title: Te Kōtihitihi: Ngā Tuhinga Reo Māori, Putanga 4

authors: Temara, Pou

abstract: Koinei te katoa o te Putanga 4 o te puka hautaka, Te Kōtihitihi.

text: Te Kōtihitihi: Ngā Tuhinga Reo Māori, Putanga 4 Koinei te katoa o te Putanga 4 o te puka hautaka, Te Kōtihitihi.

year: 2017

title: Māori students and issues of hybrid identity: The response of one inner-city state school

authors: Johnson, Diane

subjects: New Zealand

abstract: As a result of a more liberal national migration policy than was the case in the past, school communities in Aotearoa /New Zealand are increasingly multi-cultural, with both students and teachers coming from a wide range of linguistic and cultural backgrounds. In these global village environments, managers and governors strive (with varying degrees of success) to acknowledge, value and accommodate the heritage of new-migrant groups and to address the particular educational needs, interests and aspirations of the individuals within them. While it is extremely important to be inclusive of those students who are newly-arrived in the country, another imperative is, of course to protect and enhance, within an increasingly global educational perspective, the special status of indigenous Māori students, particularly those in mainstream education, as they explore and shape the hybrid identity (part indigenous / part global citizen) that will undoubtedly characterize their lives in the 21st century. The purpose of this paper is to discuss some identity-building strategies which one central-city, state, single-sex secondary school has initiated to support its indigenous students. While the strategies discussed must be considered as part of an ongoing, evolutionary process, indications are that the approach adopted is having a significant impact on the personal, social and academic development of Māori students.

text: Māori students and issues of hybrid identity: The response of one inner-city state school As a result of a more liberal national migration policy than was the case in the past, school communities in Aotearoa /New Zealand are increasingly multi-cultural, with both students and teachers coming from a wide range of linguistic and cultural backgrounds. In these global village environments, managers and governors strive (with varying degrees of success) to acknowledge, value and accommodate the heritage of new-migrant groups and to address the particular educational needs, interests and aspirations of the individuals within them. While it is extremely important to be inclusive of those students who are newly-arrived in the country, another imperative is, of course to protect and enhance, within an increasingly global educational perspective, the special status of indigenous Māori students, particularly those in mainstream education, as they explore and shape the hybrid identity (part indigenous / part global citizen) that will undoubtedly characterize their lives in the 21st century. The purpose of this paper is to discuss some identity-building strategies which one central-city, state, single-sex secondary school has initiated to support its indigenous students. While the strategies discussed must be considered as part of an ongoing, evolutionary process, indications are that the approach adopted is having a significant impact on the personal, social and academic development of Māori students.

year: 2008

title: Discursive manoeuvres and hegemonic recuperations in New Zealand documentary representations of domestic violence

authors: Michelle, Carolyn

subjects: feminism

abstract: This paper examines three television documentaries--entitled Not Just a Domestic (1994), Not Just a Domestic: The Update (1994), and Picking Up the Pieces (1996)--that together formed part of the New Zealand police ‘Family Violence’ media campaign. Through a Foucauldian, feminist poststructuralist discourse analysis, the paper examines how these texts assert and privilege particular understandings of domestic violence, its causes, effects and possible solutions. The analysis illustrates the way in which five discursive explanations of domestic violence--those of medical pathology, romantic expressive tension, liberal humanist instrumentalism, tabula rasa learning and socio-systematic discourse--are articulated and hierarchically organised within these documentaries, and considers the potential hegemonic effects of each text’s discursive negotiations. It is argued that the centrality of personal ‘case studies’ and the testimonies of both battered women and formerly violent men work to privilege individualistic rather than socio-political explanations of domestic violence. Additionally, the inclusion of extensive ‘survivor speech’ means that women are frequently asked to explain and rationalize their actions as ‘victims’ of domestic violence, while fewer demands are placed on male perpetrators to account for their violent behaviour. Consequently, the documentaries leave the issue of male abuse of power largely unchallenged, and in this way ultimately affirm patriarchal hegemonic interests.

text: Discursive manoeuvres and hegemonic recuperations in New Zealand documentary representations of domestic violence This paper examines three television documentaries--entitled Not Just a Domestic (1994), Not Just a Domestic: The Update (1994), and Picking Up the Pieces (1996)--that together formed part of the New Zealand police ‘Family Violence’ media campaign. Through a Foucauldian, feminist poststructuralist discourse analysis, the paper examines how these texts assert and privilege particular understandings of domestic violence, its causes, effects and possible solutions. The analysis illustrates the way in which five discursive explanations of domestic violence--those of medical pathology, romantic expressive tension, liberal humanist instrumentalism, tabula rasa learning and socio-systematic discourse--are articulated and hierarchically organised within these documentaries, and considers the potential hegemonic effects of each text’s discursive negotiations. It is argued that the centrality of personal ‘case studies’ and the testimonies of both battered women and formerly violent men work to privilege individualistic rather than socio-political explanations of domestic violence. Additionally, the inclusion of extensive ‘survivor speech’ means that women are frequently asked to explain and rationalize their actions as ‘victims’ of domestic violence, while fewer demands are placed on male perpetrators to account for their violent behaviour. Consequently, the documentaries leave the issue of male abuse of power largely unchallenged, and in this way ultimately affirm patriarchal hegemonic interests.

year: 2003-09-01