title: Foreign Affairs in a Native Context: The Significance of Foreign Relations on Thomas Jefferson's Native American Views

authors: Berry, Shane

subjects: Jefferson

abstract: There has been considerable research into Native American history in recent times, with much analysis of what transpired in the early years of the United States, and how events from the late 18th and early 19th centuries have impacted on the Native Americans. As a prominent figure, Thomas Jefferson made decisions that undoubtedly affected the Native tribes, yet his Native American ideas have not received as much attention from scholars as his thinking about most other topics. Most literature that has been produced which relates to Jefferson’s attitudes about Native Americans, has not considered adequately the importance that foreign relations played in shaping his thinking. The purpose of this study is to examine the significance of foreign affairs on Jefferson’s views about Native Americans, and to determine whether foreign affairs was a critical factor in influencing his plans for the Native Americans. To ascertain the importance of foreign relations in shaping Jefferson’s thinking about the Native Americans, an exploration of his writing was conducted, in which all documents that fell within the scope of this research project were analysed, and all relevant material used in this thesis. The documents used for this study were found online in the Jefferson Papers at the United States National Archives. 
Findings from this study clearly show that foreign relations had a major impact on Jefferson’s thinking about the Native Americans. The two predominant themes that emerged from his writing were conflict and land; foreign affairs primarily influenced Jefferson’s views in relation to these topics. Because of the prominence of these themes, they were chosen as the focus of the two chapters for this thesis. Within the themes of conflict and land, the affect that foreign relations had on Jefferson’s thinking is evident on a number of issues. He believed that most of the conflict with the Native Americans occurred because of the interference of foreign agents. The impact of foreign affairs can be seen in Jefferson’s views about trade with the Native Americans, and his thoughts on agriculture were clearly shaped by concerns about other nations. The influence of foreign relations is unmistakeable in Jefferson’s thoughts about national security, and its effect can also be seen in the development of his ideas about Native American removal. Findings from this thesis add depth to an important factor that shaped Jefferson’s thinking, and help in gaining an understanding of his decision making regarding the Native American.

text: Foreign Affairs in a Native Context: The Significance of Foreign Relations on Thomas Jefferson's Native American Views There has been considerable research into Native American history in recent times, with much analysis of what transpired in the early years of the United States, and how events from the late 18th and early 19th centuries have impacted on the Native Americans. As a prominent figure, Thomas Jefferson made decisions that undoubtedly affected the Native tribes, yet his Native American ideas have not received as much attention from scholars as his thinking about most other topics. Most literature that has been produced which relates to Jefferson’s attitudes about Native Americans, has not considered adequately the importance that foreign relations played in shaping his thinking. The purpose of this study is to examine the significance of foreign affairs on Jefferson’s views about Native Americans, and to determine whether foreign affairs was a critical factor in influencing his plans for the Native Americans. To ascertain the importance of foreign relations in shaping Jefferson’s thinking about the Native Americans, an exploration of his writing was conducted, in which all documents that fell within the scope of this research project were analysed, and all relevant material used in this thesis. The documents used for this study were found online in the Jefferson Papers at the United States National Archives. 
Findings from this study clearly show that foreign relations had a major impact on Jefferson’s thinking about the Native Americans. The two predominant themes that emerged from his writing were conflict and land; foreign affairs primarily influenced Jefferson’s views in relation to these topics. Because of the prominence of these themes, they were chosen as the focus of the two chapters for this thesis. Within the themes of conflict and land, the affect that foreign relations had on Jefferson’s thinking is evident on a number of issues. He believed that most of the conflict with the Native Americans occurred because of the interference of foreign agents. The impact of foreign affairs can be seen in Jefferson’s views about trade with the Native Americans, and his thoughts on agriculture were clearly shaped by concerns about other nations. The influence of foreign relations is unmistakeable in Jefferson’s thoughts about national security, and its effect can also be seen in the development of his ideas about Native American removal. Findings from this thesis add depth to an important factor that shaped Jefferson’s thinking, and help in gaining an understanding of his decision making regarding the Native American.

year: 2016

title: The politics of workplace reform: 40 years of change

authors: Wilson, Margaret

abstract: The 1970s was the decade that foreshadowed the radical restructuring of New Zealand's economic, social and political systems that began in the 1980s and continues today. As a result, this transformation of New Zealand society included the radical restructuring of the regulatory framework of the labour market and the day-to-day practice of the employment relationship in the workplace. This chapter will chart the ideological and political changes that became evident in the 1970s and provided a new regulatory framework that affected employment relations practice for the next 40 years. It will further identify the main drivers of this transformation as they have been reflected in the legislative framework. The main drivers of regulatory change have been not only the economy, but also the ideological position of the government of the day. It is therefore necessary to analyse the ideological and political shifts over the past 40 years in order to understand the impact of the changes in workplace practice.

