability lines that heightened the existing divisions between them and other teachers. The possibility of developing 'flattened,' more democratic forms of shared decision making- and leadership seemed increasingly remote. Yet it was in this context that a small number of co-principalships were initiated around the country. The study employs narrative, Foucauldian and feminist poststructuralist discourse analysis tools to examine how opportunities for change opened up within 'cracks' and contradictions in the 1990s discursive terrain of educational leadership. Moving between micro and macro analyses, the thesis demonstrates how individual and collective agency is enacted within and against dominant discourses, effecting transformations of practice. Three groups of women challenged and/or co-opted elements of managerial, professional and feminist discourses of organisation as they developed their co-principalships. These initiatives opened up for many people different ways of thinking about and practising school leadership: as one child said about her school, "Here there is no boss." Three case narratives provide insights into strategies for developing more fully democratic partnerships between principals and staff, principals and board members, professionals and parents. Open, honest communication and mutual forms of accountability that go beyond current requirements for contractual, task specific and linear forms of control, are particularly significant for a successful co-principalship. Governmental forms of power, material inequalities and socio-cultural hegemonies of gender, class and ethnicity, can constrain the democratic potential of shared leaderships however. Related factors that led to the disestablishment of two or the co-principalships included inequalities of knowledge and experience, difficulties over funding and staffing, and struggles between a governing body and their co-principals over the meanings and practices of governance and management. There are flaws in arguments that posit a generic model of 'strong' management that can be imposed across all schools, with assumed uniform results. This study shows how people's beliefs about and practices of school leadership are constituted in relation to their own backgrounds, interactions with other people in their local school community and wider socio-political, economic and discursive struggles over power.
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Hayes, Dorothy Maora. "Wāhine kaihautū, wāhine whai mana navigating the tides of change : Whakatōhea women and tribal socio-politics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Māori Studies at Massey University." Massey University, 2003. http://hdl.handle.net/10179/1111.
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This thesis explored the socio-political experiences and views of seven Maori women from the tribe of Whakatahea. The project adopted a Maori-centred theoretical and research approach that included the researcher as a member of the researched group. It aimed to draw out the common themes, from the women's recollections of their experiences and views of the socio-political decision-making affairs within whanau, hapu, and iwi. The women identified barriers to participation and strategies to overcome these barriers. Qualifications reflected traditional Maori values and practices. Rights according to whakapapa, and the principle "he kanohi kitea", being seen, were the obvious criterion. Poor information channels, minimal consultation, gender bias, age and time constraints were some of the issues identified as barriers to participation. It was found that whanau governance committees more closely reflected traditional values and customs that saw women and men as sharing power, more so than hapu and iwi organisations. The gender imbalance was viewed, by the women participants, as problematic. They concluded that better gender balance at all levels of the socio-political affairs of Whakatohea would ensure greater informed decision-making for the social, educational, economic, and spiritual well-being of the tribe today and for future generations.
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Hawk, Kay. "School decline : predictors, process and intervention : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Education at Massey University, Auckland, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/1176.
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The ramifications of school decline are profoundly serious for the students, staff and community of a school. School decline is the steady downwards spiral that some schools experience when a complex set of influences interact with negative and unresolved outcomes. This study explored the largely unresearched area of school decline and developed a set of potential predictors of decline that could assist in understanding, preventing or dealing effectively with school decline in the future. Grounded theory, selected as a methodology appropriate for exploratory research, was used to guide the process of data collection and theory development. Three schools, labeled by agencies and the media as being in serious decline or “failing”, were selected for the study. Adults who were in significant roles in the schools during the decline periods were interviewed about their experiences. As part of the data analysis and interpretation a set of propositions was drafted and was sent to these interviewees and to fourteen educational advisors who work with schools at risk and in decline. The advisors’ feedback on the propositions, analysis of school related documents, Education Review Office reports and Ministry of Education file documents provided rich additional data. The factors associated with the lead up to school decline, and the process of decline, are multilayered, contextual and complex. Each study school’s experience of decline involved a unique combination and order of occurrence of common factors and influences. Many of the issues that predispose schools towards decline are associated with, and are exacerbated by, unethical or unprofessional attitudes or behaviour by individuals, and unprofessional practices within the schools and between neighbouring schools. Once decline begins it escalates and is difficult to stop. This thesis contributes towards the development of a theory of school decline by identifying potential predictors of school decline and by describing how decline begins and escalates. It also identifies factors that are associated with interventions being insufficient or ineffective. The theory of school decline provides insights for school leaders and educational agencies that may assist in the prediction and prevention of school decline in the future.
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McLeod, Jen. "Better relationships for better learning : schools addressing Maori achievement through partnership : research thesis submitted as partial fulfillment of a Masters degree in Education at Te Uru Maraurau, Massey University College of Education, Palmerston North." Massey University, 2002. http://hdl.handle.net/10179/991.
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This thesis examines the policy document Better Relationships for Better Learning: Guidelines for Boards of Trustees and Schools on Engaging with Mäori Parents, Whanau, and Communities (Ministry of Education, 2000a). The thesis is concerned with an examination and analysis of the Ministry of Education’s policy Better Relationships for Better Learning document and its implementation as evidenced by a case study school. The thesis demonstrates that while Government policy may intend to benefit Maori, the outcomes do not necessarily do so. It is argued that neither Government nor schools, as agents of the state, are neutral bodies but in large part reflect the influence of the majority over the provision of education for Maori. The claim for school/Maori partnerships made in the policy Better Relationships for Better Learning ignores the founding partnership envisaged through the Treaty of Waitangi. Maori participation as partners in negotiating the terms of the relationship with the school is ignored. This thesis examines the function of those relationships in terms of ‘Better Learning’, investigating the developments and practices in schools for Maori children’s learning.
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Yamaguchi, Tomoko. "Fairness, forgiveness and grudge-holding: experimental studies with primary school children in New Zealand : thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology at Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1147.
