title: Strategic liberalism and Kiwi maximalism

authors: Steff, Reuben

abstract: In recent decades a new international structure has emerged, dramatically increasing the incentives for co-operation. New Zealand should capitalise on this by adopting a new foreign policy paradigm. It should consider a new approach — strategic liberalism — as the foundational underpinning of New Zealand’s foreign policy. Bonded to ‘Kiwi maximalism’, it would provide a wellspring for visionary objectives that New Zealand could adopt. It might aim to transcend major regional security issues through a reinvigorated push for disarmament across the Asia–Pacific region and by acting as a catalyst for improved United States–China relations.

text: Strategic liberalism and Kiwi maximalism In recent decades a new international structure has emerged, dramatically increasing the incentives for co-operation. New Zealand should capitalise on this by adopting a new foreign policy paradigm. It should consider a new approach — strategic liberalism — as the foundational underpinning of New Zealand’s foreign policy. Bonded to ‘Kiwi maximalism’, it would provide a wellspring for visionary objectives that New Zealand could adopt. It might aim to transcend major regional security issues through a reinvigorated push for disarmament across the Asia–Pacific region and by acting as a catalyst for improved United States–China relations.

year: 2016

title: Pedagogy and subjectivity: Creating our own students.

authors: Devine, Nesta

subjects: teachers

abstract: Education students often expect that teacher education will teach them how to 'manage' their students. This expectation is founded upon a notion that the subjectivities of teacher and students are fixed and that it is, therefore, possible to 'know' what the students are like. Using Louis Althusser's notion of 'interpellation' this paper discusses how various theories of learning position teachers and students and can create different kinds of students (and teachers). If teachers can learn to manage their own thinking about the nature of their students, perhaps by learning a wide range of conceptual systems, they can in fact call different kinds of student into being.

text: Pedagogy and subjectivity: Creating our own students. Education students often expect that teacher education will teach them how to 'manage' their students. This expectation is founded upon a notion that the subjectivities of teacher and students are fixed and that it is, therefore, possible to 'know' what the students are like. Using Louis Althusser's notion of 'interpellation' this paper discusses how various theories of learning position teachers and students and can create different kinds of students (and teachers). If teachers can learn to manage their own thinking about the nature of their students, perhaps by learning a wide range of conceptual systems, they can in fact call different kinds of student into being.

year: 2003

title: Bilingual Education in Aotearoa/New Zealand

authors: Hill, Richard Kenneth

subjects: Maori medium

abstract: Bilingual education in the context of New Zealand is now over 30 years old. The two largest linguistic minority groups involved in this type of education – the Indigenous Māori and Pasifika peoples of Samoan, Tongan, Cook Islands and Niuean and Tokelauan backgrounds – have made many gains but have struggled in a national context where minority languages have low status. Māori bilingual programs are well established and have made a significant contribution towards reducing Māori language shift that in the 1970s looked to be beyond regeneration. Pasifika bilingual education by contrast is not widely available and not well resourced by the New Zealand government. Both forms continue to need support and a renewed focus at local and national levels.

This chapter provides an overview of past development of Māori and Pasifika bilingual education and present progress. For Māori, the issues relate primarily to how to boost language regeneration, particularly between the generations. Gaining greater support for immersion programs and further strengthening bilingual education pedagogies, particularly relating to achieving biliteracy objectives, are key. In the context of Pasifika, extending government and local support would not only safeguard the languages but has the potential to counteract long-established patterns of low Pasifika student achievement in mainstream/English-medium schooling contexts. Finally, the future of both forms of bilingual education can be safeguarded if they are encompassed within a national languages policy that ensures minority language development in the predominantly English monolingual national context of New Zealand.

text: Bilingual Education in Aotearoa/New Zealand Bilingual education in the context of New Zealand is now over 30 years old. The two largest linguistic minority groups involved in this type of education – the Indigenous Māori and Pasifika peoples of Samoan, Tongan, Cook Islands and Niuean and Tokelauan backgrounds – have made many gains but have struggled in a national context where minority languages have low status. Māori bilingual programs are well established and have made a significant contribution towards reducing Māori language shift that in the 1970s looked to be beyond regeneration. Pasifika bilingual education by contrast is not widely available and not well resourced by the New Zealand government. Both forms continue to need support and a renewed focus at local and national levels.

This chapter provides an overview of past development of Māori and Pasifika bilingual education and present progress. For Māori, the issues relate primarily to how to boost language regeneration, particularly between the generations. Gaining greater support for immersion programs and further strengthening bilingual education pedagogies, particularly relating to achieving biliteracy objectives, are key. In the context of Pasifika, extending government and local support would not only safeguard the languages but has the potential to counteract long-established patterns of low Pasifika student achievement in mainstream/English-medium schooling contexts. Finally, the future of both forms of bilingual education can be safeguarded if they are encompassed within a national languages policy that ensures minority language development in the predominantly English monolingual national context of New Zealand.

year: 2017