Focus on stability: A cohort of young children in statutory care in Aotearoa New Zealand

2016 ◽  
Vol 60 (1) ◽  
pp. 111-125 ◽  
Author(s):  
Marie Connolly ◽  
Irene de Haan ◽  
Jonelle Crawford
Keyword(s):  
Data Mining ◽  
New Zealand ◽  
Foster Care ◽  
Young Children ◽  
Mining Method ◽  
Living Situation ◽  
Aotearoa New Zealand ◽  
Research Findings ◽  
Clinical Data Mining ◽  
Almost All

This article reports on a sample of young New Zealand children under two years of age entering care in 2005 ( n = 228) and follows their progress over a five-year period. The study, the first of its kind in New Zealand, used a clinical data mining method to focus particularly on issues of stability, continuity and permanency. In these areas the research findings were generally positive for this cohort of children. Most children had only one or two caregivers. Almost all were ethnically matched with their caregivers in both kinship and foster care, and permanency, or a stable, permanent living situation, was achieved for the majority of the children.

Ka mura ka muri: understandings of organ donation and transplantation in Aotearoa New Zealand

2021 ◽  
pp. medhum-2020-012038
Author(s):  
Rhonda Shaw ◽  
Robert Webb
Keyword(s):  
New Zealand ◽  
Organ Donation ◽  
Well Being ◽  
The Body ◽  
Cultural Meanings ◽  
Aotearoa New Zealand ◽  
Values And Beliefs ◽  
History Of ◽  
Research Findings ◽  
Interview Studies

In this article, we refer to the separation of solid organs from the body as bio-objects. We suggest that the transfer of these bio-objects is connected to emotions and affects that carry a range of different social and cultural meanings specific to the context of Aotearoa New Zealand. The discussion draws on research findings from a series of qualitative indepth interview studies conducted from 2008 to 2013 with Māori (the Indigenous people of Aotearoa New Zealand) and Pākehā (European settler New Zealanders) concerning their views on organ donation and transplantation. Our findings show both differences and similarities between Māori and Pākehā understandings of transplantation. Nevertheless, while many Māori draw on traditional principles, values and beliefs to reflect on their experiences in relation to embodiment, gift-giving, identity and well-being, Pākehā tend to subscribe to more Western understandings of identity in terms of health and well-being, in line with international literature on the topic. Rather than reflecting individualistic notions of the body and transplantation as the endpoint of healthcare as do Pākehā, Māori views are linked to wider conceptions of family, ancestry and belonging, demonstrating how different rationalities and ontologies affect practices and understandings surrounding organ transfer technology. In the article, we focus predominantly on Māori perspectives of organ transfer, contextualising the accounts and experiences of our research participants against the backdrop of a long history of settler colonialism and health inequalities in Aotearoa New Zealand.

scholarly journals Positioning Children Citizens: Exploring Discourses in Early Childhood Curricula in China and Aotearoa New Zealand

2020 ◽  
Vol 24 ◽  
pp. 58
Author(s):  
Peng Xu
Keyword(s):  
Early Childhood ◽  
Discourse Analysis ◽  
New Zealand ◽  
Early Childhood Education ◽  
Young Children ◽  
Citizenship Education ◽  
Methodological Approach ◽  
Citizenship Status ◽  
Childhood Education ◽  
Aotearoa New Zealand

 Positioning young children as citizens, now rather than as citizens in waiting, is an emerging discourse in early childhood education internationally. Differing discourses related to young children and early childhood reveal various ideas of children as citizens, and what their citizenship status, practice and education can be. This paper analyses the national early childhood education (ECE) curricula of China and Aotearoa New Zealand for the purpose of understanding how children are constructed as citizens within such policy discourses. Discourse analysis is employed in this study as a methodological approach for understanding the subjectivities of young children and exploring the meanings of young children’s citizenship in both countries. Based on Foucault’s theory of governmentality, this paper ultimately argues that young children’s citizenship in contemporary ECE curricula in China and New Zealand is a largely neoliberal construction. However, emerging positionings shape differing possibilities for citizenship education for young children in each of these countries.

scholarly journals Co-Management in Theory and Practice: Co-Managing the Waipaˉ River

2021 ◽  
pp. 325-357
Author(s):  
Meg Parsons ◽  
Karen Fisher ◽  
Roa Petra Crease
Keyword(s):  
Decision Making ◽  
New Zealand ◽  
Environmental Justice ◽  
Sustainable Management ◽  
Theory And Practice ◽  
River Catchment ◽  
Aotearoa New Zealand ◽  
Equitable Sharing ◽  
Research Findings ◽  
Formal Recognition