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Fairness, forgiveness and grudge-holding are concepts which underlie many aspects of our interpersonal relationships. Fairness is the foundation of our day-to-day communication with others and forgiveness is concerned with a positive strategy used to manage negative emotional experiences of underserved [i.e. undeserved] unfair treatment. Grudge-holding results as an accumulation of negative feelings, which are associated with the original experience of unfairness. Two experimental studies investigated children’s perceptions of, feelings about, and reactions towards the unfair behaviour of a mother and a friend, by individually inviting the children to scenario-based interview sessions, which included three imaginary tasks. The children were asked to judge the fairness of a mother and a best friend’s treatment towards a child protagonist and to report their associated feelings, after listening to a scenario that described an interaction between a child and a mother and an interaction between a child and a friend. They further responded to three scenario-based experimental tasks, regarding their willingness to grant forgiveness, as opposed to expressions of hostility. In the first study, the children’s willingness to forgive, as a result of unfairness, was explored with 82 local primary school children in Palmerston North, New Zealand, whose ages ranged from 8- to 11-years-old, in addition to 50 parents of these participating children. The parents also completed a questionnaire about their approaches to their children’s common misbehaviours. The study found that the children were typically willing to grant forgiveness to a mother, even though she had been unfair. Their forgiveness tendencies were not related to aspects of parental disciplinary behaviour. However, an examination of the children’s verbatim responses through the use of thematic analysis revealed the complex nature of the relationship between parent and child concerning tolerance for mistakes. In the second study, I explored on whether the children’s repeated exposure to unfairness would contribute to their display of grudge-holding against a mother or a best friend in the scenarios and this investigation involved 55 local primary children, whose ages ranged from 8- to 12-years-old, in Wellington, New Zealand. The children participated in individual scenario-based interview sessions, which included three imaginary tasks over the two time periods, one week apart from each other. The children’s levels of grudge-holding was measured by analysing the possible increase in hostility, which the children expressed from Time 1 to Time 2. The study showed that a repeated experience of unfairness had a noticeable effect on the children’s level of hostility towards the person who was unfair and especially towards the best friend. The children’s verbatim comments also suggested some evidence of accumulated negativity in their responses to an unfairness experience. Thus, this study proved to be a suitable paradigm for operationalising grudge-holding in children.
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Dantis, Trudy Mary. "Journeying with God: spirituality and participation in faith related activities among Catholic youth in Whangarei : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Social Work in the Social Policy and Social Work Programme, School of Health and Social Services at Massey University." Massey University, 2008. http://hdl.handle.net/10179/1036.
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This thesis examines the spirituality and participation in faith-based activities of young Catholics in Whangarei, New Zealand. Six youth aged 16-17 years have shared their experiences in several areas of Catholicism such as religious attendance, Catholic identity and Catholic faith, morals and values, peer group socialisation and religious commitment. Using a qualitative mixed-methodological approach with the underlying philosophical stance of interpretivism, the intent of the study is to discover ways in which these young Catholics integrate their faith into their daily lives and make meaning out of it. It also compares the religious beliefs and values of Catholic youth in Whangarei to those reported worldwide. The findings reveal many similar themes to those from international studies. Although all of the participants in this study possessed a distinct sense of ‘spirituality’ and being ‘Catholic’ was a very important part of their identity, not all of them seemed to consider it practical to live out their Catholic beliefs. Similarly, although they did not face any insurmountable challenges in practicing their faith in daily life, only a few of them had strong convictions about their faith and, like their peers in other countries, only a few could concretely list the core Catholic beliefs. Concepts of moralistic therapeutic deism were found to affect half the participants while nuances of moralistic relativism were also prevalent. Results also showed a growing disinterest in attending Mass, participating in the sacrament of Confession, leading an active prayer life, being a part of church youth activities and some difficulty in finding similar peer group support. Overall, the findings presented in this thesis suggested that the participants involved in the study could be separated into two groups on the basis of their differing spiritual levels and commitment to the Catholic faith The findings suggest a need for Catholic youth in Whangarei to be supported in their spiritual development in order to help them grow in their Catholic faith. Accordingly, the main recommendations are for community-based services such as providing a variety of youth programmes/groups to engage young people and finding ways to facilitate the secure engagement of youth in a dialogue about their faith and religion, in order to spiritually encourage, nourish and sustain them at whatever stage they might be at.
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Puketapu, Brendon Te Tiwha. "Māori organisation and contemporary Māori development : strengthening the conceptual plait : a thesis presented for the degree of Doctor of Philosophy in Māori Studies at Massey University, Palmerston North, New Zealand." 2000. http://hdl.handle.net/10179/913.
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This thesis is primarily a study of organisational approaches used by Maori to achieve their development goals and aspirations. One focus is the impact of development ideas and practice, largely driven by international and national influence, upon Maori. Another focus is the role of the state in the direction and implementation of Maori development with particular emphasis on the impact of the structural adjustment programme. As a consequence, the relationships between Maori and the state, Maori and Maori, and Maori with others are critically examined. The thesis canvasses a number of disciplines including Maori history, ecology, sociology, anthropology, environmental studies, management, and development studies. Engaging with this broad spectrum of ideas and actions and using literature based, empirical and participatory research tools, three themes are explored. They are: (i) The theme of 'development' which examines international and national perspectives of development in order to identify the merits of Shifting the praxis of Maori development; (ii) The theme of 'organisation' which explores local and wider perspectives of organisational theory and practice in order to identify the implications for Maori organisations; (iii) The theme of 'relationship' which investigates a wide range of perspectives about the dynamic relationships between Maori themselves and with others, and the opportunities to reaffinn and build new relationships. The thesis concludes with an analysis of current thought and action before presenting five major conclusions. In essence and simply stated, if Maori self-determination is the destination then the journey is best guided by a Maori centred approach to development and organisational arrangements that are cognisant of the contemporary circumstances, in particular the relationship dynamics, that challenge Maori and the life choices they make.
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Coupe, Nicole Michelle. "Whakamomori : Māori suicide prevention : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Māori Studies at Massey University, Turitea Campus, New Zealand." 2005. http://hdl.handle.net/10179/1695.
