title: Fighting the odds to make it even: Mapping an affordance ecosystem in a kindergarten community

authors: Clarkin-Phillips, Jeanette

subjects: early childhood education

abstract: This thesis is a case study of a kindergarten in one of the most deprived areas of Aotearoa New Zealand. Through the documentation of the stories of management, teachers and families, the thesis explores how the transformation of the kindergarten and a policy intervention have provided multiple opportunities and affordances for adults to realise their aspirations. Bourdieu’s logic of practice thinking tools and Bronfenbrenner’s ecological systems theory are intertwined to theorise about the contribution of macrosystem ideologies that position communities as vulnerable and frame up subsequent exosystem policy attempts to intervene. 

The concept of habitus is applied to explain how a commitment to social justice and an empowerment view of individuals and communities can afford conditions for the transformation of habitus. The thesis argues that the level of strength of an affordance is significant in the recognition and utilisation of opportunities and that early childhood teachers can be mesosystem agents in mediating affordances. Inherent in the thesis is the acknowledgment that early childhood services have the potential to contribute to positive life trajectories for adults as well as children, particularly for those in communities who have the odds stacked against them.

The thesis adds to the scholarship about habitus and its transforming features and contributes to a deeper understanding about the role of effective early years services as powerful intervention sites for adults. The unique combination of Bourdieu and Bronfenbrenner’s theories offers new insights about the individual/environment relationship and impacts on agency. The thesis outlines a range of policy implications for consideration with respect to communities who are poorly provided for due to dominant ideological discourses and reiterates the right of all individuals to realise their hopes and dreams.

text: Fighting the odds to make it even: Mapping an affordance ecosystem in a kindergarten community This thesis is a case study of a kindergarten in one of the most deprived areas of Aotearoa New Zealand. Through the documentation of the stories of management, teachers and families, the thesis explores how the transformation of the kindergarten and a policy intervention have provided multiple opportunities and affordances for adults to realise their aspirations. Bourdieu’s logic of practice thinking tools and Bronfenbrenner’s ecological systems theory are intertwined to theorise about the contribution of macrosystem ideologies that position communities as vulnerable and frame up subsequent exosystem policy attempts to intervene. 

The concept of habitus is applied to explain how a commitment to social justice and an empowerment view of individuals and communities can afford conditions for the transformation of habitus. The thesis argues that the level of strength of an affordance is significant in the recognition and utilisation of opportunities and that early childhood teachers can be mesosystem agents in mediating affordances. Inherent in the thesis is the acknowledgment that early childhood services have the potential to contribute to positive life trajectories for adults as well as children, particularly for those in communities who have the odds stacked against them.

The thesis adds to the scholarship about habitus and its transforming features and contributes to a deeper understanding about the role of effective early years services as powerful intervention sites for adults. The unique combination of Bourdieu and Bronfenbrenner’s theories offers new insights about the individual/environment relationship and impacts on agency. The thesis outlines a range of policy implications for consideration with respect to communities who are poorly provided for due to dominant ideological discourses and reiterates the right of all individuals to realise their hopes and dreams.

year: 2016

title: Defining and deploying the concept of 'precarious employment': Valuable idea or empirical fallacy?

authors: East, Dayna Erin

abstract: The definition.

We define precarious employment as work for remuneration that is deemed more-or-less precarious based on three indicators explicitly related to the regularity of the employment contract:

- the job can be terminated with little or no prior notice from the employer
- working hours and/or earnings are uncertain/irregular
- a contract for ongoing employment is non-existent.

Across different typologies and definitions, job insecurity is the core/essential element (or common denominator) of precarious employment.

Precarious employment, so defined, will be experienced differently by heterogeneous workers who possess different buffers against its insecurity.

Regardless of the subjective experience, workers can objectively be said to be (or not) in precarious employment.

text: Defining and deploying the concept of 'precarious employment': Valuable idea or empirical fallacy? The definition.

We define precarious employment as work for remuneration that is deemed more-or-less precarious based on three indicators explicitly related to the regularity of the employment contract:

- the job can be terminated with little or no prior notice from the employer
- working hours and/or earnings are uncertain/irregular
- a contract for ongoing employment is non-existent.

Across different typologies and definitions, job insecurity is the core/essential element (or common denominator) of precarious employment.

Precarious employment, so defined, will be experienced differently by heterogeneous workers who possess different buffers against its insecurity.

Regardless of the subjective experience, workers can objectively be said to be (or not) in precarious employment.

year: 2025

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