title: The intergenerational perpetuation of achievement messages in whānau

authors: Southey, Kim Marie

subjects: Maori

abstract: The current research is an open exploration of achievement messages that are carried from generation to generation in whānau, in relation to the mainstream education system of Aotearoa. Participant groups comprised of two to three generations within each whānau. A maximum of eight whānau will be asked to participate. A series of continuous conversations will be held with each member of the whānau, reminiscent of the narrative approach, but most recently described as a methodology that allows for ensuring that data is collected in its fullest form.
Differing views about achievement and how it is negotiated within whānau will be explored; along with issues on what, and who, within whānau are the most predominant indicators of achievement views. Detracting from an ethnocentric view of scholastic ability (a common marker for achievement) is done through abandoning mainstream ideals. This research favours an open exploration approach allowing for differing values about what constitutes achievement, and what context achievement is based in. Outcomes of the research are intended to show patterns within whānau and among Māori on the mainstream school system, and how this system has contributed to achievement messages. The positive or negative nature of the contribution from mainstream education is highly important and relevant to further research goals, including the ability to use outcomes to suggest social change in education provision for Māori.

text: The intergenerational perpetuation of achievement messages in whānau The current research is an open exploration of achievement messages that are carried from generation to generation in whānau, in relation to the mainstream education system of Aotearoa. Participant groups comprised of two to three generations within each whānau. A maximum of eight whānau will be asked to participate. A series of continuous conversations will be held with each member of the whānau, reminiscent of the narrative approach, but most recently described as a methodology that allows for ensuring that data is collected in its fullest form.
Differing views about achievement and how it is negotiated within whānau will be explored; along with issues on what, and who, within whānau are the most predominant indicators of achievement views. Detracting from an ethnocentric view of scholastic ability (a common marker for achievement) is done through abandoning mainstream ideals. This research favours an open exploration approach allowing for differing values about what constitutes achievement, and what context achievement is based in. Outcomes of the research are intended to show patterns within whānau and among Māori on the mainstream school system, and how this system has contributed to achievement messages. The positive or negative nature of the contribution from mainstream education is highly important and relevant to further research goals, including the ability to use outcomes to suggest social change in education provision for Māori.

year: 2003

title: Creating a curriculum for indigenous and community languages: Te reo Māori as an example

authors: Bruce, Ian

subjects: linguistics

abstract: Part 1 of this paper introduces the draft Common European Framework of Reference (CEFR) for languages and describes how it was used in the construction of draft New Zealand curriculum guidelines for French and German. Part 2 discusses how the CEFR has been employed in curriculum development in Te Reo Māori at the University of Waikato and suggests that it could also prove useful in relation to curriculum development projects involving indigenous and community languages more generally.

text: Creating a curriculum for indigenous and community languages: Te reo Māori as an example Part 1 of this paper introduces the draft Common European Framework of Reference (CEFR) for languages and describes how it was used in the construction of draft New Zealand curriculum guidelines for French and German. Part 2 discusses how the CEFR has been employed in curriculum development in Te Reo Māori at the University of Waikato and suggests that it could also prove useful in relation to curriculum development projects involving indigenous and community languages more generally.

year: 2002

title: An illustration of the average exit time measure of poverty

authors: Gibson, John

subjects: growth

abstract: The goal of the World Bank is 'a world free of poverty' but the most widely used poverty measures do not show when poverty might be eliminated. The 'head-count index' simply counts the poor, while the 'poverty gap index' shows their average shortfall from the poverty line. Neither measure reflects changes in the distribution of incomes amongst the poor, but squaring the poverty gap brings sensitivity to inequality, albeit at the cost of intuitive interpretation. This paper illustrates a new measure of poverty [Morduch, J., 1998, Poverty, Economic Growth and Average Exit Time, Economics Letters, 59: 385-390]. This new poverty measure is distributionally-sensitive and has a ready interpretation as the average time taken to exit poverty with a constant and uniform growth rate. The illustration uses data from Papua New Guinea, which is the country with the highest degree of inequality in the Asia-Pacific region.

text: An illustration of the average exit time measure of poverty The goal of the World Bank is 'a world free of poverty' but the most widely used poverty measures do not show when poverty might be eliminated. The 'head-count index' simply counts the poor, while the 'poverty gap index' shows their average shortfall from the poverty line. Neither measure reflects changes in the distribution of incomes amongst the poor, but squaring the poverty gap brings sensitivity to inequality, albeit at the cost of intuitive interpretation. This paper illustrates a new measure of poverty [Morduch, J., 1998, Poverty, Economic Growth and Average Exit Time, Economics Letters, 59: 385-390]. This new poverty measure is distributionally-sensitive and has a ready interpretation as the average time taken to exit poverty with a constant and uniform growth rate. The illustration uses data from Papua New Guinea, which is the country with the highest degree of inequality in the Asia-Pacific region.

year: 2002-09