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Suicidal behaviour is a major public health issue globally. The incidence of suicide and attempted suicide internationally is excessive, particularly among indigenous populations. The Māori (indigenous people of New Zealand) suicide and attempted suicide rates have exceeded the non-Māori rates in New Zealand. In an attempt to address the high incidence of Māori suicidal behaviour an epidemiological case control study was initiated. Method: 250 consecutive cases of Māori who attempted suicide who were admitted to one of the three Auckland public hospitals were compared to 250 random, Māori community-based controls (found through door knocking). Participants were compared on a variety of measures including the General Health Questionnaire-28 (GHQ-28), Hospital Anxiety and Depression Scale (HADS), CAGE Alcohol Screening Test; Composite International Diagnostic Interview (CIDI-suicidality), Beck's Scale of Suicide Intent (SIS); and cultural identity validated questionnaires. Results: Response rates were high for both cases (85.6%) and controls (81.2%). The multivariate analysis revealed that poor general health status was the key risk factor associated with attempted suicide among Māori. Once the health indicator is taken out of the analysis, cultural identity, marijuana utilisation and interpersonal abuse are the next major risk factors in attempted suicide among Māori. Conclusion: Suffering from poor general health can increase attempted suicide among Māori. Having a notional identity and not being connected to Māoritanga (those things Māori; Māori culture) is associated with the risk of suicidal behaviour.
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Ngata, Wayne James. "Te hū o te puoro : ko te mōteatea te mataaho ki te pā o te hinengaro Māori, ki te ao Māori : he tuhingaroa hei whakatutuki i ngā tikanga o Te Tohu Kairangi (Doctor of Philosophy) i te reo Māori i Te Kunenga ki Pūrehuroa (Massey University), Papa-i-ōea, Aotearoa." 2009. http://hdl.handle.net/10179/1354.
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Ko tā Ngata e whakapae nei, mā te tino mōhio ki ngā mōteatea, ki ngā kupu, ki ngā kōrero, ki ngā momo mōteatea a ngā tīpuna Māori, e whai wāhi ai te tangata ki te pā o te hinengaro Māori, mā reira anō e mōhiotia ai te Māori. Kua wānangatia ngā momo waiata a te Māori kia kitea ai te Māori ake o te whakaaro i roto i te mōteatea. Kua whakataua inā arohia ai ēnei āhuatanga kua mōhio me pēhea te manaaki i ngā kaupapa hei whai mā te Māori. Mr Ngata explored the use of a variety of traditional chants as a mechanism for exploring and understanding Māori philosophy and behaviour. He used case studies involving a community focus on knowledge and innovation to illustrate the influence of these chants on the development of kaupapa Māori. The findings will help Māori and non-Māori alike give better effect to development initiatives for Māori
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Pere, Lynne Mereana. "Oho mauri : cultural identity, wellbeing, and tāngata whai ora/motuhake : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Māori Studies at Massey University, Wellington, Aotearoa/New Zealand." 2006. http://hdl.handle.net/10179/1567.
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This study, Oho Mauri, seeks to understand the experience of mental illness from the perspective of those it affects most- the consumer. In order to test the assumption that mental health depends as much on culture and identity as psycho-biology, Oho Mauri examines the worldviews of 17 Indigenous people – Māori - who have had experience of mental illness (Tāngata Whai Ora/Motuhake). Their views on mental illness, within the context of the recovery approach, constitute the core of the thesis. Oho Mauri examines the relationship between cultural identity and wellbeing, in order to answer the research question: "Does a secure cultural identity lead to improved wellbeing for Tāngata Whai Ora/Motuhake?” Indigenous people the world over have considered this relationship, generally maintaining that greater wellbeing is a function of ethnic values, customs, and practices. A methodological approach that is cognisant of Māori knowledge and understandings was key to this research. So too was the Kaupapa Māori research paradigm that was employed alongside other relevant qualitative methodologies: feminist, case study, empowerment, narrative, and phenomenological approaches. Two main sets of conclusions emerge from Oho Mauri, both of which are drawn from the cultural values and cultural worldviews that Tāngata Whai Ora/Motuhake hold. First, just as a secure cultural identity pays dividends in the recovery process, so can a cultural identity that has not been allowed to flourish increase the intensity of confusion and complexity that accompanies mental illness. Second, understanding mental illness has two dimensions: clinical; and personal. Whilst a diagnosis is a valuable clinical tool, understanding mental illness also requires recognition of the interpretations made by Tāngata Whai Ora/Motuhake and the meanings they attach to their personal experiences. Often these provide alternative explanations and understandings of the experience of mental illness and are perceived as the most significant aid in a journey towards recovery. The findings in Oho Mauri do not claim that a secure cultural identity will necessarily protect against mental illness. They do demonstrate, however, that cultural identity is an important factor in the recovery process and that the recovery process itself can contribute to a secure cultural identity.
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Kerslake, Maria Talaitupu. "Maloafua : structural adjustment programmes : the case of Samoa : a thesis submitted to Massey University in fulfilment of the requirements for the degree of Doctor of Philosophy, Sociology Programme, School of Social and Cultural Studies, College of Humanities and Social Sciences, Massey University, Albany Campus, Auckland." 2007. http://hdl.handle.net/10179/1423.
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Structural adjustment programmes have been promoted globally by international financial institutions as an answer to the financial problems of developing countries like Samoa. This thesis is a study of the history of structural adjustment programmes in the Independent State of Samoa, and focuses specifically on a case study of one particular programme: the restructuring and privatisation of the former Public Works Department (PWD). It seeks to compare the claims made for the reform process by development economists, development consultants and planners, politicians and reform managers, with the experiences of those who were involved in various roles in a particular type of reform: the privatisation of a Government utility. The PWD was chosen by the Samoan Government to kick-start its institutional reform programme. The Department had, over the years, suffered from poor management, corrupt practices, overspending and unaccounted funds which were all revealed in an Auditor General's Report tabled in Parliament in Samoa in 1994. This caused great embarrassment to the Government which had then to respond to these accusations. Government saw the reform of the PWD as a means to respond to public criticism of its lack of oversight, and discontent with the standard of the department's services in public works, institutional construction, repair and maintenance programmes. The study used a case study methodology to interview the people that were involved in the privatisation of the old Public Works Department (PWD). Various people who were, and are still, involved in the process of reforming Government institutions were interviewed. These included the politicians who both advocated and opposed the implementation of the reforms, the consultants who managed them for the Government and international agencies, and employees at all levels of the former Public Works Department. It explored PWD employees' personal and institutional experiences of the period before, during and since the reform of the agency. Despite the propaganda on the benefits that reform programmes have for the countries that implement them, the study has revealed different findings. It identifies and examines some important differences between the claims made by various stakeholders about the reforms, and the experiences of those who were directly involved in various ways. It has shown that people in different positions have different experiences of the same programmes, and that their experiences are significantly influenced by their social location and, specifically, whether they are "insiders" or "outsiders." It concludes by suggesting that since the structural reform project is likely to continue in Samoa for the foreseeable future, it is useful to identify those lessons from the PWD privatisation which might be applied to future projects to mitigate their social and organisational impact.
