title: Once Were Mahometans: Muslims in the South Island of New Zealand, mid-19th to late 20th century, with special reference to Canterbury

authors: Drury, Abdullah Martin

subjects: Muslim

abstract: This thesis analyses and critically discusses the historical development of the Muslim community in the South Island of New Zealand from the 1850s up to the late 20th century. Islam in the South Island – referred to colloquially as the ‘Mainland’ – is a story of the gradual development of an immigrant community, particularly focused around the Muslim residents of the province of Canterbury and, to a lesser extent, Otago. It involves the stories of many contributing individuals and families, focusing on their individual activities as well as their cumulative interactions. At the terminus of this study, Canterbury Muslims were operating an independent religious Association. The scholarly challenge of this thesis is to make coherent sense out of these stories and the historical developments they reflect, determining where (if any) continuity exists.

Research for this thesis has relied upon a combination of archival material pertaining to individuals and groups, critical analysis of various media (especially newspapers as well as Muslim community publications, such as newsletters), together with a close study of the limited scholarly output related to this area of investigation. The intention is to explore the South Island Muslim minority in history and to elucidate the reasons why the community developed in the way it has. There is a considerable amount of specific documentation on the activities and interactions of various individuals. The impact and influence of significant early forerunners and pioneering individuals, as well as later settlers and migrants will be examined together with the role played by international students. Themes such as leadership, diversity and co-existence with other settler groups, primarily the Anglo-European and then Pakeha majority, underpin the narrative. The intention is to present a balanced but fundamentally selective survey of the history of South Island Muslims based on hard evidence and clear narratives, and to make visible a religious group that has been neglected in mainstream histories to date; indeed, a social group which in more recent times has been frequently misunderstood and even vilified.

Questions raised in the thesis include: How and when exactly did Muslims arrive? What were the determining factors and hermeneutical paradigms of Muslim settlement? What form(s) of Islam was articulated and practised? Does the Muslim community (the ummah) represent here one form of Islam or were there many? And if many, how did they co-exist? What were the tensions and accommodations that applied? The underlying aim of this thesis is to offer a much more nuanced comprehension of the complexities of the Muslim experience in New Zealand than has hitherto been attempted.

text: Once Were Mahometans: Muslims in the South Island of New Zealand, mid-19th to late 20th century, with special reference to Canterbury This thesis analyses and critically discusses the historical development of the Muslim community in the South Island of New Zealand from the 1850s up to the late 20th century. Islam in the South Island – referred to colloquially as the ‘Mainland’ – is a story of the gradual development of an immigrant community, particularly focused around the Muslim residents of the province of Canterbury and, to a lesser extent, Otago. It involves the stories of many contributing individuals and families, focusing on their individual activities as well as their cumulative interactions. At the terminus of this study, Canterbury Muslims were operating an independent religious Association. The scholarly challenge of this thesis is to make coherent sense out of these stories and the historical developments they reflect, determining where (if any) continuity exists.

Research for this thesis has relied upon a combination of archival material pertaining to individuals and groups, critical analysis of various media (especially newspapers as well as Muslim community publications, such as newsletters), together with a close study of the limited scholarly output related to this area of investigation. The intention is to explore the South Island Muslim minority in history and to elucidate the reasons why the community developed in the way it has. There is a considerable amount of specific documentation on the activities and interactions of various individuals. The impact and influence of significant early forerunners and pioneering individuals, as well as later settlers and migrants will be examined together with the role played by international students. Themes such as leadership, diversity and co-existence with other settler groups, primarily the Anglo-European and then Pakeha majority, underpin the narrative. The intention is to present a balanced but fundamentally selective survey of the history of South Island Muslims based on hard evidence and clear narratives, and to make visible a religious group that has been neglected in mainstream histories to date; indeed, a social group which in more recent times has been frequently misunderstood and even vilified.

