title: Whāingaroa/Raglan and positive youth development - Community-driven youth support in Whāingaroa: A case study of the Whāingaroa Youth Work Collective

authors: Semeraro, Gianluca

abstract: This research explores the development and impact of community-driven youth support in Whāingaroa, a rural community in Aotearoa/New Zealand, through an in-depth examination of a local youth work collective. By employing a qualitative, participatory research methodology, the study investigates the complex dynamics of youth empowerment, community engagement, and cultural responsiveness within a unique local context.

The study traces the evolution of the Whāingaroa Youth Work Collective (WYWC) from its inception to its status as a structured community organization. Data collection spanned two years, encompassing six WYWC collective meetings and three focus groups with key collective members. Through ethnographic observations and collaborative research methods, the study illuminates the processes of youth development and community support emerging from grassroots, volunteer-driven initiatives. Thematic analysis was employed to analyse the data, which was categorized into two primary themes: (1) the collective's purpose and operational methodology, and (2) necessary future steps to address gaps in local youth support. These themes were analysed in relation to two research questions:

•	How can Whāingaroa/Raglan services support youth at a community-based level?
•	What initiatives could be implemented to foster positive youth development in the future?

The findings are presented in two main sections. The first examines the collective's strategy, operational framework and current initiatives demonstrating the effectiveness of locally-based youth support. The second explores the collective's aspirations for future initiatives, specifically focusing on two key proposals: establishing a full-time youth connector position and developing a community youth hub.

 Key findings demonstrate the transformative potential of volunteer-driven, culturally responsive youth support strategies. The research highlights the importance of contextual understanding, community ownership, and holistic approaches to youth development. Particularly significant is the model's ability to navigate the bicultural landscape of Aotearoa, providing a nuanced approach that respects both indigenous and contemporary cultural frameworks.

Theoretically grounded in Positive Youth Development (PYD) frameworks and indigenous cultural perspectives, the research bridges Western psychological approaches with local cultural understanding. The study reveals how a community-centric model of youth support can effectively address the complex needs of rural youth, emphasizing cultural identity, collective empowerment, and local knowledge.

The study contributes to broader discussions on youth support, community development, and cultural resilience. It challenges traditional, standardized intervention models by showcasing the effectiveness of locally embedded, flexible support strategies. The research provides valuable insights for community organizations, policymakers, educational institutions, and social service providers seeking innovative approaches to youth engagement.
Further, the findings offer a replicable framework for understanding and supporting youth development in rural contexts, with broader implications for community support strategies that prioritize local knowledge, cultural responsiveness, and collective empowerment.

Ultimately, the research presents a compelling argument for understanding youth development as a collaborative, contextually embedded process. It demonstrates that meaningful community support emerges from within, driven by local aspirations, cultural understanding, and collective investment in young people's potential.

text: Whāingaroa/Raglan and positive youth development - Community-driven youth support in Whāingaroa: A case study of the Whāingaroa Youth Work Collective This research explores the development and impact of community-driven youth support in Whāingaroa, a rural community in Aotearoa/New Zealand, through an in-depth examination of a local youth work collective. By employing a qualitative, participatory research methodology, the study investigates the complex dynamics of youth empowerment, community engagement, and cultural responsiveness within a unique local context.

The study traces the evolution of the Whāingaroa Youth Work Collective (WYWC) from its inception to its status as a structured community organization. Data collection spanned two years, encompassing six WYWC collective meetings and three focus groups with key collective members. Through ethnographic observations and collaborative research methods, the study illuminates the processes of youth development and community support emerging from grassroots, volunteer-driven initiatives. Thematic analysis was employed to analyse the data, which was categorized into two primary themes: (1) the collective's purpose and operational methodology, and (2) necessary future steps to address gaps in local youth support. These themes were analysed in relation to two research questions:

•	How can Whāingaroa/Raglan services support youth at a community-based level?
•	What initiatives could be implemented to foster positive youth development in the future?

The findings are presented in two main sections. The first examines the collective's strategy, operational framework and current initiatives demonstrating the effectiveness of locally-based youth support. The second explores the collective's aspirations for future initiatives, specifically focusing on two key proposals: establishing a full-time youth connector position and developing a community youth hub.

