title: Moonwalking "Backwards into the Future": 'Poi E,' Music Video, and Documentary

authors: Perrott, Lisa

subjects: Art

abstract: Explores how contemporary music videos travel across, shape, and transform various media, online platforms, art institutions, and cultural industries

text: Moonwalking "Backwards into the Future": 'Poi E,' Music Video, and Documentary Explores how contemporary music videos travel across, shape, and transform various media, online platforms, art institutions, and cultural industries

year: 2023-11-02

title: Academic success amongst a cohort of gifted and talented Māori and Pasifika secondary school boys: Elements that have contributed to their achievement

authors: Miller, Graeme Oliver

subjects: Māori

abstract: In recent years Māori and Pasifika students have been the focus of much discussion and a significant amount of research relating to underachievement. Despite this, many Māori and Pasifika secondary school boys are achieving highly in the academic sphere within the context of mainstream boys’ state secondary schools in New Zealand. Achievement aside, evidence shows that Māori and Pasifika secondary school boys are seriously under-represented in programmes for the gifted and talented. This enquiry examines factors in relation to identifying gifted and talented students, and investigates how their abilities are forged and nurtured. The reasons for student success merit serious investigation because of how the multiple elements contributing to their achievement are likely to be applicable to others, and are a pressing concern for academic attainment in the New Zealand education system. 
 
This qualitative study examines why 30 academically successful Māori and Pasifika secondary school boys achieved highly in the mainstream education system. The boys ranged from 13 to 19 years, the youngest being in his first year at high school as a Year 9 student, and the oldest being in his second year at university. The thesis argues their academic success was due to the complex interplay of home and school environmental elements, and the boys’ intrapersonal characteristics. The study explored the boys’ and parents’ narratives to explain why students had achieved highly, and examined both the parents’ and boys’ perceptions of how well the schools had provided for their intellectual, emotional and cultural needs. Sociocultural learning theory is the main theoretical lens through which the findings are viewed. The methodology is primarily built upon narrative inquiry. The main method of data collection was by semi-structured interview, both individually and in focus groups. Supplementary methods utilised were questionnaires and observation.  
  
An issue in the research was the disparity between the cultural and ethnic background of the participants and myself as the researcher. However, an endeavour was made to mitigate this by consulting with Māori and Pasifika educators, a kaumatua (elder) and iwi (tribal) representative prior to the research commencing. In addition, models developed through this study were submitted to Māori and Pasifika educators for their comment and approval prior to being included. 
 
With its focus specifically on highly-achieving Māori and Pasifika secondary school boys, this thesis makes an original contribution to the national and international discussion about raising student achievement. It provides a platform for further research to 	address the particular concerns around the underachievement of Māori and Pasifika secondary school boys. 
 
While there are several implications arising from the research, all are linked to the need for policy makers and educators to address the issue of the underrepresentation of Māori and Pasifika students in programmes for the gifted and talented. Policies, practices and relationships need to be examined to evaluate how effectively they contribute to gifted and talented Māori and Pasifika students receiving the academic opportunities they deserve. A key part of this examination will need to include consultation with students and their whānau.

text: Academic success amongst a cohort of gifted and talented Māori and Pasifika secondary school boys: Elements that have contributed to their achievement In recent years Māori and Pasifika students have been the focus of much discussion and a significant amount of research relating to underachievement. Despite this, many Māori and Pasifika secondary school boys are achieving highly in the academic sphere within the context of mainstream boys’ state secondary schools in New Zealand. Achievement aside, evidence shows that Māori and Pasifika secondary school boys are seriously under-represented in programmes for the gifted and talented. This enquiry examines factors in relation to identifying gifted and talented students, and investigates how their abilities are forged and nurtured. The reasons for student success merit serious investigation because of how the multiple elements contributing to their achievement are likely to be applicable to others, and are a pressing concern for academic attainment in the New Zealand education system. 
 