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Savage, Catherine. "Amputation without anaesthetic : 2004 Network Review : school and community reorganisation : a thesis submitted for the degree of Education doctorate at Massey University, Palmerston North, New Zealand." 2005. http://hdl.handle.net/10179/1568.
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This research investigated a 2004 Ministry of Education-led Education Development Initiative (EDI) known as the Network Review in one district from the perspective of board of trustees members, parents, teachers and students from one school using a case study approach. Focused interviews with participants and student groups were held on three separate occasions throughout 10 months of the reorganisation process. The interviews were analysed using content analysis and conclusions were reached using an inductive method of categorising. The findings indicate this reorganisation was far from realising the outcomes or benefits as predicted by the Ministry of Education. Student learning was not only jeopardised but student safety was also compromised in some settings indicating that there may be long-term implications for students as they express a reluctance to attend the new school, an increased sense of anomie and a lack of interest in learning. The reorganisation workload and stress reported by the BoT and teachers is significant and took a toll on personal wellbeing. The responsibility and workload far exceeded the expectation of the board of trustees as unpaid volunteers. The participants described the Ministry decision as "imposed" which failed to take into account the existing tensions within the community resulting in a sense of dissonance between government and community.
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Moore, Penelope Anne. "The cognitive and metacognitive demands of library research as experienced by Form one students : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University." 1992. http://hdl.handle.net/10179/1519.
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In recent years educators have become increasingly aware of the necessity to support the development of higher order thinking abilities in all students. It has been suggested that, in this regard, special attention should be given to those aspects of the curriculum "which are inherently enabling of further learning" (Resnick, 1987, p44). Library research skills tuition is one such area but traditional modes of teaching these have frequently overlooked the cognitive and metacognitive demands of tasks requiring information retrieval and use. The extent of these demands as they affect students undertaking project assignments independently was largely unknown and prompted the following study. To access the levels of knowledge and thinking processes used by students, think aloud/concurrent interviews were conducted individually while 23 Form 1 students (mean age 11 years 8 months) attempted to gather information for a project. These interviews were videotaped and then replayed to students to provide memory cueing for retrospective interviews. Students were found to have wide ranging metacognitive knowledge, the accuracy of which influenced their performance on the information retrieval task. However, the knowledge they made public concerning the learning task and the criteria by which their learning would be assessed was very limited. Few students voiced recognition that the criteria for evaluation would have implications for the way in which they approached the learning task itself. In contrast, they voiced considerable awareness concerning the expected features of the materials they must use, qualities of their own learning abilities and processes, and interactions between these. However, Form 1 students often lacked an accurate understanding of the relationships within the library system and between access structures in individual books. Overall they had insufficient general and tactical knowledge to facilitate the use of alternative action paths when a favoured approach failed. However, both able and less able students were found to engage in some form of executive control processing. Two case studies are presented which illustrate differences in the quality of students' executive control processes. In particular, students varied in the degree to which monitoring events triggered associated planning and regulation/revision episodes. The findings are discussed in terms of their implications for providing a learning environment that supports the development of higher order thinking and increased information retrieval success.
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Nishioka, Mizuho. "Metadata_photography and the construction of meaning : a thesis presented in partial fulfilment of the requirements for the degree Master of Fine Arts to Massey University, College of Creative Arts, School of Fine Arts, Wellington, New Zealand." 2010. http://hdl.handle.net/10179/1341.
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Photographic technology is increasingly respondent to a desire for the production and consumption of information. The current age of photography not only possesses the ability to capture the image, but also to capture photographic metadata as supplemental information. Engaging in the premise that the photographic image exists as an incomplete medium to the transfer of information, this research identifies the acquisition of data as a means to resolve interpretation and quantify the photographic image. Inhabiting a complex territory within this structure, the photographic image manifests multiplicity and operates as source, production, and capture of information. This work challenges the perceptions of how to engage with the dialogues created between the photographic image, and the externally appended metadata.
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Didi, Ahmed Ali. "School improvement : the route taken by an urban primary school in the Republic of Maldives : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand." 2007. http://hdl.handle.net/10179/1593.
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The primary and secondary schools in the Maldives serve over one third of the total population. Having achieved universalization of primary education, one of the challenges of the education system now is to improve the quality of primary education. Studies done in the past, to explore quality in primary education, have been quantitative in nature, telling only part of the story when it comes to describing improvement efforts. Thus, the purpose of this study was to explore in detail how a primary school in an urban setting of the Maldives deals with school improvement efforts. A qualitative case study, informed by the interpretivist research paradigm, was used to explore this issue. One of the primary schools in Male' was purposefully selected for this study and 48 participants took part, of whom thirteen were students. Data were collected through in-depth interviews, participant observations, document reviews and administering of questionnaires. The findings of this study suggest that there were three major dimensions or three interrelated, key concepts that together undergirded the improvement efforts in the school. They are change, leadership and culture. In action-oriented terms, these dimensions or concepts translated into managing change, attending to specific leader actions and influencing the school's culture, respectively, reflecting six themes of school improvement. They are: a focus on change, a focus on students, a teaching learning focus, investing in staff, strong leadership by the head and school culture. In addition to these, it was noted that these themes emerged as having significance to the school's improvement efforts against the backdrop of many stakeholder influences and contextual factors. In essence, the findings of this study portray the micro-level realities of the working of a school that is consciously and continuously striving for improving educational practice. In conclusion to the study, research implications and areas for further research have been identified that would inform educational policy and practice in the Republic of Maldives.