 Key findings demonstrate the transformative potential of volunteer-driven, culturally responsive youth support strategies. The research highlights the importance of contextual understanding, community ownership, and holistic approaches to youth development. Particularly significant is the model's ability to navigate the bicultural landscape of Aotearoa, providing a nuanced approach that respects both indigenous and contemporary cultural frameworks.

Theoretically grounded in Positive Youth Development (PYD) frameworks and indigenous cultural perspectives, the research bridges Western psychological approaches with local cultural understanding. The study reveals how a community-centric model of youth support can effectively address the complex needs of rural youth, emphasizing cultural identity, collective empowerment, and local knowledge.

The study contributes to broader discussions on youth support, community development, and cultural resilience. It challenges traditional, standardized intervention models by showcasing the effectiveness of locally embedded, flexible support strategies. The research provides valuable insights for community organizations, policymakers, educational institutions, and social service providers seeking innovative approaches to youth engagement.
Further, the findings offer a replicable framework for understanding and supporting youth development in rural contexts, with broader implications for community support strategies that prioritize local knowledge, cultural responsiveness, and collective empowerment.

Ultimately, the research presents a compelling argument for understanding youth development as a collaborative, contextually embedded process. It demonstrates that meaningful community support emerges from within, driven by local aspirations, cultural understanding, and collective investment in young people's potential.

year: 2025

title: E Tama Hikairo

authors: Maxwell, Te Kahautu

abstract: E Tama Hikairo was composed to welcome Kīngi Tūeheitia's the Māori Kings first grandchild that was born in September 2014. Kīngi Tūheitia had Te Haahi Ringatū tūā (Christen) Hikairo. This composition talks about the royal genealogy of Hikairo that links him to all the iwi of the land and his special place in Te Haahi Ringatū. This item placed first overall in the choral section. This item was performed by Ōpōtiki Mai Tawhiti at Te Matatini the World Championship Kapa Haka Championship.

text: E Tama Hikairo E Tama Hikairo was composed to welcome Kīngi Tūeheitia's the Māori Kings first grandchild that was born in September 2014. Kīngi Tūheitia had Te Haahi Ringatū tūā (Christen) Hikairo. This composition talks about the royal genealogy of Hikairo that links him to all the iwi of the land and his special place in Te Haahi Ringatū. This item placed first overall in the choral section. This item was performed by Ōpōtiki Mai Tawhiti at Te Matatini the World Championship Kapa Haka Championship.

year: 2015-01-22

title: Editorial: Teachers and Curriculum Volume 14

authors: Ussher, William (Bill) Grant

abstract: In this, the 2014 general issue of Teachers and Curriculum, we are pleased to incorporate a wide range of contributions that demonstrate the breadth and complexity of teaching and curriculum work in education settings. The editorial board of this journal continues to be committed to working with contributors to present research, debates, and accounts of practice that are accessible to practitioners and have the potential to inform practice. We acknowledge that practitioners do not always feel that they have the requisite knowledge or ability to make a ‘legitimate’ contribution to our growing understandings of curriculum, pedagogy, assessment or policy. In many ways this could be viewed as a learned behaviour, in response to our own educational experiences that position ‘academic’ knowledge as held by ‘experts’, while positioning practitioner ways of knowing as of lesser consequence. Teachers and Curriculum is committed to addressing these by providing a forum for both practitioner and academic contributions.

text: Editorial: Teachers and Curriculum Volume 14 In this, the 2014 general issue of Teachers and Curriculum, we are pleased to incorporate a wide range of contributions that demonstrate the breadth and complexity of teaching and curriculum work in education settings. The editorial board of this journal continues to be committed to working with contributors to present research, debates, and accounts of practice that are accessible to practitioners and have the potential to inform practice. We acknowledge that practitioners do not always feel that they have the requisite knowledge or ability to make a ‘legitimate’ contribution to our growing understandings of curriculum, pedagogy, assessment or policy. In many ways this could be viewed as a learned behaviour, in response to our own educational experiences that position ‘academic’ knowledge as held by ‘experts’, while positioning practitioner ways of knowing as of lesser consequence. Teachers and Curriculum is committed to addressing these by providing a forum for both practitioner and academic contributions.

year: 2014