title: An account of the making of the Human Rights Amendment Act 2001

authors: Wilson, Margaret

subjects: New Zealand

abstract: In this paper I want to address the relationship between policy and law through a discussion of the 2001 Amendment to the New Zealand Human Rights Act 1993. Discussions of justice often focus on analysis of court decisions or legislation. Legal policy is not often analysed or the process by which legal policy is formed and incorporated into the law. This paper is an attempt to try and fill that gap through a description of the process to enact the 2001 Human Rights Amendment Act. The narrative is based on my experience so it is acknowledged at the outset that others involved in the process may hold different views.

text: An account of the making of the Human Rights Amendment Act 2001 In this paper I want to address the relationship between policy and law through a discussion of the 2001 Amendment to the New Zealand Human Rights Act 1993. Discussions of justice often focus on analysis of court decisions or legislation. Legal policy is not often analysed or the process by which legal policy is formed and incorporated into the law. This paper is an attempt to try and fill that gap through a description of the process to enact the 2001 Human Rights Amendment Act. The narrative is based on my experience so it is acknowledged at the outset that others involved in the process may hold different views.

year: 2011

title: iPads and opportunities for teaching and learning for young children

authors: Khoo, Elaine G.L.

abstract: This research involved a collaboration with two early childhood education (ECE) teachers at an education and care centre in Hamilton, New Zealand, to gain insight into the perspectives of the teachers, a number of the young children in their care, and the parents/ caregivers of four children concerning iPad adoption and use. Interviews with the two teachers, young children and their parents, observations of teacher interactions with children using iPads, and copies of children’s work produced as part of the teaching and learning process using iPads provided evidence on the use of iPads. iPad use on its own was never the main focus rather it was integrated with and part of teachers’ daily practice and context.

text: iPads and opportunities for teaching and learning for young children This research involved a collaboration with two early childhood education (ECE) teachers at an education and care centre in Hamilton, New Zealand, to gain insight into the perspectives of the teachers, a number of the young children in their care, and the parents/ caregivers of four children concerning iPad adoption and use. Interviews with the two teachers, young children and their parents, observations of teacher interactions with children using iPads, and copies of children’s work produced as part of the teaching and learning process using iPads provided evidence on the use of iPads. iPad use on its own was never the main focus rather it was integrated with and part of teachers’ daily practice and context.

year: 2015

title: A Māori Perspective of Whānau and Childrearing in the 21st Century Case Study

authors: Morehu, Colleen

subjects: childrearing

abstract: Ngā Kupu Whakataki: Abstract

The study focuses on identifying how the reconstruction of the whānau and its approach to childrearing through the colonisation of Māori society can be perceived within the experiences of the case study of four generations of one whānau.  A kaupapa Māori approach to research provided a framework for members of our whānau to socially construct their realities regarding the dynamics of our four generation whānau collaboratively.  Socio-cultural theoretical frameworks were used to analyse approaches to whānau and childrearing.

text: A Māori Perspective of Whānau and Childrearing in the 21st Century Case Study Ngā Kupu Whakataki: Abstract

The study focuses on identifying how the reconstruction of the whānau and its approach to childrearing through the colonisation of Māori society can be perceived within the experiences of the case study of four generations of one whānau.  A kaupapa Māori approach to research provided a framework for members of our whānau to socially construct their realities regarding the dynamics of our four generation whānau collaboratively.  Socio-cultural theoretical frameworks were used to analyse approaches to whānau and childrearing.

year: 2005