title: A phenomenological study of the motivation barriers and enablers experienced by prisoners in terms of their participation in educational programs

authors: Clark, Selena Moana

subjects: Prisoners

abstract: An exploratory study, building on current international literature and research, examining motivational barriers and motivational factors New Zealand prisoners experience when making choices regarding prison education programme participation. International research has posited several theories which contribute to understanding why prisoners do and do not regard education highly. This research is building on these understandings providing a unique, New Zealand prisoner insight. Qualitative interviews were conducted with 15 prisoners at the Spring Hill Corrections Facility in the Waikato region. Discussions showed prisoners experience several barriers preventing motivation to participate in prison education, these include, dispositional barriers, institutional barriers and situational barriers, self-stigma, fear of education, low self-esteem and self-efficacy towards learning activities. Extrinsic and intrinsic motivation factors were found to promote motivation, these included, avoiding boredom, gain a career post release and a desire to learn the content. Family/whanau proved to be a strong motivational factor for this cohort.

text: A phenomenological study of the motivation barriers and enablers experienced by prisoners in terms of their participation in educational programs An exploratory study, building on current international literature and research, examining motivational barriers and motivational factors New Zealand prisoners experience when making choices regarding prison education programme participation. International research has posited several theories which contribute to understanding why prisoners do and do not regard education highly. This research is building on these understandings providing a unique, New Zealand prisoner insight. Qualitative interviews were conducted with 15 prisoners at the Spring Hill Corrections Facility in the Waikato region. Discussions showed prisoners experience several barriers preventing motivation to participate in prison education, these include, dispositional barriers, institutional barriers and situational barriers, self-stigma, fear of education, low self-esteem and self-efficacy towards learning activities. Extrinsic and intrinsic motivation factors were found to promote motivation, these included, avoiding boredom, gain a career post release and a desire to learn the content. Family/whanau proved to be a strong motivational factor for this cohort.

year: 2019

title: Patient journeys: Stories of mental health care from Tokanui to mental health services, 1930s to the 1980s

authors: Coleborne, Catharine

abstract: This chapter is concerned with finding out about mental health patients - taking this term at the outset - and exploring how their stories might be found in different places from 1912. It considers, then, the shifting identities of patients over time, as well as exploring issues around how historians might productively locate stories and narratives of mental illness, hospitalisation, recovery, and sometimes, cycles of these. Overall, it situates Tokanui patients in a wider framework for mental health histories in New Zealand and seeks to find their stories among the many accounts of mental illness. Where the previous chapter considered changing modalities for treatment, and told patient stories sensitively to capture this from the perspective of a practising psychiatrist, this chapter is written from the point of patients, but also mediated by the view of the historian. It therefore asks readers to think about the ways we tell stories of mental health, as much as about the stories themselves.

text: Patient journeys: Stories of mental health care from Tokanui to mental health services, 1930s to the 1980s This chapter is concerned with finding out about mental health patients - taking this term at the outset - and exploring how their stories might be found in different places from 1912. It considers, then, the shifting identities of patients over time, as well as exploring issues around how historians might productively locate stories and narratives of mental illness, hospitalisation, recovery, and sometimes, cycles of these. Overall, it situates Tokanui patients in a wider framework for mental health histories in New Zealand and seeks to find their stories among the many accounts of mental illness. Where the previous chapter considered changing modalities for treatment, and told patient stories sensitively to capture this from the perspective of a practising psychiatrist, this chapter is written from the point of patients, but also mediated by the view of the historian. It therefore asks readers to think about the ways we tell stories of mental health, as much as about the stories themselves.

year: 2012

title: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning

authors: Postlewaight, Gillian

abstract: Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

text: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

year: 2023-04-27