AbstractIn Aotearoa New Zealand, co-management initiatives are increasingly commonplace and are intended to improve sustainable management of environments as well as foster more equitable sharing of power between the settler-state and Indigenous Māori iwi (tribes). In this chapter we examine one such co-management arrangement that recognises and includes Ngāti Maniapoto iwi in decision-making about their ancestral river (the upper section of the Waipā River Catchment) and whether the implementation of initiative translated into tangible benefits for the iwi. Our research findings highlight how co-management agreement is perceived as overwhelming positive by both government and Ngāti Maniapoto representatives. However iwi note that they still face substantive barriers to achieving environmental justice (including the lack of formal recognition of their authority and power, and limited resourcing).

scholarly journals University Leadership for Sustainability: an Active Dendritic Framework for Enabling Connection and Collaboration

2021 ◽  
Author(s):  
◽  
Pamela Margaret Williams
Keyword(s):  
New Zealand ◽  
Education For Sustainability ◽  
University Leadership ◽  
Aotearoa New Zealand ◽  
Sustainability Learning ◽  
Research Findings ◽  
Need For Support ◽  
Sustainability Initiatives ◽  
The University ◽  
Depth Interviews

<p>In a world with increasing environmental and social problems, education is widely accepted as being critical for meeting current and predicted sustainable development issues. This thesis explores possible reasons for the relatively low levels of education-for-sustainability programmes in universities in Aotearoa New Zealand, compared to selected international universities with coherent inter-disciplinary sustainability programmes of learning. The research involved qualitative in-depth interviews with two sub-sets of academic participants teaching in universities, twenty from selected international universities and ten from universities in Aotearoa New Zealand. A grounded theory methodology approach was chosen to analyse the extensive range of qualitative data. Analysis revealed generic essential themes underlying the experiences of the two sets of participants. Key themes included the importance of building connections between distributed sustainability leaders and the need for support from hierarchical university leadership for developing substantive sustainability learning initiatives. A theoretical model is proposed: an active dendritic framework for university leadership for sustainability, for improving collaborative learning within and across disciplinary areas, and building capacity for university-wide learning, leading to establishing coherent sustainability initiatives. Recommendations are offered for improving the uptake of education-forsustainability in universities in Aotearoa New Zealand, based on the research findings and the potential for using the dendritic framework for assisting connection and collaboration between transformational sustainability leaders within the university.</p>

scholarly journals Using Video in Research with Young Children, Teachers and Parents: Entanglements of Possibility, Risk and Ethical Responsibility

2020 ◽  
pp. 1-15
Author(s):  
Maggie Haggerty
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Young Children ◽  
Ethnographic Study ◽  
Ethical Responsibility ◽  
Aotearoa New Zealand ◽  
Teachers And Parents ◽  
Visual Technologies ◽  
Opening Up ◽  
Critical Consideration

Abstract This article draws on research conducted for the author’s PhD study and concepts in semiotic multimodality and relational materialism (Barad, 2007; Haraway, 2008) to explore the dynamics of what partnering with video/visual technologies in educational research with young children can be, do and become. This study was an ethnographic study which examined the curriculum and assessment priorities six focus children in Aotearoa-New Zealand encountered during their last six months in an early childhood (EC) centre and their first six months at school. In the article the author focuses on two video-recorded observations included in the PhD report by way of opening up for critical consideration the entanglements of possibility, risk and ethical responsibility entailed in the use of video in research with young children.

scholarly journals Textbooks for the teaching of te reo Māori

2017 ◽  
Vol 10 (1) ◽  
pp. 1-16
Author(s):  
Sophie Nock
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Indigenous Languages ◽  
Review Of Literature ◽  
Aotearoa New Zealand ◽  
Curriculum Guidelines ◽  
Research Findings

As part of a recent study of the teaching and learning of te reo Māori (the Māori language) in English-medium secondary schools in Aotearoa/New Zealand, I asked a sample of teachers which textbooks they used. I then analysed some of those textbooks that were referred to most often, using focus points derived from a review of literature on the design of textbooks for the teaching of additional languages. What I found was that the textbooks analysed were inconsistent with the relevant curriculum guidelines document and were also problematic in a number of other ways. This article discusses a number of the problematic concerns and outlines what would be involved in designing more effective textbooks for Indigenous languages, and textbooks that are in line with current research findings.