This qualitative study examines why 30 academically successful Māori and Pasifika secondary school boys achieved highly in the mainstream education system. The boys ranged from 13 to 19 years, the youngest being in his first year at high school as a Year 9 student, and the oldest being in his second year at university. The thesis argues their academic success was due to the complex interplay of home and school environmental elements, and the boys’ intrapersonal characteristics. The study explored the boys’ and parents’ narratives to explain why students had achieved highly, and examined both the parents’ and boys’ perceptions of how well the schools had provided for their intellectual, emotional and cultural needs. Sociocultural learning theory is the main theoretical lens through which the findings are viewed. The methodology is primarily built upon narrative inquiry. The main method of data collection was by semi-structured interview, both individually and in focus groups. Supplementary methods utilised were questionnaires and observation.  
  
An issue in the research was the disparity between the cultural and ethnic background of the participants and myself as the researcher. However, an endeavour was made to mitigate this by consulting with Māori and Pasifika educators, a kaumatua (elder) and iwi (tribal) representative prior to the research commencing. In addition, models developed through this study were submitted to Māori and Pasifika educators for their comment and approval prior to being included. 
 
With its focus specifically on highly-achieving Māori and Pasifika secondary school boys, this thesis makes an original contribution to the national and international discussion about raising student achievement. It provides a platform for further research to 	address the particular concerns around the underachievement of Māori and Pasifika secondary school boys. 
 
While there are several implications arising from the research, all are linked to the need for policy makers and educators to address the issue of the underrepresentation of Māori and Pasifika students in programmes for the gifted and talented. Policies, practices and relationships need to be examined to evaluate how effectively they contribute to gifted and talented Māori and Pasifika students receiving the academic opportunities they deserve. A key part of this examination will need to include consultation with students and their whānau.

year: 2015

title: Creating public dialogue: bridging the divide between television policymakers and citizens

authors: Macbeth, Rose M. S.

abstract: This thesis identifies a lack of public participation in both the historical and contemporary communication dimensions of New Zealand’s media regulation. It illustrates how this situation is evident even in policies such as the Codes of Practice which dictate programme standards for broadcast television. The thesis then argues this situation can be resolved and shows how Citizens’ Juries can act as dialogue bridges between media organisations and citizen representatives to enable community opinion to inform and benchmark policy decisions. 

The research programme first considers the twin narratives of social power and the restrictions of public participation in policy dialogue. This is addressed through data gathered from a series of literature reviews of the historical development of New Zealand’s press and broadcasting services. An additional review clarified the impact of British and American socioeconomic principals in the regulatory policies of New Zealand media, especially television broadcasting. Interviews with television officials and researchers in Britain and America informed this investigative review which disclosed a triangulation of influences in New Zealand media models. 

The thesis is framed in the context of an “action research” programme designed to specifically address the historic lack of public dialogue evident even in television policies that have a widespread community impact. The study confirms the documented ability of “action research” inquiry to provide large quantities of rich descriptive data and to generate new theoretical insights. A list of fifteen characteristics applicable to an action research study aimed at organisational change is used to validate this study’s methodology. The action research inquiry method closely matches this type of exploratory problem-solving research, as it requires interdisciplinary theoretical scanning. This proved beneficial as it enabled specific interacting theories to be located to precisely explain the social issues and situations that can emerge in a programme designed to resolve a real-world issue in a complex social setting. The action inquiry method also acknowledges the value of practice-based knowledge and other informal experiences that contribute to this research programme.

As the preface relates, reflections about the action steps (part of the action research inquiry structure) were shown to increase understanding and theoretical insights, and propel the research process forward. These “active thinking” phases led to an investigation of the Citizens’ Jury methodology, its international practice and the planning of the Waikato Citizens’ Jury. In this event 12 Waikato residents debated the “good taste and decency” Code of Practice for Free-To-Air television with a number of television experts, including broadcasting executives, Broadcasting Standards Authority staff members, academic researchers and different aged television viewers. The thesis provides a rationale for the design and operation of the Waikato Citizens’ Jury as well as its evaluation procedures. The EPPT (Equal Preparation Participation Time) formula was an outcome of the Waikato Citizens’ Jury held from 2-4 July 1999.The formula components are designed to act as a policy guideline for the management of public dialogue events between policy-makers and citizen representatives. 