Questions raised in the thesis include: How and when exactly did Muslims arrive? What were the determining factors and hermeneutical paradigms of Muslim settlement? What form(s) of Islam was articulated and practised? Does the Muslim community (the ummah) represent here one form of Islam or were there many? And if many, how did they co-exist? What were the tensions and accommodations that applied? The underlying aim of this thesis is to offer a much more nuanced comprehension of the complexities of the Muslim experience in New Zealand than has hitherto been attempted.

year: 2016

title: Tootling for supporting the inclusion of students with special needs in general education classrooms: A systematic literature review

authors: Kabalinskaya, Alevtina

abstract: Disruptive behaviours negatively impact students’ academic and social progress, leading to poor outcomes later in life. The effects can be especially detrimental for students with additional needs. After decades of reliance on a punitive approach to behaviour management in schools, positive behaviour interventions are gaining recognition for their ability to manage problematic behaviours by teaching students the appropriate ways to interact and creating positive and supportive environments. The Schoolwide Positive Behaviour Interventions and Support (SWPBIS) framework provides a proactive, flexible approach to behaviour management through a tiered system of supports. Supports are provided in accordance with the needs of a student, with the strategies of Tier 1 designed to support the needs of the majority of students. Considering that physical placement of special needs students in general education classrooms does not always mean meaningful inclusion of those students on academic and social processes of the classrooms, strategies for inclusion are needed. As inclusion strategies should target both typical and special needs students, they should be implemented schoolwide, as Tier 1 strategies. In this systematic literature review a positive behaviour intervention called Tootling is evaluated as a potential strategy for enhancing inclusion of students with special needs in general education classrooms. Being implemented classwide Tootling has a potential improving behaviour of special needs students without separating or singling them out in any other way.

The review examined sixteen studies that assessed the effects of Tootling at the classwide level in inclusive classrooms, alongside three studies that focused on individual students with special needs. Studies were evaluated using the What Works Clearinghouse (WWC) standards for research design quality (Institute of Education Studies, 2017). Data were systematically aggregated to provide an overview of participants, methodologies, and findings. Additionally, the outcome data was subjected to systematic visual analysis for additional validation.

Findings indicate that Tootling is an effective, evidence-based intervention for reducing disruptive behaviour and increasing appropriate behaviour in inclusive classrooms, meeting the WWC “5-3-20” threshold (Institute of Education Studies, 2017). The evidence for the effect of Tootling on passive off-task behaviour was insufficient with a small number of studies that evaluated passive off-task and inconclusive results of those studies. The results regarding the effect of Tootling on disruptive and appropriate behaviour in individual students with special needs were promising. Further research from various research teams covering larger numbers of diverse participants is needed to strengthen the evidence base and explore long-term impacts.

text: Tootling for supporting the inclusion of students with special needs in general education classrooms: A systematic literature review Disruptive behaviours negatively impact students’ academic and social progress, leading to poor outcomes later in life. The effects can be especially detrimental for students with additional needs. After decades of reliance on a punitive approach to behaviour management in schools, positive behaviour interventions are gaining recognition for their ability to manage problematic behaviours by teaching students the appropriate ways to interact and creating positive and supportive environments. The Schoolwide Positive Behaviour Interventions and Support (SWPBIS) framework provides a proactive, flexible approach to behaviour management through a tiered system of supports. Supports are provided in accordance with the needs of a student, with the strategies of Tier 1 designed to support the needs of the majority of students. Considering that physical placement of special needs students in general education classrooms does not always mean meaningful inclusion of those students on academic and social processes of the classrooms, strategies for inclusion are needed. As inclusion strategies should target both typical and special needs students, they should be implemented schoolwide, as Tier 1 strategies. In this systematic literature review a positive behaviour intervention called Tootling is evaluated as a potential strategy for enhancing inclusion of students with special needs in general education classrooms. Being implemented classwide Tootling has a potential improving behaviour of special needs students without separating or singling them out in any other way.

The review examined sixteen studies that assessed the effects of Tootling at the classwide level in inclusive classrooms, alongside three studies that focused on individual students with special needs. Studies were evaluated using the What Works Clearinghouse (WWC) standards for research design quality (Institute of Education Studies, 2017). Data were systematically aggregated to provide an overview of participants, methodologies, and findings. Additionally, the outcome data was subjected to systematic visual analysis for additional validation.

Findings indicate that Tootling is an effective, evidence-based intervention for reducing disruptive behaviour and increasing appropriate behaviour in inclusive classrooms, meeting the WWC “5-3-20” threshold (Institute of Education Studies, 2017). The evidence for the effect of Tootling on passive off-task behaviour was insufficient with a small number of studies that evaluated passive off-task and inconclusive results of those studies. The results regarding the effect of Tootling on disruptive and appropriate behaviour in individual students with special needs were promising. Further research from various research teams covering larger numbers of diverse participants is needed to strengthen the evidence base and explore long-term impacts.

year: 2025

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