Apps on laps: digital storytimes in public libraries in Aotearoa New Zealand

2018 ◽  
Vol 36 (2) ◽  
pp. 252-269 ◽  
Author(s):  
Anne Goulding ◽  
Mary Jane Shuker ◽  
John Dickie
Keyword(s):  
New Zealand ◽  
Young Children ◽  
Digital Media ◽  
Online Survey ◽  
Public Library ◽  
Human Interaction ◽  
Content Type ◽  
Mixed Response ◽  
Aotearoa New Zealand ◽  
Media And Technology

Purpose The purpose of this paper is to report on a small, exploratory research project focusing on librarian and parent/caregiver opinions of, and reactions to, the use of digital media and technology in public library storytimes for preschool children in Aotearoa New Zealand. Design/methodology/approach Telephone interviews with librarians and an online survey of parent/caregivers were undertaken. Findings The research found a mixed response to digital storytimes. Those who had not attended or presented digital storytime sessions were largely opposed to the practice, while those who had participated in a storytime using digital media generally held more positive views. Key concerns were focused on the amount of screentime young children should have and a lack of human interaction. Supporters appreciated the introduction of some basic digital literacy skills and the variety that technology could bring to storytime sessions. Research limitations/implications Both samples were small and self-selecting. The use of an online survey meant a bias in the sample toward those with access to appropriate information communication technology as well as a self-selection bias. Practical implications The paper suggests some developments in practice and approach if librarians are going to play the role of media mentors in their communities. Originality/value This is the first study focusing on the development of digital storytimes in Aotearoa New Zealand and adds to knowledge and understanding of key stakeholder views of the inclusion of digital media and technology in public library programming for young children.

scholarly journals Conservation Translocations in Aotearoa New Zealand in the Predator-Free era

2020 ◽  
Author(s):  
Kevin A. Parker ◽  
John G. Ewen ◽  
Emily L. Weiser ◽  
Aisling Rayne ◽  
Tammy Steeves ◽  
...  
Keyword(s):  
New Zealand ◽  
Large Scale ◽  
Conservation Management ◽  
A Priori ◽  
Single Element ◽  
Genetic Management ◽  
Aotearoa New Zealand ◽  
Introduced Predators ◽  
Source Populations ◽  
Almost All

The biological changes that have occurred in Aotearoa New Zealand following human settlement are well documented with almost all ecosystems and taxa having been negatively impacted. Against this background of loss there have been remarkable advances in conservation management, particularly in the large-scale eradication and control of exotic mammalian pests. In 2016, the New Zealand Government announced Predator Free 2050, an ambitious project to eradicate introduced predators in Aotearoa New Zealand by 2050. Here, we discuss conservation translocations in the context of Predator Free 2050 aspirations. Our review draws together knowledge from Aotearoa New Zealand’s rich history of translocations and outlines a framework to support translocation decision making in the predator-free era. Predator Free 2050 aspirations encompass an ongoing question in conservation management; should we focus on maintaining small protected populations, because this seems generally easier and currently achievable, or on reversing declines in the large mainland areas that contain most of our biodiversity, a much harder challenge largely reliant on the continued use of aerially applied toxins? We focus on successfully establishing small translocated populations because they will provide the source populations for colonisation of a predator-free landscape. We define a successful translocation as one that meets a clear set of fundamental objectives defined a priori. If translocation objectives are clearly defined all subsequent decisions about factors that influence conservation translocation outcomes (e.g. the cultural and social setting, pest thresholds, habitat quality, genetic management) will be easier. Therefore, we encourage careful thinking in formulating conservation translocation objectives that align with aspirations for a predator-free Aotearoa NZ. We discourage a focus on any single element of planning and rather encourage all people involved in conservation translocations, particularly decision makers, to explicitly recognise the multiple values-based objectives associated with conservation translocations.

scholarly journals University Leadership for Sustainability: an Active Dendritic Framework for Enabling Connection and Collaboration

2021 ◽  
Author(s):  
◽  
Pamela Margaret Williams
Keyword(s):  
New Zealand ◽  
Education For Sustainability ◽  
University Leadership ◽  
Aotearoa New Zealand ◽  
Sustainability Learning ◽  
Research Findings ◽  
Need For Support ◽  
Sustainability Initiatives ◽  
The University ◽  
Depth Interviews

<p>In a world with increasing environmental and social problems, education is widely accepted as being critical for meeting current and predicted sustainable development issues. This thesis explores possible reasons for the relatively low levels of education-for-sustainability programmes in universities in Aotearoa New Zealand, compared to selected international universities with coherent inter-disciplinary sustainability programmes of learning. The research involved qualitative in-depth interviews with two sub-sets of academic participants teaching in universities, twenty from selected international universities and ten from universities in Aotearoa New Zealand. A grounded theory methodology approach was chosen to analyse the extensive range of qualitative data. Analysis revealed generic essential themes underlying the experiences of the two sets of participants. Key themes included the importance of building connections between distributed sustainability leaders and the need for support from hierarchical university leadership for developing substantive sustainability learning initiatives. A theoretical model is proposed: an active dendritic framework for university leadership for sustainability, for improving collaborative learning within and across disciplinary areas, and building capacity for university-wide learning, leading to establishing coherent sustainability initiatives. Recommendations are offered for improving the uptake of education-forsustainability in universities in Aotearoa New Zealand, based on the research findings and the potential for using the dendritic framework for assisting connection and collaboration between transformational sustainability leaders within the university.</p>

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