title: The policy of direct provision in Ireland: A violation of asylum seeker’s right to an adequate standard of housing

authors: Breen, Claire

subjects: Ireland

abstract: This article considers Ireland's policy of Direct Provision, which curtails severely the social welfare entitlements of asylum seekers. This article sets out the rights of asylum seekers in Ireland and explains the policy of Direct Provision. It analyses the right to adequate housing as provided for within the United Nations and the European legal frameworks. It acknowledges that such rights are subject to some limitations but argues that Ireland's policy of Direct Provision violates asylum seekers’ rights to an adequate standard of living, with particular focus on the right to adequate housing and the interrelated rights to food and health. It further argues that such limitations are discriminatory and that they undermine the fundamental principles of equality and human dignity. The article concludes that a correct interpretation of international and domestic law suggests that Ireland must abolish the policy of Direct Provision and revert to according social welfare entitlements on the basis of need rather than nationality.

text: The policy of direct provision in Ireland: A violation of asylum seeker’s right to an adequate standard of housing This article considers Ireland's policy of Direct Provision, which curtails severely the social welfare entitlements of asylum seekers. This article sets out the rights of asylum seekers in Ireland and explains the policy of Direct Provision. It analyses the right to adequate housing as provided for within the United Nations and the European legal frameworks. It acknowledges that such rights are subject to some limitations but argues that Ireland's policy of Direct Provision violates asylum seekers’ rights to an adequate standard of living, with particular focus on the right to adequate housing and the interrelated rights to food and health. It further argues that such limitations are discriminatory and that they undermine the fundamental principles of equality and human dignity. The article concludes that a correct interpretation of international and domestic law suggests that Ireland must abolish the policy of Direct Provision and revert to according social welfare entitlements on the basis of need rather than nationality.

year: 2008

title: Refusal of orders: The case of William Douglas Home

authors: Smith, Ron C.

subjects: Douglas Home

abstract: Based largely on the William Douglas Home court martial documents of 1944 and the three autobiographies that Douglas Home wrote, this article is an examination of the widely accepted principle that soldiers who are given orders that are ‘manifestly unlawful’ (Nuremberg) have an obligation to refuse them.  The peculiarities of the case in terms of the personality and social status of the accused and its uniqueness (Douglas Home is the only prosecution from amongst some three million persons serving in the British forces in World War Two) raise significant questions about this obligation.

text: Refusal of orders: The case of William Douglas Home Based largely on the William Douglas Home court martial documents of 1944 and the three autobiographies that Douglas Home wrote, this article is an examination of the widely accepted principle that soldiers who are given orders that are ‘manifestly unlawful’ (Nuremberg) have an obligation to refuse them.  The peculiarities of the case in terms of the personality and social status of the accused and its uniqueness (Douglas Home is the only prosecution from amongst some three million persons serving in the British forces in World War Two) raise significant questions about this obligation.

year: 1998-09

title: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools

authors: Coffin, Rachel Marie

subjects: Māori  teachers

abstract: The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

text: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

year: 2013