title: Civic capacity: Building on transformational leadership to explain successful integrative public leadership

authors: Sun, Peter Yih-Tong

subjects: integrative public leadership

abstract: An emerging stream of work has been investigating the leadership processes necessary to guide public multi-sector collaborations. This stream of work argues that new leadership theory about integrative public leadership is needed because the context is different from that traditionally investigated by leadership researchers. In this paper, we advance the study of integrative public leadership by arguing that transformational leadership theory does apply to multi-sector collaborations, but needs to be augmented with an additional construct called “civic capacity.” We elaborate on this construct and suggest that it consists of three components: civic drive, civic connections, and civic pragmatism.

text: Civic capacity: Building on transformational leadership to explain successful integrative public leadership An emerging stream of work has been investigating the leadership processes necessary to guide public multi-sector collaborations. This stream of work argues that new leadership theory about integrative public leadership is needed because the context is different from that traditionally investigated by leadership researchers. In this paper, we advance the study of integrative public leadership by arguing that transformational leadership theory does apply to multi-sector collaborations, but needs to be augmented with an additional construct called “civic capacity.” We elaborate on this construct and suggest that it consists of three components: civic drive, civic connections, and civic pragmatism.

year: 2011

title: Carrying Out a Practical Investigation:The Student-Experienced Curriculum

authors: Hume, Anne Christine

subjects: authentic scientific inquiry/investigation

abstract: Assessment of student learning for qualifications has long been contentious, particularly the reliability and validity of various assessment methods and the impact of assessment on the nature of student learning.  There is, for example, controversy about norm-referencing versus standards-based assessment of student learning with different stakeholders holding different political agenda.  In this study these issues are investigated by research into a recently implemented qualification for secondary school students in New Zealand - the National Certificate of Educational Achievement (NCEA).  Proponents of NCEA suggest this regime acknowledges a wider range of student achievements than previous qualifications.  Opponents of NCEA lament the 'fragmented', 'atomistic' approach to learning, and the lack of incentive for students to compete and strive for excellence.  While other New Zealand research reports on national trends in the way school programmes are responding to the changes associated with the implementation of NCEA, little is known about the classroom curriculum students are actually achieving.

This interpretive study presents findings from classroom-based case studies investigating the nature of the student-experienced curriculum for the NCEA Science Achievement Standard 1.1 Carrying out a practical investigation with direction.  These findings indicate that the achievement standard is exerting a strong influence over the nature of student learning, with students experiencing purposeful and focused learning within a structured teaching programme.  The emphasis in the standard on fair testing has implications for students' understanding of the nature of scientific inquiry by limiting their exposure to the range of methods that scientists use in practice.  Student learning tends to be mechanistic and superficial rather than creative, critical and life-long.

The findings have important implications for writers of national curriculum and assessment policy and for teachers of science.  Suggestions are offered for ways of enhancing the learning of science under the NCEA qualification.

text: Carrying Out a Practical Investigation:The Student-Experienced Curriculum Assessment of student learning for qualifications has long been contentious, particularly the reliability and validity of various assessment methods and the impact of assessment on the nature of student learning.  There is, for example, controversy about norm-referencing versus standards-based assessment of student learning with different stakeholders holding different political agenda.  In this study these issues are investigated by research into a recently implemented qualification for secondary school students in New Zealand - the National Certificate of Educational Achievement (NCEA).  Proponents of NCEA suggest this regime acknowledges a wider range of student achievements than previous qualifications.  Opponents of NCEA lament the 'fragmented', 'atomistic' approach to learning, and the lack of incentive for students to compete and strive for excellence.  While other New Zealand research reports on national trends in the way school programmes are responding to the changes associated with the implementation of NCEA, little is known about the classroom curriculum students are actually achieving.

This interpretive study presents findings from classroom-based case studies investigating the nature of the student-experienced curriculum for the NCEA Science Achievement Standard 1.1 Carrying out a practical investigation with direction.  These findings indicate that the achievement standard is exerting a strong influence over the nature of student learning, with students experiencing purposeful and focused learning within a structured teaching programme.  The emphasis in the standard on fair testing has implications for students' understanding of the nature of scientific inquiry by limiting their exposure to the range of methods that scientists use in practice.  Student learning tends to be mechanistic and superficial rather than creative, critical and life-long.