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Stewart, Kathryn Janet. "Adding quality to the quilt : adolescent experiences of critical incident responses in secondary schools in Aotearoa New Zealand : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Social Work at Massey University (Palmerston North campus), New Zealand." 2008. http://hdl.handle.net/10179/796.
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Critical incidents impact on populations that experience them. Within secondary schools in Aotearoa New Zealand, there is an expectation that a response is made to schools that experience such incidents. There is much conflicting international research as to the efficacy of these responses. The adult experts are making decisions that they believe are in the best possible interests of the young people; they are putting together a quilt that they believe will nurture young people. The expertise and knowledge of a major stakeholder – the young people involved in the critical incident response – has been for the most part, omitted from research. This particular study set out to gather data about young people’s experiences of critical incident responses, so that the quilt being provided has input from this group and so is able to better meet their needs. The study had four major facets. It incorporated reflections on my intrinsic involvement in this field of practice and was, therefore, heuristic. Secondly, qualitative research was utilised to explore with young people their stories about what happened for them at the time of an incident. Thirdly, it incorporated principles of participatory research as an acknowledgement that young people are central stakeholders in secondary schools and that their voice was one that needed to be heard in order that the best responses may be offered. Lastly, it was utilisation focused. It was designed so that the findings were not just written up and filed away but disseminated to those who make decisions at the school level and policy level. At the analysis stage, two major methods were used. Firstly, inductive analysis was used to identify the themes that emerged from the interviews with the young people. Triangulation was then used to consolidate these themes using the input from Collaborative Groups and a systematic review of the knowledge that I have gained over the time that I have been involved with young people in the critical incident response area. This analysis of the contribution from the young people resulted in several areas being highlighted. Firstly, participants asked that those responding to critical incidents considered the use of language and the power of words, Secondly, they believed that schools needed to act proactively and to have a plan and, in association with this, that they develop a culture that better cared for the needs of young people. Thirdly, the young people involved requested that the ‘right’ people responded at the time of an incident: the qualities of the ‘right’ people and the ‘wrong’ people were also identified. Next, the young people were well able to identify the positives that could ensue out of negative situations, and lastly, they expressed their wish that there be a place for their involvement at the time of a critical incident response.
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Fitriah, Amaliah. "Community participation in education : does decentralisation matter? An Indonesian case study of parental participation in school management : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Development Studies at Massey University, Palmerston North, New Zealand." 2010. http://hdl.handle.net/10179/1370.
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A prominent idea in the decentralisation and development literature is that decentralisation leads to deeper and stronger community participation. This thesis seeks to examine this argument by investigating the practice of community participation in the Indonesian decentralisation context, focusing on parental participation through access to and control over school financial resources. Drawing on a case study in Depok city, the practice of parental involvement has been explored by identifying the characteristics and the extent of parents’ participation in school management. School Committees (SCs), as a mechanism of community involvement provided by the decentralised education policy, were also examined in this research to develop an understanding of parental representation in school management. The study found that the characteristics and the extent of parents’ participation in school management have changed and decreased significantly as a result of a new Free School Programme (FSP) introduced by the government in 2009 which freed parents from school operational cost. Prior to FSP, parents actively participated in terms of supplying resources and involvement in school meetings, had some access to financial information, and had limited engagement with school budgeting through representation in SCs. However, the new absence of financial contribution by parents has affected parental participation by transforming it into a weaker form of participation where parents act as mere beneficiaries. The study also revealed that in the Indonesian context, the SCs, as institutional channels for community involvement in education provided by the education decentralisation policy, are not effective in terms of representing and engaging parents in school management. Based on the evidence above, this thesis concluded that in the context of the Indonesian education system, decentralisation has not necessarily enhanced community participation. In this respect, decentralisation is not the only possible answer for achieving a meaningful and empowering parental participation in education. Furthermore, other contextual factors surrounding participation also have to be taken into account. While FSP brings the benefit of allowing students to access education freely, the absence of parental financial contribution has been proved to impact parental participation in a way that is contradictory to one of the purposes of decentralisation policy, which is to engage the community in educational management.
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Mahat, Ishara. "Integrating gender into planning, management and implementation of rural energy technologies : the perspectives of women in Nepal : a thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Development Studies, School of People Environment and Planning at Massey University, New Zealand." 2004. http://hdl.handle.net/10179/1744.
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Women in rural Nepal are heavily involved in management of energy resources particularly biomass, which constitute the main form of rural energy as is the case in most developing countries. Women's most time consuming activities in rural areas of Nepal are cooking, collecting firewood, and processing grain, all of which are directly associated with the rural energy system. Despite women's strategic interests in improved rural energy in Nepal, energy planners (normally male) rarely consider women's roles, needs, and priorities when planning any interventions on rural energy. This study targeted at rural women in the mid hill region of Nepal, has examined the socio-economic implications of alternative energy technologies (AETs) especially in terms of saving women's labor and time and increasing opportunities for them to participate in social and economic activities. The analysis indicates that there is a positive implication of AETs on women's workload especially with access to the micro hydro mills available in the villages. In general, women have been able to save their labor and time in collecting firewood, and milling activities, although this is not always apparent due to women using the saved time for other household chores. However, AETs were rarely used for promoting end use activities (such as, energy based small cottage industries) in order to enhance women's socio-economic status. In addition, AETs had rather limited coverage and were not able to fulfill the energy demands of all rural households. There were also limitations in the adoption of such technologies mainly due to financial, technical, and social problems. For instance, the solar photovoltaic system and biogas plants were still costly for the poorest households even with subsidies. Consequently, socio-economic gaps within small communities widened and became highly visible with access to such technologies. Women's participation was mainly in terms of their involvement in community organizations (COs) and representation in Village Energy Committees (VECs) rather than their active participation in planning and decision-making processes with regard to AETs. Nevertheless, women were actively involved in providing labor in construction work relating to AETs, and creating and mobilizing saving funds as a means to be involved in small income generating activities associated with AETs. This study ultimately suggests a framework for increasing women's participation in rural energy plans and programs at local and national level, and develops policy measures to enable integration of gender into energy planning and policies. This would help to address practical and strategic gender needs in terms of fulfilling basic energy needs managed by women, and providing them with opportunities to be involved in some social and economic activities, which lead towards the self-enhancement of women.