text: The politics of workplace reform: 40 years of change The 1970s was the decade that foreshadowed the radical restructuring of New Zealand's economic, social and political systems that began in the 1980s and continues today. As a result, this transformation of New Zealand society included the radical restructuring of the regulatory framework of the labour market and the day-to-day practice of the employment relationship in the workplace. This chapter will chart the ideological and political changes that became evident in the 1970s and provided a new regulatory framework that affected employment relations practice for the next 40 years. It will further identify the main drivers of this transformation as they have been reflected in the legislative framework. The main drivers of regulatory change have been not only the economy, but also the ideological position of the government of the day. It is therefore necessary to analyse the ideological and political shifts over the past 40 years in order to understand the impact of the changes in workplace practice.

year: 2017

title: Shifting tectonic plates of key discourses in New Zealand early childhood education policy (1989-2017):  A critical discourse analysis at the dawn of change

authors: Westbrook, Fiona

subjects: New Zealand

abstract: This thesis analysed the presence of neoliberalism, socialism and te Ao Māori in fundamental policy documents that frame New Zealand early childhood practice. It did so to critically engage with, and thus make sense of, neoliberalism’s application and potential growth in New Zealand early childhood policies from 1989 to 2017. The research additionally focused on the interplay of socialist and te Ao Māori discourses in these texts, in conjunction with neoliberalism. It employed a poststructuralist conceptual framework that utilised Kristeva’s intertextuality and Foucault’s discourse, governmentality, and power/knowledge. The philosophical framework facilitated an appreciation of the early childhood education (ECE) sector and government discourses, via policies that exhibited discursive power, truths, and knowledges. This thesis’ approach was employed through a critical discourse analysis, incorporating Kristeva’s intertextuality, Fairclough’s manifest intertextuality and interdiscursivity, as well as a keyword search. This form of document analysis was selected because it enabled me as the researcher to gain a deeper more developed understanding of the policy texts, eliciting meaning and recognition of the discourses often naturalised within them. 
 
Contrary to the dominant claims in ECE literature concerning contemporary discourse, the analysis did not discover the neoliberal discourse’s predominance within the selected policies and documents, as was expected. The neoliberal discourse did exist within government endorsed texts, such as the foreword of Te Whāriki (Ministry of Education, 2017b) and Four Year Plan 2016-2020 (Ministry of Education, 2016). However, when the texts came closest to the sector, such as Te Whāraki (Ministry of Education, 1996; 2017b) and the Licensing Criteria Early Childhood Education and Care (Ministry of Education, 2008), the discourses of socialism, te Ao Māori and neoliberalism, nullified, transformed and modified one another. These findings were exemplified in the updated Te Whāraki (Ministry of Education, 2017b), that limited the neoliberal use of individualism from the original, while also upgrading children’s future potential. ‘Future’ within this text, however, was constructed through a modification of te Ao Māori by absorbing and embodying it in incomplete ways.  
 
This thesis analysed the presence of neoliberalism, socialism and te Ao Māori in fundamental policy documents that frame New Zealand early childhood practice. It did so to critically engage with, and thus make sense of, neoliberalism’s application and potential growth in New Zealand early childhood policies from 1989 to 2017. The research additionally focused on the interplay of socialist and te Ao Māori discourses in these texts, in conjunction with neoliberalism. It employed a poststructuralist conceptual framework that utilised Kristeva’s intertextuality and Foucault’s discourse, governmentality, and power/knowledge. The philosophical framework facilitated an appreciation of the early childhood education (ECE) sector and government discourses, via policies that exhibited discursive power, truths, and knowledges. This thesis’ approach was employed through a critical discourse analysis, incorporating Kristeva’s intertextuality, Fairclough’s manifest intertextuality and interdiscursivity, as well as a keyword search. This form of document analysis was selected because it enabled me as the researcher to gain a deeper more developed understanding of the policy texts, eliciting meaning and recognition of the discourses often naturalised within them. 
 
Contrary to the dominant claims in ECE literature concerning contemporary discourse, the analysis did not discover the neoliberal discourse’s predominance within the selected policies and documents, as was expected. The neoliberal discourse did exist within government endorsed texts, such as the foreword of Te Whāriki (Ministry of Education, 2017b) and Four Year Plan 2016-2020 (Ministry of Education, 2016). However, when the texts came closest to the sector, such as Te Whāraki (Ministry of Education, 1996; 2017b) and the Licensing Criteria Early Childhood Education and Care (Ministry of Education, 2008), the discourses of socialism, te Ao Māori and neoliberalism, nullified, transformed and modified one another. These findings were exemplified in the updated Te Whāraki (Ministry of Education, 2017b), that limited the neoliberal use of individualism from the original, while also upgrading children’s future potential. ‘Future’ within this text, however, was constructed through a modification of te Ao Māori by absorbing and embodying it in incomplete ways.  
 
