title: Parents appointing the principal: The experiences of four New Zealand primary school boards of trustees

authors: Morrison, Michele

subjects: Board of Trustees

abstract: Universally motivated by altruism and the desire to serve their children’s schools well, locally elected parent representatives of New Zealand boards of trustees (BOTs) are charged with the responsibility of appointing the principal. This paper draws on semi-structured interviews with the chairpersons of four primary schools in two cities – two in affluent high decile areas and two in relatively disadvantaged low decile ones – in order to examine the perspectives and understandings that informed the board recruitment and selection process. Findings suggest that the appointment of a principal with the capacity to exercise highly effective, contextually specific educational leadership is more likely to occur in higher decile schools and is most needed in lower decile ones. The paper concludes that targeted support and a review of governance arrangements will be necessary for inequity in principal appointment processes to be addressed.

text: Parents appointing the principal: The experiences of four New Zealand primary school boards of trustees Universally motivated by altruism and the desire to serve their children’s schools well, locally elected parent representatives of New Zealand boards of trustees (BOTs) are charged with the responsibility of appointing the principal. This paper draws on semi-structured interviews with the chairpersons of four primary schools in two cities – two in affluent high decile areas and two in relatively disadvantaged low decile ones – in order to examine the perspectives and understandings that informed the board recruitment and selection process. Findings suggest that the appointment of a principal with the capacity to exercise highly effective, contextually specific educational leadership is more likely to occur in higher decile schools and is most needed in lower decile ones. The paper concludes that targeted support and a review of governance arrangements will be necessary for inequity in principal appointment processes to be addressed.

year: 2013

title: Researching perceptions of childhood sexuality: Using vignettes in interviews with teachers, counsellors, parents and young children

authors: Flanagan, Paul G.

abstract: Adults interpret children’s actions from their own positionings within culture and gender discourses. Children’s ‘sexual’ actions or ‘sexualised behaviour’ is responded to from ideas of innocence and indifference to moral panics and protective interventions. Adults express discomfort and uncertainty about how to understand and respond to young children acting this way.
Researching sexuality traverses social and cultural environments in which people live. Frayser (2003) refers to ‘shifting cultural maps’ as constructions of sexuality move from reproductive to relational and recreational understandings. “An expanded view of sexuality has meant an expanded interpretation of what is sexual; Words, looks, touches, pictures, and movements can all be construed in sexual ways” (Frayser, 2003, p. 267). Mitchell (2005), researching children’s sexuality in the Australian context, noted limitations in the literature, including the conceptualisation of sexuality; the difficulty of defining ‘normal’ sexual development when children’s sexuality is not considered in a wider, social and cultural context; and the dearth of research about children’s understandings of sexuality.
This paper describes a New Zealand doctoral study exploring discourses shaping constructions of sexuality in childhood. In particular, the paper focuses on the methodological approach of using vignettes.
Primary school teachers, parents, counsellors and children responded to a series of vignettes within focus groups and semi-structured interviews. The use of vignettes produced a context of safe participation for participants. This method supported participants’ confidence and trust with both the research process and their relationship with the researcher. As understandings were shared, enquiry brought forward further ideas and experiences from participants. Many readily disclosed more personal information, telling stories of child sexual activity: about themselves; their own children; family members; or stories of other children known to them.
A social constructionist framework underpins this research: children’s experiences are multi-storied and multiple meanings are available in understandings of sexuality. Foucault’s concepts of the genealogical method are used in the analysis of the literature, policies and practices on childhood sexuality, together with discursive positioning from the participants’ narratives.
Vignettes gave a safe entry into discussions about childhood sexuality, beginning with less problematic stories and then further examples of developing complexity. They provided stories to be viewed at a distance, then allowing for closer and more personal sharing of experiences. Awareness and understanding multiple social and cultural discourses shaping constructions of childhood sexuality is useful for teachers, parents and counsellors.