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Stokes, Kanewa. "The tensions facing a board of trustee model within the cultural framework of kura kaupapa Maaori : a thesis presented in partial fulfillment of the requirements for the degree of Masters of Arts in Social Policy at Massey University, Albany, New Zealand." 2003. http://hdl.handle.net/10179/910.
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This study originated from personal experience, as a member of a Board of Trustee (BOT) within Kura Kaupapa Maaori (KKM). The workload required for Kura compliance with government regulation and legislation, was phenomenal. The BOT model seemed to be structured on a corporate model of governance with accountability to the Ministry of Education. This contradicted with the needs of Kura whaanau to be involved in Kura decisionmaking. The BOT model unintentionally created a separation and tension between whaanau and BOT members. This research set out to explore the BOT model of governance within our Kura, from a cultural perspective, rather, than researching problems identified by ERa. The research undertook a review of the literature that placed the BOT model within the 1984 -1990 Economic Reforms. It highlighted the impact of past government policies, and administration, on the Maaori language and culture to illuminate the cultural, economic, political and social context of the establishment of Kura Kaupapa Maaori and the doctrine of Te Aho Matua (TAM). The BOT model, and KKM/TAM, are founded on differing values. The study was approached from a Kaupapa Maaori perspective; not wishing to reaffirm the negative stigma of past research undertaken of Maaori. The objectives of the study were to gain an understanding of whaanau cultural capacity, perceptions and understanding of KKM and TAM; and also, whaanau understanding of the BOT model. The research design consisted of a case study. This involved a questionnaire to all whaanau; and in-depth discussions with a sample of twelve whaanau. Appropriate ethical considerations were given to the process, which addressed both academic and cultural needs. Findings clearly identify the structure, and nature of the BOT model, being problematic within the cultural framework of a KKM underpinned by Te Aho Matua. The values and principles between the model and TAM fundamentally conflict. Findings also identify key factors, that both government and Kura whaanau can utilise, in advancing whaanau governance.
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Brown, Margaret Anne. "A case study of the implementation of middle schooling in New Zealand : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand." 2007. http://hdl.handle.net/10179/1402.
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This thesis considers the introduction of middle schooling to the New Zealand education system. It is a case study of a school going through the process of introducing the middle schooling concept. It seeks to identify and explain the considerable challenges that this school faced as it sought to implement this change. This research project began as a study of the factors which hinder and support the implementation of middle schooling structures and practices. It became an analysis of the features of middle schooling that make it such a challenging and problematic innovation. Middle schooling is a set of philosophical concepts, educational practices and structural arrangements for the education of students between the ages of approximately ten and fourteen years. These concepts and practices are based on the premise that students of this age have academic, social, emotional and physical needs which differ from students on either side of this age group. Middle schooling is generally understood to involve integrated curriculum which is delivered through team teaching. This approach to teaching and learning requires high levels of teacher collaboration, flexible workspaces and timetables and high levels of parental support and involvement. Ideally, middle schooling provides a separate school environment for children of this age. A number of school communities in New Zealand have gained government approval to restructure as middle schools and are at various stages in implementing this new form of schooling. The researcher began the study with the intention of developing guidelines to assist school communities to make this transition from the structures and processes of conventional schooling arrangements to those of middle schooling. To this end she initiated a programme of action research in a school that was about to introduce middle schooling arrangements for its middle years students. The innovation began to run into difficulties from an early stage and it became clear that an action research methodology was unsustainable. Instead, the researcher chose to refocus the research problem to a more analytic study of the factors that were impeding the implementation process. The research methodology evolved to that of case study. Observational data were collected in the school over two years. From these data, three factors seemed to be affecting the implementation of the middle schooling changes. These were the way in which leadership was being executed, the attitudes and responses of the teachers and the particularly complex and demanding nature of the middle schooling innovation itself. The data were then re-analysed with respect to these three factors. From this analysis, the researcher came to a number of conclusions about the relative importance and impact of these three factors. In an effort to ascertain whether the experiences of the case school were typical of the difficulties and challenges schools face when implementing middle schooling change, the case findings were cross checked against the experiences of two other schools that were five years or more into the change process. The cross checking found that the experiences of these other schools were very similar to those of the case school. All three found that implementing middle schooling change had been more difficult and demanding than any other innovation they had implemented. This study identified some aspects of leadership and teacher behaviour that may have slowed the implementation process, but these seem to have been secondary to the sheer complexity and challenges involved with this particular form of innovation. An innovation that requires such a shift in values, behaviour, structures and systems from a school community, and one that requires the sustained commitment of the entire staff over an extended period of time, will always prove to be exceptionally challenging. The case study identified five requirements that middle school implementers need to consider in order to implement the concept successfully. Failure to consider any of these requirements is likely to threaten the success of the innovation. The five requirements are: • The need to develop a shared understanding of the concept rationale and principles and how these will be operationalised within the school; • The need to develop a shared understanding of the complex, multi-faceted and integrated nature of the innovation and how this will impact on and influence the implementation process; • The need for strong, visionary, shared leadership; • The need to gain the interest and operational commitment of the entire staff and a high level of interest and commitment from the parent community and to sustain this for the life of the innovation; and • The need to develop supportive and appropriate infrastructure within the school to support the innovation.
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Alison, Judie. "Mind the gap! : policy change in practice : school qualifications reform in New Zealand, 1980-2002 : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand." 2007. http://hdl.handle.net/10179/1441.