This study contends that the Citizens’ Jury model is a more ethical, and valuable public opinion gathering method than the polling theoretical methods in present widespread use, as its practice engages both parties in a process of informed face to face dialogue. The Jury structure works to equalise the normally asymmetrical relationship between policy-makers and citizens. The thesis asserts that the Waikato Citizens’ Jury demonstrates both a solution to the dialogue divide between television policymakers and citizens, and the problem of resolving public participation in New Zealand media regulatory practices. It also demonstrates action research displays the tenets of sound scientific research practice and the success of the EPPT dialogue formula in action. The thesis ends by concluding that New Zealand media organisations due to their persistent refusal to consult directly with citizens, especially about policies with a widespread community impact, exhibit a syndrome the author terms “institutional NIMBYism”.

text: Creating public dialogue: bridging the divide between television policymakers and citizens This thesis identifies a lack of public participation in both the historical and contemporary communication dimensions of New Zealand’s media regulation. It illustrates how this situation is evident even in policies such as the Codes of Practice which dictate programme standards for broadcast television. The thesis then argues this situation can be resolved and shows how Citizens’ Juries can act as dialogue bridges between media organisations and citizen representatives to enable community opinion to inform and benchmark policy decisions. 

The research programme first considers the twin narratives of social power and the restrictions of public participation in policy dialogue. This is addressed through data gathered from a series of literature reviews of the historical development of New Zealand’s press and broadcasting services. An additional review clarified the impact of British and American socioeconomic principals in the regulatory policies of New Zealand media, especially television broadcasting. Interviews with television officials and researchers in Britain and America informed this investigative review which disclosed a triangulation of influences in New Zealand media models. 

The thesis is framed in the context of an “action research” programme designed to specifically address the historic lack of public dialogue evident even in television policies that have a widespread community impact. The study confirms the documented ability of “action research” inquiry to provide large quantities of rich descriptive data and to generate new theoretical insights. A list of fifteen characteristics applicable to an action research study aimed at organisational change is used to validate this study’s methodology. The action research inquiry method closely matches this type of exploratory problem-solving research, as it requires interdisciplinary theoretical scanning. This proved beneficial as it enabled specific interacting theories to be located to precisely explain the social issues and situations that can emerge in a programme designed to resolve a real-world issue in a complex social setting. The action inquiry method also acknowledges the value of practice-based knowledge and other informal experiences that contribute to this research programme.

As the preface relates, reflections about the action steps (part of the action research inquiry structure) were shown to increase understanding and theoretical insights, and propel the research process forward. These “active thinking” phases led to an investigation of the Citizens’ Jury methodology, its international practice and the planning of the Waikato Citizens’ Jury. In this event 12 Waikato residents debated the “good taste and decency” Code of Practice for Free-To-Air television with a number of television experts, including broadcasting executives, Broadcasting Standards Authority staff members, academic researchers and different aged television viewers. The thesis provides a rationale for the design and operation of the Waikato Citizens’ Jury as well as its evaluation procedures. The EPPT (Equal Preparation Participation Time) formula was an outcome of the Waikato Citizens’ Jury held from 2-4 July 1999.The formula components are designed to act as a policy guideline for the management of public dialogue events between policy-makers and citizen representatives. 

This study contends that the Citizens’ Jury model is a more ethical, and valuable public opinion gathering method than the polling theoretical methods in present widespread use, as its practice engages both parties in a process of informed face to face dialogue. The Jury structure works to equalise the normally asymmetrical relationship between policy-makers and citizens. The thesis asserts that the Waikato Citizens’ Jury demonstrates both a solution to the dialogue divide between television policymakers and citizens, and the problem of resolving public participation in New Zealand media regulatory practices. It also demonstrates action research displays the tenets of sound scientific research practice and the success of the EPPT dialogue formula in action. The thesis ends by concluding that New Zealand media organisations due to their persistent refusal to consult directly with citizens, especially about policies with a widespread community impact, exhibit a syndrome the author terms “institutional NIMBYism”.

year: 2002