This thesis analysed the presence of neoliberalism, socialism and te Ao Māori in fundamental policy documents that frame New Zealand early childhood practice. It did so to critically engage with, and thus make sense of, neoliberalism’s application and potential growth in New Zealand early childhood policies from 1989 to 2017. The research additionally focused on the interplay of socialist and te Ao Māori discourses in these texts, in conjunction with neoliberalism. It employed a poststructuralist conceptual framework that utilised Kristeva’s intertextuality and Foucault’s discourse, governmentality, and power/knowledge. The philosophical framework facilitated an appreciation of the early childhood education (ECE) sector and government discourses, via policies that exhibited discursive power, truths, and knowledges. This thesis’ approach was employed through a critical discourse analysis, incorporating Kristeva’s intertextuality, Fairclough’s manifest intertextuality and interdiscursivity, as well as a keyword search. This form of document analysis was selected because it enabled me as the researcher to gain a deeper more developed understanding of the policy texts, eliciting meaning and recognition of the discourses often naturalised within them. 
 
Contrary to the dominant claims in ECE literature concerning contemporary discourse, the analysis did not discover the neoliberal discourse’s predominance within the selected policies and documents, as was expected. The neoliberal discourse did exist within government endorsed texts, such as the foreword of Te Whāriki (Ministry of Education, 2017b) and Four Year Plan 2016-2020 (Ministry of Education, 2016). However, when the texts came closest to the sector, such as Te Whāraki (Ministry of Education, 1996; 2017b) and the Licensing Criteria Early Childhood Education and Care (Ministry of Education, 2008), the discourses of socialism, te Ao Māori and neoliberalism, nullified, transformed and modified one another. These findings were exemplified in the updated Te Whāraki (Ministry of Education, 2017b), that limited the neoliberal use of individualism from the original, while also upgrading children’s future potential. ‘Future’ within this text, however, was constructed through a modification of te Ao Māori by absorbing and embodying it in incomplete ways.  
 
The findings of this thesis imply socialism, te Ao Māori and neoliberalism are constantly competing with one another in the analysed policies that construct New Zealand ECE discourses and, as a consequence, influence practice. This plurality has the potential to hinder one discourse from gaining domination over the others. Their joint consumption's and conflicts appear to periodically lessen and strengthen neoliberalism’s power/knowledges across eras, administrations, policies and paragraphs, as exemplified in the updated curriculum. These findings imply that the ‘drivers’ of power are pivotal, hindering and strengthening these discourses which are both complementary and competing. Additionally, the thesis establishes implications regarding the rich complexities of discourses, which can conceal themselves in other discourses, calling for deeper critical reflection if some power/knowledges are to be reduced.

text: Shifting tectonic plates of key discourses in New Zealand early childhood education policy (1989-2017):  A critical discourse analysis at the dawn of change This thesis analysed the presence of neoliberalism, socialism and te Ao Māori in fundamental policy documents that frame New Zealand early childhood practice. It did so to critically engage with, and thus make sense of, neoliberalism’s application and potential growth in New Zealand early childhood policies from 1989 to 2017. The research additionally focused on the interplay of socialist and te Ao Māori discourses in these texts, in conjunction with neoliberalism. It employed a poststructuralist conceptual framework that utilised Kristeva’s intertextuality and Foucault’s discourse, governmentality, and power/knowledge. The philosophical framework facilitated an appreciation of the early childhood education (ECE) sector and government discourses, via policies that exhibited discursive power, truths, and knowledges. This thesis’ approach was employed through a critical discourse analysis, incorporating Kristeva’s intertextuality, Fairclough’s manifest intertextuality and interdiscursivity, as well as a keyword search. This form of document analysis was selected because it enabled me as the researcher to gain a deeper more developed understanding of the policy texts, eliciting meaning and recognition of the discourses often naturalised within them. 
 
Contrary to the dominant claims in ECE literature concerning contemporary discourse, the analysis did not discover the neoliberal discourse’s predominance within the selected policies and documents, as was expected. The neoliberal discourse did exist within government endorsed texts, such as the foreword of Te Whāriki (Ministry of Education, 2017b) and Four Year Plan 2016-2020 (Ministry of Education, 2016). However, when the texts came closest to the sector, such as Te Whāraki (Ministry of Education, 1996; 2017b) and the Licensing Criteria Early Childhood Education and Care (Ministry of Education, 2008), the discourses of socialism, te Ao Māori and neoliberalism, nullified, transformed and modified one another. These findings were exemplified in the updated Te Whāraki (Ministry of Education, 2017b), that limited the neoliberal use of individualism from the original, while also upgrading children’s future potential. ‘Future’ within this text, however, was constructed through a modification of te Ao Māori by absorbing and embodying it in incomplete ways.  
 