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'Policy gaps' in education mean that the visions of policy-makers frequently fail to materialise fully, or at all, in teacher practice. This thesis argues that a significant 'policy gap' developed in New Zealand around school qualifications policy during the 1990's, and puts forward some explanations for that. A significant shift in government discourses over that period, from largely social democratic to predominantly neo-liberal discourses, was not matched by a similar shift in the discourses of teachers or the union that represents them. During the same period, teachers and their representative bodies were excluded from policy development, reflecting this shift in government discourses. Government and teachers were 'talking past each other'. As a result, qualifications reforms that might have been expected to be generally welcomed by the profession, as a government response to calls from the profession over many decades, were instead rejected by the majority of teachers. Furthermore, the absence of the teacher voice from policy development meant that the shape of the reforms moved significantly away from the profession's original vision, a further reason for its unacceptability to teachers. Reform was only able to be achieved when teachers and their union were brought back into the policy-making and policy-communicating processes and a version of standards-based assessment closer to the union's original vision was adopted by government. Nevertheless, the National Certificate of Educational Achievement that resulted appears to still be perceived by teachers as externally imposed and its origins in the profession's advocacy for reform over many years have been lost. This indicates that 'policy gaps', while easily opened, are not as easily closed.
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Kearney, Alison. "Barriers to school inclusion : an investigation into the exclusion of disabled students from and within New Zealand schools : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand." 2009. http://hdl.handle.net/10179/876.
Full textAbstract:
Research evidence suggests that disabled students are experiencing forms of exclusion from and within schools, however little is known of the nature of this phenomenon. This study investigated the nature of school exclusion in relation to disabled students. It sought to uncover the factors that exclude disabled students from and within schools, and make recommendations to reduce and eliminate these factors. Using a grounded theory methodology, this research investigated the nature of school exclusion. It explored parents of disabled student’s views about their children’s experiences of school exclusion both from school, and within school. The themes identified by parents were then further investigated with school principals, teachers, teacher aides and school students. This study revealed that disabled students are being excluded from and within school in New Zealand in a number of ways. These include being denied enrolment and/or fulltime attendance at school; being denied access to, and participation within the curriculum; being bullied; inappropriate teacher and/or principal beliefs and practices in relation to funding; a lack of caring, valuing and responsibility by school staff; limited teacher knowledge and understanding; poor relationships between parents and school staff; and exclusionary beliefs and practices in relation to teacher aides. Based on the findings of the study, four propositions were put forward to explain why disabled students are being excluded from and within school. These are that disabled students are considered to be less entitled to human rights than non-disabled students; that there is a lack of school accountability in relation to legal and human rights obligations to disabled students; that inclusive education is predicated on issues of funding and resourcing; and that there is prejudice towards disabled students. Based on the findings of how and why disabled students are excluded from and within school, prompts for classroom teachers and school principals/senior management staff were developed in seven areas shown to be important to this phenomenon. These areas are access, accountability, attitudes, knowledge, responsibility, and funding and resourcing. The prompts are intended to help guide attention and discussion to the issues that are important if exclusion is to be reduced and eliminated. As well as this, recommendations are made for government and government agencies outlining ways that they can contribute to the reduction and elimination of school exclusion for disabled students.
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Ang, Ee Kheng. "Career break or broken career? : mothers' experiences of returning to paid work : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at School of Sociology, Social Policy and Social Work, Massey University, Palmerston North, New Zealand." 2007. http://hdl.handle.net/10179/1671.
Full textAbstract:
Servicemen returning from two World Wars were granted assistance in finding work, retraining and other benefits in recognition of the sacrifices they had made. Yet mothers' returning to work after time out bearing and raising children are reliant on a booming economy to obtain even limited entry to the labour market, and the work obtained is very often inferior to the jobs held by women before becoming mothers. Currently due to lower fertility rates and the ageing populations of the world's richer nations, a shortage of working-age people is predicted to continue into at least the middle of the twenty-first century. To overcome this shortfall, the Organisation for Economic Cooperation and Development (OECD) advises its member states to assist mothers to return to paid work sooner. Most OECD nations are complying, with varying degrees of success. Some policy frameworks make this goal more easily attainable than others. Mothers in liberal welfare states often return to paid work later than they might otherwise prefer. Many returners are overqualified for the work they are doing. While there appears to be relatively few barriers to re-entry, the choice of re-entry occupations are limited and returners are predominantly offered low status jobs with no career opportunities at the back of the job queue and gender queue. Mothers who interrupt their careers by taking a career break for childbearing and rearing generally face downward occupational mobility and loss of lifetime incomes. This thesis assesses the experiences of mothers who return to employment in one liberal nation, New Zealand. It applies Esping-Andersen's three models of welfare states and Reskin and Roos' gender queues model to the situation of returners. The study investigates the precise nature of the obstacles and processes encountered by a number of mothers attempting to resume a career. It argues that social policies matter: returners in countries where state intervention is more widespread and where there is universal, extensive and generous social provision and support for working mothers are economically better off. The research methods include in-depth interviews and a focus group with mothers, a mail questionnaire and interviews with employers, and a study of recent and current New Zealand and overseas government policies to assist working parents. The findings of this thesis are that regardless of skill levels, New Zealand returners are consigned to low status occupations where they are not fully integrated into the 'normal' full-time workforce with career opportunities. These mothers generally suffer more than one episode of returning to the back of the queue. They also earn less (weekly and annually) than mothers who do not take career breaks. The study identifies social policy frameworks and employers' policies and practices as factors contributing to the processes whereby returners are relegated to the back of the queue. Although New Zealand has recently brought in policies to assist mothers to return to paid work these initiatives have not addressed the processes that currently confine returners in low status, part-time employment. Policies similar to those created to specifically target the needs of ex-servicemen would go a long toward assisting mothers to access higher status and better-paid jobs at the head of the queue. The thesis concludes with policy recommendations to facilitate mothers' integration into such jobs.
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Sheehan, William Mark. "Defending the high ground : the transformation of the discipline of history into a senior secondary school subject in the late 20th century : a New Zealand curriculum debate : a thesis presented in partial fulfilment of the requirements for the degree Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand." 2008. http://hdl.handle.net/10179/728.
