title: Beyond Pākehā paralysis: Exploring the journeys & experiences of Pākehā allyship in psychology

authors: Stolte, Ottilie Emma Elisabeth

abstract: The monocultural foundation of psychology is interwoven with the colonial history of Aotearoa New Zealand. Not all of the mahi of decolonising psychology is the responsibility of Māori. In Aotearoa, there is currently less literature around the development of racial justice allyship and how Pākehā (as the dominant majority) can work towards honouring Te Tiriti o Waitangi. This paper draws on interviews with three Pākehā allies who have taken actions towards greater inclusion of Māori and raising awareness of systemic injustices and racial disparities. The objective of this paper is to document the understandings shared by these ‘reluctant allies’, focusing on the challenges, possibilities, and suggestions for a more culturally relevant psychological education and practice for Aotearoa New Zealand.

text: Beyond Pākehā paralysis: Exploring the journeys & experiences of Pākehā allyship in psychology The monocultural foundation of psychology is interwoven with the colonial history of Aotearoa New Zealand. Not all of the mahi of decolonising psychology is the responsibility of Māori. In Aotearoa, there is currently less literature around the development of racial justice allyship and how Pākehā (as the dominant majority) can work towards honouring Te Tiriti o Waitangi. This paper draws on interviews with three Pākehā allies who have taken actions towards greater inclusion of Māori and raising awareness of systemic injustices and racial disparities. The objective of this paper is to document the understandings shared by these ‘reluctant allies’, focusing on the challenges, possibilities, and suggestions for a more culturally relevant psychological education and practice for Aotearoa New Zealand.

year: 2025

title: An auto-ethnography: Decolonising educational leadership in Aotearoa /New Zealand

authors: Murfitt, Daniel

abstract: This auto-ethnography examines how I, as the principal in an English-medium state secondary school in Aotearoa/New Zealand, hence forth referred to as Aotearoa, collaborated to transform the school culture, leading to improved outcomes for indigenous Māori students. By examining the transcripts of interviews between myself and external researchers, the key strategies and behaviours of decolonising and transformative leadership that led the transformation of a school culture and system, begin to be revealed.
Imperative in addressing the long-term underachievement of Māori students as a result of colonisation is a framework for educational leaders to both challenge and transform a system, created through colonisation, that continues to underserve Māori students and whānau .
The findings provide examples and tested guidelines for leaders to work within transformative spaces, created through a decolonising leadership framework. It provides a model of effective leadership utilising deliberate acts of decolonisation alongside partnerships of mana ōrite  to transform negative systems and behaviours perpetuated by colonisation.

text: An auto-ethnography: Decolonising educational leadership in Aotearoa /New Zealand This auto-ethnography examines how I, as the principal in an English-medium state secondary school in Aotearoa/New Zealand, hence forth referred to as Aotearoa, collaborated to transform the school culture, leading to improved outcomes for indigenous Māori students. By examining the transcripts of interviews between myself and external researchers, the key strategies and behaviours of decolonising and transformative leadership that led the transformation of a school culture and system, begin to be revealed.
Imperative in addressing the long-term underachievement of Māori students as a result of colonisation is a framework for educational leaders to both challenge and transform a system, created through colonisation, that continues to underserve Māori students and whānau .
The findings provide examples and tested guidelines for leaders to work within transformative spaces, created through a decolonising leadership framework. It provides a model of effective leadership utilising deliberate acts of decolonisation alongside partnerships of mana ōrite  to transform negative systems and behaviours perpetuated by colonisation.

year: 2019

title: "Let's all hold hands and cross the line together!" Competition and gifted learners

authors: Ballam, Nadine Dawn

abstract: Competition appears to have become increasingly discouraged in educational settings in New Zealand in recent years, with a push towards ‘protecting’ our children from being constantly compared with others or experiencing failure. This article reports on a study that explored the lived experiences of gifted and talented young people from low socioeconomic backgrounds. These young people reflect on the role that competition and their competitive natures played in their talent development. A number of implications for practitioners are identified in relation to how competition might enhance or limit levels of motivation and the subsequent achievements of gifted and talented young people.

text: "Let's all hold hands and cross the line together!" Competition and gifted learners Competition appears to have become increasingly discouraged in educational settings in New Zealand in recent years, with a push towards ‘protecting’ our children from being constantly compared with others or experiencing failure. This article reports on a study that explored the lived experiences of gifted and talented young people from low socioeconomic backgrounds. These young people reflect on the role that competition and their competitive natures played in their talent development. A number of implications for practitioners are identified in relation to how competition might enhance or limit levels of motivation and the subsequent achievements of gifted and talented young people.

year: 2015