title: Why dialogue? Christian engagement in interfaith relations

authors: Pratt, Douglas

subjects: religion

abstract: For nearly 2000 years the primary stance of Christianity and Christians towards other faiths and their peoples was to treat them as radically ‘other’ and the targets of evangelical mission. During the 20th century a sequence of dramatic changes occurred, principally through the ecclesial organs of the Roman Catholic Church and the World Council of Churches, even though many Christians (and others) are by no means adequately aware of them. In this paper I briefly review the nature of, and reasons for, this change and discuss some of the key issues and problems that have arisen.

text: Why dialogue? Christian engagement in interfaith relations For nearly 2000 years the primary stance of Christianity and Christians towards other faiths and their peoples was to treat them as radically ‘other’ and the targets of evangelical mission. During the 20th century a sequence of dramatic changes occurred, principally through the ecclesial organs of the Roman Catholic Church and the World Council of Churches, even though many Christians (and others) are by no means adequately aware of them. In this paper I briefly review the nature of, and reasons for, this change and discuss some of the key issues and problems that have arisen.

year: 2007-06

title: Is there a match between the Education Review Office's identification of concerns and the Ministry of Education's Statutory Intervention in schools on Supplementary Review in specific case studies?

authors: Manion, Cynthia

subjects: Statutory Intervention

abstract: Abstract

In New Zealand's compulsory education sector quality assurance is undertaken by the Education Review Office (ERO). When a school is found to be less effective than is acceptable through the triennial review process, ERO may return to review that school within six or twelve months. This Supplementary Review is identified to the Ministry of Education (MOE) which has several levels of intervention at its disposal which can be employed singularly or in concert to improve the school.

Despite the support and interventions funded and/or managed by MOE, some schools have consecutive Supplementary Reviews and some remain under Statutory Intervention for several years. Commonalities among these schools that repeatedly or consistently present as 'at risk'  may indicate a need for greater or different support or intervention. Self managing schools, while effective for many schools, may not be a workable and sustainable proposition for others. This may well be particularly true for those schools identified as 'at risk'.

This paper considers ERO's process to identify schools 'at risk' and subsequent interventions employed by MOE to support the Principal and Board of Trustees in addressing improvements required within the school. Statistics and document analysis were used to extract data from documents with findings presented as a series of tables. It seeks a match between what is identified by ERO and the Statutory Intervention engaged by MOE. It explores the commonalities of schools under Statutory Intervention and on Supplementary Review. Practice in other countries is also considered in an effort to understand and contextualise the ideas and beliefs that support these approaches. 
 
While there is evidence ERO identifies teacher and Principal performance as major areas of concern, lead issues for Statutory Interventions in the same schools focus on the performance of the Board of Trustees as those with the responsibility of governing the school. The focus on governance to improve school performance is not working for some schools, more or different support may be necessary to effect positive change. The balance between capacity building, incentives and accountability for all involved in schools with Statutory Interventions, appears necessary for those with the capacity to improve.

text: Is there a match between the Education Review Office's identification of concerns and the Ministry of Education's Statutory Intervention in schools on Supplementary Review in specific case studies? Abstract

In New Zealand's compulsory education sector quality assurance is undertaken by the Education Review Office (ERO). When a school is found to be less effective than is acceptable through the triennial review process, ERO may return to review that school within six or twelve months. This Supplementary Review is identified to the Ministry of Education (MOE) which has several levels of intervention at its disposal which can be employed singularly or in concert to improve the school.

Despite the support and interventions funded and/or managed by MOE, some schools have consecutive Supplementary Reviews and some remain under Statutory Intervention for several years. Commonalities among these schools that repeatedly or consistently present as 'at risk'  may indicate a need for greater or different support or intervention. Self managing schools, while effective for many schools, may not be a workable and sustainable proposition for others. This may well be particularly true for those schools identified as 'at risk'.

This paper considers ERO's process to identify schools 'at risk' and subsequent interventions employed by MOE to support the Principal and Board of Trustees in addressing improvements required within the school. Statistics and document analysis were used to extract data from documents with findings presented as a series of tables. It seeks a match between what is identified by ERO and the Statutory Intervention engaged by MOE. It explores the commonalities of schools under Statutory Intervention and on Supplementary Review. Practice in other countries is also considered in an effort to understand and contextualise the ideas and beliefs that support these approaches. 
 
While there is evidence ERO identifies teacher and Principal performance as major areas of concern, lead issues for Statutory Interventions in the same schools focus on the performance of the Board of Trustees as those with the responsibility of governing the school. The focus on governance to improve school performance is not working for some schools, more or different support may be necessary to effect positive change. The balance between capacity building, incentives and accountability for all involved in schools with Statutory Interventions, appears necessary for those with the capacity to improve.

year: 2008

title: Poipoia te tamaiti ki te ūkaipō

authors: Gabel, Kirsten

abstract: This thesis explores traditional philosophies of Māori motherhood. Drawing from traditional accounts of our cosmologies, from mōteatea, whakatauki and pakiwaitara, it seeks to uncover aspects of our maternities that for many Māori mothers today have become buried under the plethora of Western maternal knowledges.
Māori maternities represent a conflicted space for Māori women and whānau in contemporary Aotearoa/New Zealand. Colonisation has acted to significantly corrupt a traditionally empowering and healthy philosophy of Māori motherhood. Successive legislative and social interventions have, over many generations, served to undermine the powerful position of the maternal in Māori society, to denigrate the sanctity of the Māori maternal body and to destroy a collective and supportive approach to raising children.
This thesis draws on Māori and indigenous legal theories, on mana wahine theories and on kaupapa Māori theories in its analysis. It unpacks some of the specific legislative and policy initiatives introduced by the state that have served to undermine traditional Māori maternities.
In the face of a comprehensive and targeted colonisation process, Māori maternities have survived and continue to be a site of resistance and empowerment for Māori whānau. Despite the best attempts of the state to undermine Māori maternities, Māori whānau have continued to mother in ways that reflect our traditional philosophies of mothering.
Finally, this thesis also proposes a theory of Māori motherhood that is grounded in our traditions, philosophies and ideologies. It concludes that Māori maternities are a significant space of resistance and tino rangatiratanga for Māori today.

text: Poipoia te tamaiti ki te ūkaipō This thesis explores traditional philosophies of Māori motherhood. Drawing from traditional accounts of our cosmologies, from mōteatea, whakatauki and pakiwaitara, it seeks to uncover aspects of our maternities that for many Māori mothers today have become buried under the plethora of Western maternal knowledges.
Māori maternities represent a conflicted space for Māori women and whānau in contemporary Aotearoa/New Zealand. Colonisation has acted to significantly corrupt a traditionally empowering and healthy philosophy of Māori motherhood. Successive legislative and social interventions have, over many generations, served to undermine the powerful position of the maternal in Māori society, to denigrate the sanctity of the Māori maternal body and to destroy a collective and supportive approach to raising children.
This thesis draws on Māori and indigenous legal theories, on mana wahine theories and on kaupapa Māori theories in its analysis. It unpacks some of the specific legislative and policy initiatives introduced by the state that have served to undermine traditional Māori maternities.
In the face of a comprehensive and targeted colonisation process, Māori maternities have survived and continue to be a site of resistance and empowerment for Māori whānau. Despite the best attempts of the state to undermine Māori maternities, Māori whānau have continued to mother in ways that reflect our traditional philosophies of mothering.
Finally, this thesis also proposes a theory of Māori motherhood that is grounded in our traditions, philosophies and ideologies. It concludes that Māori maternities are a significant space of resistance and tino rangatiratanga for Māori today.

year: 2013