The findings have important implications for writers of national curriculum and assessment policy and for teachers of science.  Suggestions are offered for ways of enhancing the learning of science under the NCEA qualification.

year: 2006

title: Tū te turuturu nō Hine-te-iwaiwa: Mana wahine geographies of birth in Aotearoa New Zealand

authors: Simmonds, Naomi Beth

subjects: Mana wahine

abstract: This thesis examines the embodied, spiritual and spatial experiences of maternity for Māori women. It reveals how colonial and patriarchal discourses are embedded and embodied in the spaces of childbirth in Aotearoa New Zealand. I use a mana wahine (Māori women’s) framework to critique discourses that continue to marginalise and isolate Māori women and their whānau (family group) during their maternity experiences. Importantly, this research highlights the possibilities of reclaiming and reconfiguring mana wahine in both theory and practice. In doing so, I conceptualise new geographies that account for, and celebrate, uniquely Māori understandings and expressions of maternity. 
Mana wahine provides a much needed theoretical framework that enables Māori women to (re)define and (re)present our lived realities on our own terms. A qualitative mixed method approach of interviews, solicited diary writing and a marae based wānanga is employed to examine the lived experiences of birth for ten first time mothers, five midwives and a wānanga of 17 women and their whānau. In total 32 women participated in various phases of the research.
Empirical material is arranged around four key themes. The first considers the ways in which colonialism is lived and embodied in maternity experiences for many whānau. New formations of colonialism are evident in the silence that can surround the maternal body for women in this research. The second theme highlights how whakapapa (genealogy), wairua (spirituality), and whenua (land/placenta), can provide a powerful reconceptualisation of the maternal body that offers new possibilities for thinking about maternal embodiment, the spaces of birth (both material and discursive) and maternity policy and practice. Third, it is argued that many women and whānau occupy a number of in-between maternity spaces as a result of our colonised realities. As such, considerations of space from a mana wahine perspective can serve to destabilise the dualisms that dominate the spatial politics of birth in Aotearoa. Finally, this thesis posits that by reclaiming the collective and spiritual spaces of birth and afterbirth it is possible to transform and empower women and whānau in their maternity experiences. 
This thesis responds to a scarcity of academic scholarship on mana wahine maternities. It advances mana wahine and feminist geographical knowledges by providing a critical spatial perspective on Māori women’s maternal geographies. It is argued that reclaiming mana wahine maternities has the potential to transform women’s birthing experiences by (re)asserting the tino rangatiratanga (self-determination) of women, of their babies, and of their whānau, and thus the rangatiratanga of Māori communities, hapū (sub-tribe/sub-tribes) and iwi (tribe/tribes).

text: Tū te turuturu nō Hine-te-iwaiwa: Mana wahine geographies of birth in Aotearoa New Zealand This thesis examines the embodied, spiritual and spatial experiences of maternity for Māori women. It reveals how colonial and patriarchal discourses are embedded and embodied in the spaces of childbirth in Aotearoa New Zealand. I use a mana wahine (Māori women’s) framework to critique discourses that continue to marginalise and isolate Māori women and their whānau (family group) during their maternity experiences. Importantly, this research highlights the possibilities of reclaiming and reconfiguring mana wahine in both theory and practice. In doing so, I conceptualise new geographies that account for, and celebrate, uniquely Māori understandings and expressions of maternity. 
Mana wahine provides a much needed theoretical framework that enables Māori women to (re)define and (re)present our lived realities on our own terms. A qualitative mixed method approach of interviews, solicited diary writing and a marae based wānanga is employed to examine the lived experiences of birth for ten first time mothers, five midwives and a wānanga of 17 women and their whānau. In total 32 women participated in various phases of the research.
Empirical material is arranged around four key themes. The first considers the ways in which colonialism is lived and embodied in maternity experiences for many whānau. New formations of colonialism are evident in the silence that can surround the maternal body for women in this research. The second theme highlights how whakapapa (genealogy), wairua (spirituality), and whenua (land/placenta), can provide a powerful reconceptualisation of the maternal body that offers new possibilities for thinking about maternal embodiment, the spaces of birth (both material and discursive) and maternity policy and practice. Third, it is argued that many women and whānau occupy a number of in-between maternity spaces as a result of our colonised realities. As such, considerations of space from a mana wahine perspective can serve to destabilise the dualisms that dominate the spatial politics of birth in Aotearoa. Finally, this thesis posits that by reclaiming the collective and spiritual spaces of birth and afterbirth it is possible to transform and empower women and whānau in their maternity experiences. 
This thesis responds to a scarcity of academic scholarship on mana wahine maternities. It advances mana wahine and feminist geographical knowledges by providing a critical spatial perspective on Māori women’s maternal geographies. It is argued that reclaiming mana wahine maternities has the potential to transform women’s birthing experiences by (re)asserting the tino rangatiratanga (self-determination) of women, of their babies, and of their whānau, and thus the rangatiratanga of Māori communities, hapū (sub-tribe/sub-tribes) and iwi (tribe/tribes).

year: 2014