title: Four decades after a ‘Whiter Shade of Pale’: An update on professional psychology programme responsiveness to Indigenous Māori in Aotearoa New Zealand

authors: Waitoki, Waikaremoana

abstract: I te tau 1987, i whakaputaina e Max Abbott raua ko Mason Durie te pepa, 'A Whiter Shade of Pale' i tiro whanui ai i nga taunakitanga mo te mahi whakatuanui ahurea tahi (te arotuapori rato) i waenga i nga hotaka whakangungu kia huri te akonga hei kaimatai hinengaro rehita. E wha nga ngahurutau (2023) i muri mai, ka taruatia e matou te rangahau, a, i tonoa nga kaihautu hotaka (n = 15) kia whakahoki korero mai mo nga kaimahi o te hotaka; nga ranga tohutohu Maori; nga akonga o te hotaka; me nga kaupapa ako o te hotaka. I whakaaturia e nga tatari whakataurite te whakapiki ake o nga nama o nga kaiako Maori, nga kaupapa aronga Maori, me te whakapumautanga o nga hononga ki nga ranga tohutohu Maori. Heoi ano, ko te nuinga o nga kaihautu i whakapuaki mai i nga awangawanga mo te iti haere o nga akonga Maori e tono ana ki nga hotaka ngaio. Ko ta matou rangahau e miramira nei, ahakoa nga whakapikinga, na nga tauarai mauroa i whakaaweawe ai nga urupare whai tikanga ki Te Tiriti o Waitangi i nga wahi katoa o te akoranga.

In 1987, Max Abbott and Mason Durie published the 'A Whiter Shade of Pale' paper that outlined evidence of monocultural (Eurocentric) dominance within training programmes to become a registered psychologist. Four decades (2023) later we replicated the study and invited programme directors (n = 15) to comment on programme staff; Maori advisory bodies; programme students; and programme content. Comparative analyses revealed improvements in the number of Maori teaching staff, Maori-focused content, and established links with Maori advisory bodies. However, most directors (77%) expressed concerns about the limited number of Maori students applying to the professional programmes. Our study highlights that despite improvements, ongoing barriers impact meaningful responses to Te Tiriti o Waitangi in all areas of the discipline.

text: Four decades after a ‘Whiter Shade of Pale’: An update on professional psychology programme responsiveness to Indigenous Māori in Aotearoa New Zealand I te tau 1987, i whakaputaina e Max Abbott raua ko Mason Durie te pepa, 'A Whiter Shade of Pale' i tiro whanui ai i nga taunakitanga mo te mahi whakatuanui ahurea tahi (te arotuapori rato) i waenga i nga hotaka whakangungu kia huri te akonga hei kaimatai hinengaro rehita. E wha nga ngahurutau (2023) i muri mai, ka taruatia e matou te rangahau, a, i tonoa nga kaihautu hotaka (n = 15) kia whakahoki korero mai mo nga kaimahi o te hotaka; nga ranga tohutohu Maori; nga akonga o te hotaka; me nga kaupapa ako o te hotaka. I whakaaturia e nga tatari whakataurite te whakapiki ake o nga nama o nga kaiako Maori, nga kaupapa aronga Maori, me te whakapumautanga o nga hononga ki nga ranga tohutohu Maori. Heoi ano, ko te nuinga o nga kaihautu i whakapuaki mai i nga awangawanga mo te iti haere o nga akonga Maori e tono ana ki nga hotaka ngaio. Ko ta matou rangahau e miramira nei, ahakoa nga whakapikinga, na nga tauarai mauroa i whakaaweawe ai nga urupare whai tikanga ki Te Tiriti o Waitangi i nga wahi katoa o te akoranga.

In 1987, Max Abbott and Mason Durie published the 'A Whiter Shade of Pale' paper that outlined evidence of monocultural (Eurocentric) dominance within training programmes to become a registered psychologist. Four decades (2023) later we replicated the study and invited programme directors (n = 15) to comment on programme staff; Maori advisory bodies; programme students; and programme content. Comparative analyses revealed improvements in the number of Maori teaching staff, Maori-focused content, and established links with Maori advisory bodies. However, most directors (77%) expressed concerns about the limited number of Maori students applying to the professional programmes. Our study highlights that despite improvements, ongoing barriers impact meaningful responses to Te Tiriti o Waitangi in all areas of the discipline.

year: 2023-12-31

title: AMS radiocarbon dating of Rattus Exulans bone from the Kokohuia Site (New Zealand)

authors: Higham, Thomas F.G.