text: Researching perceptions of childhood sexuality: Using vignettes in interviews with teachers, counsellors, parents and young children Adults interpret children’s actions from their own positionings within culture and gender discourses. Children’s ‘sexual’ actions or ‘sexualised behaviour’ is responded to from ideas of innocence and indifference to moral panics and protective interventions. Adults express discomfort and uncertainty about how to understand and respond to young children acting this way.
Researching sexuality traverses social and cultural environments in which people live. Frayser (2003) refers to ‘shifting cultural maps’ as constructions of sexuality move from reproductive to relational and recreational understandings. “An expanded view of sexuality has meant an expanded interpretation of what is sexual; Words, looks, touches, pictures, and movements can all be construed in sexual ways” (Frayser, 2003, p. 267). Mitchell (2005), researching children’s sexuality in the Australian context, noted limitations in the literature, including the conceptualisation of sexuality; the difficulty of defining ‘normal’ sexual development when children’s sexuality is not considered in a wider, social and cultural context; and the dearth of research about children’s understandings of sexuality.
This paper describes a New Zealand doctoral study exploring discourses shaping constructions of sexuality in childhood. In particular, the paper focuses on the methodological approach of using vignettes.
Primary school teachers, parents, counsellors and children responded to a series of vignettes within focus groups and semi-structured interviews. The use of vignettes produced a context of safe participation for participants. This method supported participants’ confidence and trust with both the research process and their relationship with the researcher. As understandings were shared, enquiry brought forward further ideas and experiences from participants. Many readily disclosed more personal information, telling stories of child sexual activity: about themselves; their own children; family members; or stories of other children known to them.
A social constructionist framework underpins this research: children’s experiences are multi-storied and multiple meanings are available in understandings of sexuality. Foucault’s concepts of the genealogical method are used in the analysis of the literature, policies and practices on childhood sexuality, together with discursive positioning from the participants’ narratives.
Vignettes gave a safe entry into discussions about childhood sexuality, beginning with less problematic stories and then further examples of developing complexity. They provided stories to be viewed at a distance, then allowing for closer and more personal sharing of experiences. Awareness and understanding multiple social and cultural discourses shaping constructions of childhood sexuality is useful for teachers, parents and counsellors.

year: 2014

title: Culture, Courage and Change: The experiences of a Te Kotahitanga facilitation team

authors: Lamont, Robyn Elizabeth

subjects: culturally responsive pedagogy of relations

abstract: This thesis explores the experiences of the Te Kotahitanga facilitation team in one of the 12 Phase 3 Te Kotahitanga schools between 2003 and 2006. The collaborative story through which those experiences are shared includes the voices of the Lead facilitator, the two co-principals, and an RTLB/facilitator. This thesis begins by seeking to understand the historical impact of culturally located discourses of colonisation on the lives of the indigenous Māori people in New Zealand. From within a platform of Māori theorising it also considers Kaupapa Māori research methodologies and explores Māori people’s aspirations for self determination (tino rangatiratanga). It then considers the principles and practices of engaging as a bicultural partnership to improve educational outcomes for Māori students. Through a discussion of the facilitation team's experiences of learning about a culturally responsive pedagogy of relations through the development and support of culturally responsive contexts for learning, three important themes emerge: culture, courage and change. The impact of deficit theorising and pathologising practices on the culture of Maori students and their teachers is examined. The courage required of the Te Kotahitanga principals and facilitators to challenge and disrupt the assumptions that underpinned the historical status quo in this school and the importance of remaining steadfast in response to the dissonance and resistance that these change processes created is then discussed. Finally, this thesis highlights both the interdependent nature of the change required and the power of the collective in creating change; change within ourselves, within our classrooms and within our schools and communities for the benefit of Māori students, and of all students.

text: Culture, Courage and Change: The experiences of a Te Kotahitanga facilitation team This thesis explores the experiences of the Te Kotahitanga facilitation team in one of the 12 Phase 3 Te Kotahitanga schools between 2003 and 2006. The collaborative story through which those experiences are shared includes the voices of the Lead facilitator, the two co-principals, and an RTLB/facilitator. This thesis begins by seeking to understand the historical impact of culturally located discourses of colonisation on the lives of the indigenous Māori people in New Zealand. From within a platform of Māori theorising it also considers Kaupapa Māori research methodologies and explores Māori people’s aspirations for self determination (tino rangatiratanga). It then considers the principles and practices of engaging as a bicultural partnership to improve educational outcomes for Māori students. Through a discussion of the facilitation team's experiences of learning about a culturally responsive pedagogy of relations through the development and support of culturally responsive contexts for learning, three important themes emerge: culture, courage and change. The impact of deficit theorising and pathologising practices on the culture of Maori students and their teachers is examined. The courage required of the Te Kotahitanga principals and facilitators to challenge and disrupt the assumptions that underpinned the historical status quo in this school and the importance of remaining steadfast in response to the dissonance and resistance that these change processes created is then discussed. Finally, this thesis highlights both the interdependent nature of the change required and the power of the collective in creating change; change within ourselves, within our classrooms and within our schools and communities for the benefit of Māori students, and of all students.

year: 2011