This thesis analysed the presence of neoliberalism, socialism and te Ao Māori in fundamental policy documents that frame New Zealand early childhood practice. It did so to critically engage with, and thus make sense of, neoliberalism’s application and potential growth in New Zealand early childhood policies from 1989 to 2017. The research additionally focused on the interplay of socialist and te Ao Māori discourses in these texts, in conjunction with neoliberalism. It employed a poststructuralist conceptual framework that utilised Kristeva’s intertextuality and Foucault’s discourse, governmentality, and power/knowledge. The philosophical framework facilitated an appreciation of the early childhood education (ECE) sector and government discourses, via policies that exhibited discursive power, truths, and knowledges. This thesis’ approach was employed through a critical discourse analysis, incorporating Kristeva’s intertextuality, Fairclough’s manifest intertextuality and interdiscursivity, as well as a keyword search. This form of document analysis was selected because it enabled me as the researcher to gain a deeper more developed understanding of the policy texts, eliciting meaning and recognition of the discourses often naturalised within them. 
 
Contrary to the dominant claims in ECE literature concerning contemporary discourse, the analysis did not discover the neoliberal discourse’s predominance within the selected policies and documents, as was expected. The neoliberal discourse did exist within government endorsed texts, such as the foreword of Te Whāriki (Ministry of Education, 2017b) and Four Year Plan 2016-2020 (Ministry of Education, 2016). However, when the texts came closest to the sector, such as Te Whāraki (Ministry of Education, 1996; 2017b) and the Licensing Criteria Early Childhood Education and Care (Ministry of Education, 2008), the discourses of socialism, te Ao Māori and neoliberalism, nullified, transformed and modified one another. These findings were exemplified in the updated Te Whāraki (Ministry of Education, 2017b), that limited the neoliberal use of individualism from the original, while also upgrading children’s future potential. ‘Future’ within this text, however, was constructed through a modification of te Ao Māori by absorbing and embodying it in incomplete ways.  
 
This thesis analysed the presence of neoliberalism, socialism and te Ao Māori in fundamental policy documents that frame New Zealand early childhood practice. It did so to critically engage with, and thus make sense of, neoliberalism’s application and potential growth in New Zealand early childhood policies from 1989 to 2017. The research additionally focused on the interplay of socialist and te Ao Māori discourses in these texts, in conjunction with neoliberalism. It employed a poststructuralist conceptual framework that utilised Kristeva’s intertextuality and Foucault’s discourse, governmentality, and power/knowledge. The philosophical framework facilitated an appreciation of the early childhood education (ECE) sector and government discourses, via policies that exhibited discursive power, truths, and knowledges. This thesis’ approach was employed through a critical discourse analysis, incorporating Kristeva’s intertextuality, Fairclough’s manifest intertextuality and interdiscursivity, as well as a keyword search. This form of document analysis was selected because it enabled me as the researcher to gain a deeper more developed understanding of the policy texts, eliciting meaning and recognition of the discourses often naturalised within them. 
 
Contrary to the dominant claims in ECE literature concerning contemporary discourse, the analysis did not discover the neoliberal discourse’s predominance within the selected policies and documents, as was expected. The neoliberal discourse did exist within government endorsed texts, such as the foreword of Te Whāriki (Ministry of Education, 2017b) and Four Year Plan 2016-2020 (Ministry of Education, 2016). However, when the texts came closest to the sector, such as Te Whāraki (Ministry of Education, 1996; 2017b) and the Licensing Criteria Early Childhood Education and Care (Ministry of Education, 2008), the discourses of socialism, te Ao Māori and neoliberalism, nullified, transformed and modified one another. These findings were exemplified in the updated Te Whāraki (Ministry of Education, 2017b), that limited the neoliberal use of individualism from the original, while also upgrading children’s future potential. ‘Future’ within this text, however, was constructed through a modification of te Ao Māori by absorbing and embodying it in incomplete ways.  
 
The findings of this thesis imply socialism, te Ao Māori and neoliberalism are constantly competing with one another in the analysed policies that construct New Zealand ECE discourses and, as a consequence, influence practice. This plurality has the potential to hinder one discourse from gaining domination over the others. Their joint consumption's and conflicts appear to periodically lessen and strengthen neoliberalism’s power/knowledges across eras, administrations, policies and paragraphs, as exemplified in the updated curriculum. These findings imply that the ‘drivers’ of power are pivotal, hindering and strengthening these discourses which are both complementary and competing. Additionally, the thesis establishes implications regarding the rich complexities of discourses, which can conceal themselves in other discourses, calling for deeper critical reflection if some power/knowledges are to be reduced.

year: 2018