title: Is physical education relevant? Interpersonal skills, values and hybridity

authors: Fitzpatrick, Katie

subjects: health education

abstract: Discussion surrounding the relevance of the document Health and Physical Education in the New Zealand Curriculum has focused on a range of areas. While some writers claim it has the potential to be emancipatory and the inclusion of interpersonal skills and values is important and meaningful, others have levelled criticisms that the document is trying to do too much and has a middle class agenda. This article reports part of the findings of a small study which explored how some Maori and Pasifika students viewed their experiences of physical education in one major urban New Zealand high school. The experiences of these students are related to Besley's notion of hybridity. Her argument suggests that young people actively negotiate and make critical decisions about what they think is relevant to them. The students believed physical education has provided them with opportunities to develop and practice care for others and to learn and apply interpersonal skills as well as to gain confidence and apply their skills in situations outside the school setting. The study argues the need for curriculum to connect with the wider lives of students and any degree of connection can only occur if students are given a voice in the curriculum implementation process.

text: Is physical education relevant? Interpersonal skills, values and hybridity Discussion surrounding the relevance of the document Health and Physical Education in the New Zealand Curriculum has focused on a range of areas. While some writers claim it has the potential to be emancipatory and the inclusion of interpersonal skills and values is important and meaningful, others have levelled criticisms that the document is trying to do too much and has a middle class agenda. This article reports part of the findings of a small study which explored how some Maori and Pasifika students viewed their experiences of physical education in one major urban New Zealand high school. The experiences of these students are related to Besley's notion of hybridity. Her argument suggests that young people actively negotiate and make critical decisions about what they think is relevant to them. The students believed physical education has provided them with opportunities to develop and practice care for others and to learn and apply interpersonal skills as well as to gain confidence and apply their skills in situations outside the school setting. The study argues the need for curriculum to connect with the wider lives of students and any degree of connection can only occur if students are given a voice in the curriculum implementation process.

year: 2005

title: Creating culturally-safe schools for Māori students

authors: Macfarlane, Angus

subjects: education

abstract: In order to better understand the present trends in New Zealand’s schooling contexts, there is a clarion call for educators to develop sensitivity and sensibility towards the cultural backgrounds and experiences of Māori students. This paper reports on the work of four scholars who share research that has been undertaken in educational settings with high numbers of Māori students, and discusses the importance of creating culturally-safe schools – places that allow and enable students to be who and what they are. The theoretical frameworks drawn on are based on both a life partnership analogy as well as on a socio-cultural perspective on human development and learning. The Māori worldview presented in this paper is connected to the Treaty of Waitangi, The Educultural Wheel and the Hikairo Rationale. Data were collected from two ethnographic case studies and analysed through these frameworks. Practical suggestions are then made for using restorative practices and creating reciprocal relationships in classrooms within an environment of care. The paper reports on an evidence-based approach to creating culturally-safe schools for Māori students.

text: Creating culturally-safe schools for Māori students In order to better understand the present trends in New Zealand’s schooling contexts, there is a clarion call for educators to develop sensitivity and sensibility towards the cultural backgrounds and experiences of Māori students. This paper reports on the work of four scholars who share research that has been undertaken in educational settings with high numbers of Māori students, and discusses the importance of creating culturally-safe schools – places that allow and enable students to be who and what they are. The theoretical frameworks drawn on are based on both a life partnership analogy as well as on a socio-cultural perspective on human development and learning. The Māori worldview presented in this paper is connected to the Treaty of Waitangi, The Educultural Wheel and the Hikairo Rationale. Data were collected from two ethnographic case studies and analysed through these frameworks. Practical suggestions are then made for using restorative practices and creating reciprocal relationships in classrooms within an environment of care. The paper reports on an evidence-based approach to creating culturally-safe schools for Māori students.

year: 2007

title: A two-dimensional conceptual framework for understanding mental well-being

authors: Joshanloo, Mohsen

subjects: Science & Technology

abstract: The complex nature of mental well-being is reflected in the great diversity of variables thought to represent aspects of mental flourishing. Discovering the underlying structure of mental well-being is important for a full understanding of this complex construct. Using data from 3 countries (the United States, Japan, and Iran), we performed multi-dimensional scaling to analyze the representation of 9 hedonic and eudaimonic well-being variables in a 2-dimensional psychological space. The analyses revealed 2 interpretable underlying dimensions across cultures and gender groups. The first dimension—eudaimonic well-being versus hedonic well-being—is well-known to well-being researchers. The second dimension—existential relatedness versus Epicurean independence—has not been recognized before. Existential relatedness is the characteristic of being meaningfully interconnected with things other than oneself, and is mainly based on the variables positive relations with others, personal growth, purpose in life, and life satisfaction. Epicurean independence is the characteristic of being relatively free of painful experiences and not feeling the need to have ones’ views accepted by anyone but oneself. Epicurean independence is mainly based on the variables autonomy and absence of negative affect. We explain these dimensions in detail and discuss the implications for well-being research and policy.

text: A two-dimensional conceptual framework for understanding mental well-being The complex nature of mental well-being is reflected in the great diversity of variables thought to represent aspects of mental flourishing. Discovering the underlying structure of mental well-being is important for a full understanding of this complex construct. Using data from 3 countries (the United States, Japan, and Iran), we performed multi-dimensional scaling to analyze the representation of 9 hedonic and eudaimonic well-being variables in a 2-dimensional psychological space. The analyses revealed 2 interpretable underlying dimensions across cultures and gender groups. The first dimension—eudaimonic well-being versus hedonic well-being—is well-known to well-being researchers. The second dimension—existential relatedness versus Epicurean independence—has not been recognized before. Existential relatedness is the characteristic of being meaningfully interconnected with things other than oneself, and is mainly based on the variables positive relations with others, personal growth, purpose in life, and life satisfaction. Epicurean independence is the characteristic of being relatively free of painful experiences and not feeling the need to have ones’ views accepted by anyone but oneself. Epicurean independence is mainly based on the variables autonomy and absence of negative affect. We explain these dimensions in detail and discuss the implications for well-being research and policy.

year: 2019