Full textAbstract:
This thesis examines the development of the New Zealand secondary school history curriculum in the late 20th century and is a case study of the transformation of an academic discipline into a senior secondary school subject. It is concerned with the nature of state control in the development of the history curriculum at this level as well as the extent to which dominant elites within the history teaching community influenced the process. This thesis provides a historical perspective on recent developments in the history curriculum (2005-2008) and argues New Zealand stands apart from international trends in regards to history education. Internationally, curriculum developers have typically prioritised a narrative of the nation-state but in New Zealand the history teaching community has, by and large, been reluctant to engage with a national past and chosen to prioritise English history. Also in the international arena the history curriculum is shaped by government agencies but in New Zealand in the late 20th century, a minority of historians and teachers had a disproportionate influence over the process. They eschewed attempts to liberalise the subject by the Department of Education (and thereby reflect contemporary developments in the parent discipline) and shaped the curriculum to reflect their own professional interests. This thesis puts forward a hypothesis that seeks to explain the nature of continuity and change in the senior history curriculum in the late 20th century with a view to illuminating the origins of recent debates in the history teaching community. It argues that it is the examination prescriptions that dictate what is taught at this level and that there are three key criteria that must be met if a senior curriculum initiative is to be successfully introduced, or an existing area of historical knowledge is to be retained. Firstly, it is necessary that the decision-making elite share a consensus that a particular body of historical knowledge is of higher status than any alternative. Secondly, a successful initiative must reflect the existing scholarly constraints and boundaries of the parent discipline. Finally, advocates of a particular area of knowledge must be able to establish alliances with major stakeholders in a subject community who are sympathetic to their cause. The role of dominant individuals in this process was paramount in the 1980s as Department of Education curriculum committees at this time operated on the ethos of ‘consultation’, with little explicit philosophical direction and no authentic evaluation. This model is examined by considering the examples of women’s history (that was successfully embedded in the 1989 curriculum), Maori history (that was not) and 16th and 17th century English history (that has dominated the history curriculum in New Zealand for over 30 years).
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Adamson, Carole. "Complexity and context : staff support systems in mental health after critical incidents and traumatic events : a thesis presented in partial fulfilment of the requirement for the degree of Doctor of Philosophy in Social Work, School of Sociology, Social Policy and Social Work, Massey University, Wellington, New Zealand." 2005. http://hdl.handle.net/10179/1573.
Full textAbstract:
This thesis presents an ecological exploration of the experiences of mental health workers faced with critical incidents and traumatic events in the course of their work. A qualitative study, it takes the experiences of twenty workers from a range of disciplines and environments, and examines their preparation for exposure to extreme stress, their passage through the incidents that they chose to relate, and the organisational response to the events. The central research question explores the knowledge bases currently utilised within trauma and critical incident response, and the degree to which these provide adequate explanatory, practice and evaluation models for responses to workplace incidents. It is examined through the narratives of the mental health workers, who self-define and explore the nature of their preparation for, and experience of, critical incidents and traumatic events in their workplace. The question is contextualised through a review of the knowledge bases of trauma and extreme stress, and of the mental health environment in which the workers practice. A case study of the workplace support known as debriefing illustrates the tensions between current knowledge bases in the area. Informed by this, the key issues of what did or did not work for the participants are explored. The thesis argues that the paradigm shift signalled by the latest developments within conceptualisations of trauma is not yet complete, and that the ensuing tensions have created debate and confusion in the creation of adequate responses to workplace incidents. Whilst conceptualisations that attempt to address issues of complexity and context are evolving, it is argued that an ecological framework has the potential to both explain and respond to incidents that occur within the mental health environment. The findings of the research raise issues of complexity in the design and implementation of appropriate support systems, and lend a perspective to the critique of debriefing that has been missing from existing debates. Key principles for the development of safe and sound support systems, and their evaluation, are developed.
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Slatter, Claire. "The politics of economic restructuring in the Pacific with a case study of Fiji : a thesis presented in fulfillment of the requirements for the degree of Doctor of Philosophy, Department of Social Policy and Social Work, School of Social and Cultural studies, Massey University, Albany Campus, Auckland." 2004. http://hdl.handle.net/10179/1646.
Full textAbstract:
The subject of this thesis is the politics of economic restructuring, euphemistically termed 'reform' in the Pacific. Although structural adjustment policies are essentially neoliberal economic policies, the project of global economic restructuring, and its supposed end, a global regime of free trade, is a political one in several respects. It involves the wielding of economic power over developing countries by powerful multilateral institutions, developed countries and private corporate entities to such a degree that it is considered by some to represent the disciplining/subjugating and dis-empowering of developing states. It is supported by a successfully propagated ideology that combines economic growth theories (held to be infallible), 'good governance' rhetoric (with which no-one can reasonably disagree), and new notions of equality and 'non-discrimination' - the 'level playing field' and 'national treatment, in WTO parlance (which have been enshrined in enforceable global trade rules). It entails redefining the role of the state, transferring public ownership of assets to private hands, and removing subsidies that protect domestic industries and jobs, all of which are strongly contested. Successfully implementing 'reform' is widely acknowledged to require not only 'reform champions' but also 'ownership', and thus broad acceptance and legitimacy, yet commitments to restructuring are often made by government ministers without reference at all to national parliaments. National economic summits are used to rubber stamp or legitimate policies in a fait accompli. The thesis begins by situating the global regime of structural adjustment within the political context of North-South relations in the 1970s, the debt crisis of the early 1980s, and the collapse of socialist regimes and consequent discrediting of the socialist economic model and other variants of state-led development. It shows the key role of the World Bank in advocating the neoliberal model and setting the development aid agenda, and its abdication of this lead role after 1995 in favour of the World Trade Organisation and its agenda of global trade liberalisation. The thesis then examines the origins, agents and interests behind structural reform in the island states of the Pacific before focusing on how a regional approach to achieving regional wide economic restructuring and trade liberalisation is being taken, using a regional political organisation of Pacific Island states (The Pacific Islands Forum), and regional free trade agreements. It then illustrates the path of economic restructuring embarked on by Fiji following the 1987 coups, examines the implementation of 'economic reform' concurrently with policies to advance the interests of indigenous Fijians, and discusses some of the less acknowledged dimensions of reform.