title: Reflections on Urban Crises, the Science-Policy Interface and the Importance of “Tiny Revolts”

authors: White, Iain

abstract: There is barely a field of academic research not subject to crisis claims. Many urban crises span careers and take significant emotional tolls. This is not due to a lack of effort. Academic productivity, as it is typically measured, is rapidly increasing and success claims commonplace. This article reflects critically upon the science-policy interface and interprets the work of Julia Kristeva to discuss the importance of creating “tiny revolts” able to rescale and reframe inquiry, and to problematise success. I argue these revolts hold potential in sustaining ourselves and others, as well as in creating new acts of critical thinking.

text: Reflections on Urban Crises, the Science-Policy Interface and the Importance of “Tiny Revolts” There is barely a field of academic research not subject to crisis claims. Many urban crises span careers and take significant emotional tolls. This is not due to a lack of effort. Academic productivity, as it is typically measured, is rapidly increasing and success claims commonplace. This article reflects critically upon the science-policy interface and interprets the work of Julia Kristeva to discuss the importance of creating “tiny revolts” able to rescale and reframe inquiry, and to problematise success. I argue these revolts hold potential in sustaining ourselves and others, as well as in creating new acts of critical thinking.

year: 2022-01-01

title: Difference and diversity in Aotearoa/New Zealand: Post-neoliberal constructions of the ideal ethnic citizen

authors: Simon-Kumar, Rachel

subjects: active citizen

abstract: In the last decade, the political rhetoric around citizenship for ethnic minority groups, particularly recent migrants, in Aotearoa/New Zealand has been influenced by two dominant paradigms. In the wake of the post-neoliberalism advanced by the Fifth Labour Government (1999–2008) and the efforts to build an inclusive state, the idea of the ‘active citizen’ has evolved, encouraging ethnic migrants to contribute to their own communities and to a wider New Zealand identity. Equally, broader discourses on the recognition of group-based citizenship have helped ethnic communities in securing a multicultural framing of social rights. Based on qualitative analysis of interview and policy documents, this paper argues that the active citizen and the rights-bearing citizen emerge from  discrete paradigms that reveal a fundamental tension between policy-centred celebration of diversity  and the political recognition of difference.

text: Difference and diversity in Aotearoa/New Zealand: Post-neoliberal constructions of the ideal ethnic citizen In the last decade, the political rhetoric around citizenship for ethnic minority groups, particularly recent migrants, in Aotearoa/New Zealand has been influenced by two dominant paradigms. In the wake of the post-neoliberalism advanced by the Fifth Labour Government (1999–2008) and the efforts to build an inclusive state, the idea of the ‘active citizen’ has evolved, encouraging ethnic migrants to contribute to their own communities and to a wider New Zealand identity. Equally, broader discourses on the recognition of group-based citizenship have helped ethnic communities in securing a multicultural framing of social rights. Based on qualitative analysis of interview and policy documents, this paper argues that the active citizen and the rights-bearing citizen emerge from  discrete paradigms that reveal a fundamental tension between policy-centred celebration of diversity  and the political recognition of difference.

year: 2012

title: In what ways do the perceptions of connectedness of Māori students in Alternative Education secondary schools affect their self-efficacy within the learning environment?

authors: Lemon, Katrina Suezanne

subjects: Alternative Education

abstract: This study has sought to identify connectedness for Māori students within the alternative-education, learning environment and the effect this has had on their self-efficacy. Alternative education in New Zealand is described as a place where second chance learners have access to education (Alternative Education National Body New Zealand, 2016). Generally, students are referred to alternative education due to becoming habitual truants, while other students are deemed as behaviourally-challenging, and are consequently excluded from school (Education Review Office, 2010; Ministry of Education, 2016a). A Critical Theory approach was employed guided by Kaupapa Māori methodology. Data was collected using the qualitative methods of focus-group interviews and one-to-one semi-structured interviews. An open-coded approach was adopted to analyse the data from the interview transcripts where themes were selected, and a summary reflection was written. 

Three distant themes were identified during the data analysis phase: Tāhuhu Kōrero – Kura; Alternative Education – Kura; and Alternative Education Teaching and Learning Approaches.  Within these themes sub-themes were explored: perceptions and experiences of primary and secondary school; Māori in mainstream education; the referring schools involvement; misconceptions; connection to the alternative-education, learning environment; centre and teacher practices; connection with Māori; and pathways, mana, and self-efficacy. An important aspect of this study was to seek to understand these students’ prior educational experiences before gathering their narratives on the alternative-education, learning environment. This was a strength of the study as the student narratives on their entire educational journey provided a depth of understanding for the researcher, and went towards explaining their disconnection, how it happened, and gave context to their referral to alternative education. 

