title: Piahana Hou: a Ngati Rahiri rangatira

authors: Hart, Philip

abstract: Piahana Hou, as the half-brother of Karauna Hou, had an illustrious ancestry, but to Pakeha he was known as, briefly, the skipper of a river steamer and, for most of his life, as a labourer. His interests in several blocks of land enabled him to obtain money through selling some of his holdings, but he never became prosperous. He had minimal involvement in mining at Te Aroha.
Piahana came to prominence not as a rangatira but as a drunk, who was even involved in a bar fight at Te Aroha. Despite this weakness, his high status meant that hundreds attended his splendid tangi. Unlike some other rangatira, he did not use his status to play an important role in either Maori or Pakeha society.

text: Piahana Hou: a Ngati Rahiri rangatira Piahana Hou, as the half-brother of Karauna Hou, had an illustrious ancestry, but to Pakeha he was known as, briefly, the skipper of a river steamer and, for most of his life, as a labourer. His interests in several blocks of land enabled him to obtain money through selling some of his holdings, but he never became prosperous. He had minimal involvement in mining at Te Aroha.
Piahana came to prominence not as a rangatira but as a drunk, who was even involved in a bar fight at Te Aroha. Despite this weakness, his high status meant that hundreds attended his splendid tangi. Unlike some other rangatira, he did not use his status to play an important role in either Maori or Pakeha society.

year: 2016

title: Putting Sylvia in her place: history, geographical theory and the “New” Education

authors: Middleton, Sue

subjects: Sylvia Ashton-Warner

abstract: New Zealander Sylvia Ashton-Warner, a teacher in remote rural Mori schools in the 1940s-1950s, became internationally renowned as a novelist and educational theorist. Earlier commentators portrayed her educational theory as in conflict with those of her time and place, but recent studies conceptualise them as enabled by it. While space/place has often been considered the preserve of the geographer and time that of the historian, Henri Lefebvre and others suggest that: “these issues need to be thought together rather than separately” and that macro-, meso- and micro-levels of analysis be engaged simultaneously. The author traces how conceptual, linguistic, sensory and intellectual resources of the global “New Education” movement extended into the tiny bush-encircled Mori communities in which Sylvia taught and wrote in the 1940s-1950s and surfaced in her writing. The article zooms in and out between the “the immensity of the global” (the New Education, the Second World War) and “the intimately tiny” (her classroom and home). The “data” include Sylvia's non-fiction education texts and official documents of her time: school curricula, education policy documents, Ministerial and Inspectors' reports. What Lefebvre terms a “Rhythm analysis” of Ashton-Warner's educational writing shows intermingled pulses of domestic life, routines of educational bureaucracy, cycles of nature, and cataclysms of world events. It is important for historians to study “the where rather than just the when with location and landscape central parts of the analysis”.

text: Putting Sylvia in her place: history, geographical theory and the “New” Education New Zealander Sylvia Ashton-Warner, a teacher in remote rural Mori schools in the 1940s-1950s, became internationally renowned as a novelist and educational theorist. Earlier commentators portrayed her educational theory as in conflict with those of her time and place, but recent studies conceptualise them as enabled by it. While space/place has often been considered the preserve of the geographer and time that of the historian, Henri Lefebvre and others suggest that: “these issues need to be thought together rather than separately” and that macro-, meso- and micro-levels of analysis be engaged simultaneously. The author traces how conceptual, linguistic, sensory and intellectual resources of the global “New Education” movement extended into the tiny bush-encircled Mori communities in which Sylvia taught and wrote in the 1940s-1950s and surfaced in her writing. The article zooms in and out between the “the immensity of the global” (the New Education, the Second World War) and “the intimately tiny” (her classroom and home). The “data” include Sylvia's non-fiction education texts and official documents of her time: school curricula, education policy documents, Ministerial and Inspectors' reports. What Lefebvre terms a “Rhythm analysis” of Ashton-Warner's educational writing shows intermingled pulses of domestic life, routines of educational bureaucracy, cycles of nature, and cataclysms of world events. It is important for historians to study “the where rather than just the when with location and landscape central parts of the analysis”.

year: 2011

title: The importance of employment protection for skill development in coordinated market economies

authors: Harcourt, Mark

subjects: employment protection

abstract: During the heyday of neoliberalism, employment protection was widely believed to be one of the main causes of Europe's poor economic performance and high unemployment. We challenge this view and instead argue that employment protection is crucial to preserving Europe's export success in higher value-added industries. In particular, we explore the relationship between employment protection and skills development.

text: The importance of employment protection for skill development in coordinated market economies During the heyday of neoliberalism, employment protection was widely believed to be one of the main causes of Europe's poor economic performance and high unemployment. We challenge this view and instead argue that employment protection is crucial to preserving Europe's export success in higher value-added industries. In particular, we explore the relationship between employment protection and skills development.

year: 2007