abstract: We AMS radiocarbon dated rat bones (Pacific rat (Rattus exulans)) from the archaeological site of Kokohuia, in Northland, New Zealand. An initial series were up to 1200 years too old, but the reason for the offset remained obscure. We considered dietary foodwebs, post-depositional contamination and taphonomy as possible explanations. None provided robust answers. Finally, we identified a laboratory-related error, in which a small amount of old carbon derived from humectants (glycerin) used to moisten ultrafilters prior to the extraction of bone collagen, had become incorporated in the dated collagen. The glycerin humectant was present in amounts averaging 30-40 mg C per ultrafilter, which ordinarily is too small to significantly affect single dates obtained on bone collagen, but was significant in the case of small rat bones. Redating of bones from identical contexts produced a series of results which were within agreement with the age of the site as determined from other materials, including short-lived identified charcoal, and marine and estuarine shell. These results sound a warning for dating very small bone samples, and emphasise the need to consider all possible contaminants derived from laboratory preparation and chemical processing background. In addition, it emphasises the requirement for utilising standard samples of identical type (eg, bone, charcoal, wood etc) which range from young (1-2 half-lives) to background in age, as well as low and high sample mass, as QA laboratory checks on reproducibility (Bronk Ramsey et al., in press).

text: AMS radiocarbon dating of Rattus Exulans bone from the Kokohuia Site (New Zealand) We AMS radiocarbon dated rat bones (Pacific rat (Rattus exulans)) from the archaeological site of Kokohuia, in Northland, New Zealand. An initial series were up to 1200 years too old, but the reason for the offset remained obscure. We considered dietary foodwebs, post-depositional contamination and taphonomy as possible explanations. None provided robust answers. Finally, we identified a laboratory-related error, in which a small amount of old carbon derived from humectants (glycerin) used to moisten ultrafilters prior to the extraction of bone collagen, had become incorporated in the dated collagen. The glycerin humectant was present in amounts averaging 30-40 mg C per ultrafilter, which ordinarily is too small to significantly affect single dates obtained on bone collagen, but was significant in the case of small rat bones. Redating of bones from identical contexts produced a series of results which were within agreement with the age of the site as determined from other materials, including short-lived identified charcoal, and marine and estuarine shell. These results sound a warning for dating very small bone samples, and emphasise the need to consider all possible contaminants derived from laboratory preparation and chemical processing background. In addition, it emphasises the requirement for utilising standard samples of identical type (eg, bone, charcoal, wood etc) which range from young (1-2 half-lives) to background in age, as well as low and high sample mass, as QA laboratory checks on reproducibility (Bronk Ramsey et al., in press).

year: 2004

title: The right to education and the resettlement and integration of refugee children in New Zealand: A legal perspective on the rights of refugee children

authors: Rantshilane, Yaone Refilwe

subjects: children's rights

abstract: This thesis examines the realisation of the right to education for refugee children in New Zealand, establishing the analysis within both international and domestic legal frameworks. It argues that despite New Zealand’s obligations under international law and domestic provisions safeguarding children’s rights, refugee children’s right to education is inadequately implemented and insufficiently monitored. While some measures exist, significant gaps remain, particularly the absence of a clear legal framework and a comprehensive, child-centred policy informed by refugee children’s rights.

Adopting a socio-legal approach, the thesis explores the extent to which New Zealand’s laws and policies protect the right to education of refugee children. The analysis primarily uses legal methods, examining legislation, policies, and practices. Sociological and educational perspectives will inform this to enhance interpretation and contextual understanding of education for refugee children. The analysis is supplemented by empirical research to further illustrate how legal provisions interact with practical realities, demonstrating how law, policy implementation, and social contexts influence the educational experiences of refugee children.

The thesis concludes that the inadequate realisation of the right to education is mainly due to the lack of a rights-based and child-centred framework within New Zealand’s legal and policy landscape. It proposes the adoption of a child rights-based approach that recognises the distinct interests and lived experiences of refugee children. Such an approach provides a holistic foundation for implementation and monitoring, ensuring that refugee children in New Zealand can adequately enjoy their right to education and consequently facilitate effective resettlement and integration.

text: The right to education and the resettlement and integration of refugee children in New Zealand: A legal perspective on the rights of refugee children This thesis examines the realisation of the right to education for refugee children in New Zealand, establishing the analysis within both international and domestic legal frameworks. It argues that despite New Zealand’s obligations under international law and domestic provisions safeguarding children’s rights, refugee children’s right to education is inadequately implemented and insufficiently monitored. While some measures exist, significant gaps remain, particularly the absence of a clear legal framework and a comprehensive, child-centred policy informed by refugee children’s rights.

Adopting a socio-legal approach, the thesis explores the extent to which New Zealand’s laws and policies protect the right to education of refugee children. The analysis primarily uses legal methods, examining legislation, policies, and practices. Sociological and educational perspectives will inform this to enhance interpretation and contextual understanding of education for refugee children. The analysis is supplemented by empirical research to further illustrate how legal provisions interact with practical realities, demonstrating how law, policy implementation, and social contexts influence the educational experiences of refugee children.

The thesis concludes that the inadequate realisation of the right to education is mainly due to the lack of a rights-based and child-centred framework within New Zealand’s legal and policy landscape. It proposes the adoption of a child rights-based approach that recognises the distinct interests and lived experiences of refugee children. Such an approach provides a holistic foundation for implementation and monitoring, ensuring that refugee children in New Zealand can adequately enjoy their right to education and consequently facilitate effective resettlement and integration.

year: 2025