The student narratives expressed a strong sense of connection to their primary-school, learning environment, however, a complete disconnection to their secondary-school, learning environment. Students expressed feeling discriminated against for being Māori, that there was no empathy or understanding given to their lived realities despite wanting to succeed at school. They felt that their teachers did not make an effort to connect with them describing a power imbalance between the teachers and themselves. The students felt that expectations were low, and that teachers could not be bothered to help them with their work. The student participants attributed this disconnection to the reason for their truancy and behavioural issues. The student narratives on the alternative-education, learning environment described an environment that was: whānau; where teachers worked at a connection and understood their learners; challenging them academically; where the teachers were highly committed to their students; where trust and respect was built; and where one size did not fit all - flexibility was exercised. Students felt that the alternative-education, learning environment provided them with career ambition, and academic confidence resulting in self-efficacy. 

This study provides student voice from a group that was overlooked within the Te Kotahitanga research project (Bishop, Berryman, Tiakiwai, & Richardson, 2003). To hear the voice of alternative education students is important in seeking to improve educational success and enjoyment for Māori priority learners. If we get to know and understand what works for these priority learners, we can then work towards making a difference for them within mainstream education. This study aims to identify the importance of connectedness for Māori students and how connectedness will positively affect Māori learners and their self-efficacy. 


Kia mau ki tō Māoritanga.
Hold fast to your Māori culture.

text: In what ways do the perceptions of connectedness of Māori students in Alternative Education secondary schools affect their self-efficacy within the learning environment? This study has sought to identify connectedness for Māori students within the alternative-education, learning environment and the effect this has had on their self-efficacy. Alternative education in New Zealand is described as a place where second chance learners have access to education (Alternative Education National Body New Zealand, 2016). Generally, students are referred to alternative education due to becoming habitual truants, while other students are deemed as behaviourally-challenging, and are consequently excluded from school (Education Review Office, 2010; Ministry of Education, 2016a). A Critical Theory approach was employed guided by Kaupapa Māori methodology. Data was collected using the qualitative methods of focus-group interviews and one-to-one semi-structured interviews. An open-coded approach was adopted to analyse the data from the interview transcripts where themes were selected, and a summary reflection was written. 

Three distant themes were identified during the data analysis phase: Tāhuhu Kōrero – Kura; Alternative Education – Kura; and Alternative Education Teaching and Learning Approaches.  Within these themes sub-themes were explored: perceptions and experiences of primary and secondary school; Māori in mainstream education; the referring schools involvement; misconceptions; connection to the alternative-education, learning environment; centre and teacher practices; connection with Māori; and pathways, mana, and self-efficacy. An important aspect of this study was to seek to understand these students’ prior educational experiences before gathering their narratives on the alternative-education, learning environment. This was a strength of the study as the student narratives on their entire educational journey provided a depth of understanding for the researcher, and went towards explaining their disconnection, how it happened, and gave context to their referral to alternative education. 

The student narratives expressed a strong sense of connection to their primary-school, learning environment, however, a complete disconnection to their secondary-school, learning environment. Students expressed feeling discriminated against for being Māori, that there was no empathy or understanding given to their lived realities despite wanting to succeed at school. They felt that their teachers did not make an effort to connect with them describing a power imbalance between the teachers and themselves. The students felt that expectations were low, and that teachers could not be bothered to help them with their work. The student participants attributed this disconnection to the reason for their truancy and behavioural issues. The student narratives on the alternative-education, learning environment described an environment that was: whānau; where teachers worked at a connection and understood their learners; challenging them academically; where the teachers were highly committed to their students; where trust and respect was built; and where one size did not fit all - flexibility was exercised. Students felt that the alternative-education, learning environment provided them with career ambition, and academic confidence resulting in self-efficacy. 

This study provides student voice from a group that was overlooked within the Te Kotahitanga research project (Bishop, Berryman, Tiakiwai, & Richardson, 2003). To hear the voice of alternative education students is important in seeking to improve educational success and enjoyment for Māori priority learners. If we get to know and understand what works for these priority learners, we can then work towards making a difference for them within mainstream education. This study aims to identify the importance of connectedness for Māori students and how connectedness will positively affect Māori learners and their self-efficacy. 


Kia mau ki tō Māoritanga.
Hold fast to your Māori culture.

year: 2017