title: William Grey Nicholls and Rihitoto Mataia

authors: Hart, Philip

abstract: The son of a Pakeha Maori, Nicholls had an illustrious ancestry on his mother’s side, and his wife Rihitoto Mataia also had a distinguished whakapapa. From the 1870s Nicholls farmed in Ohinemuri, and as a licensed interpreter played an important role in land transactions at the same time as he was becoming prominent in the Pakeha community. For over 30 years he invested in mining, starting at Te Aroha in 1880. He also invested in a variety of other enterprises, becoming prosperous through these investments, his farming, and in particular by acquiring and selling land. Over a 40-year period, Nicholls conducted many cases in the land court, and assisted Pakeha to acquire Maori land, and also acquired a considerable amount of land for himself and Rihitoto, who inherited many blocks from her father (but had to pay off his massive debts).
         Whereas Rihitoto was a prominent leader in the Maori community of Hauraki, Nicholls had the same role in Pakeha society. Active in a variety of initiatives to benefit the Ohinemuri community, he was a popular member and chairman of the Ohinemuri County Council, and late in life was elevated to the Legislative Council. Reputedly he assisted Maori in various ways, but clearly he identified rather more with his Pakeha ancestry. His career was a remarkably successful one, and his wife was also successful in maximizing the benefits that could be derived from her ancestry.

text: William Grey Nicholls and Rihitoto Mataia The son of a Pakeha Maori, Nicholls had an illustrious ancestry on his mother’s side, and his wife Rihitoto Mataia also had a distinguished whakapapa. From the 1870s Nicholls farmed in Ohinemuri, and as a licensed interpreter played an important role in land transactions at the same time as he was becoming prominent in the Pakeha community. For over 30 years he invested in mining, starting at Te Aroha in 1880. He also invested in a variety of other enterprises, becoming prosperous through these investments, his farming, and in particular by acquiring and selling land. Over a 40-year period, Nicholls conducted many cases in the land court, and assisted Pakeha to acquire Maori land, and also acquired a considerable amount of land for himself and Rihitoto, who inherited many blocks from her father (but had to pay off his massive debts).
         Whereas Rihitoto was a prominent leader in the Maori community of Hauraki, Nicholls had the same role in Pakeha society. Active in a variety of initiatives to benefit the Ohinemuri community, he was a popular member and chairman of the Ohinemuri County Council, and late in life was elevated to the Legislative Council. Reputedly he assisted Maori in various ways, but clearly he identified rather more with his Pakeha ancestry. His career was a remarkably successful one, and his wife was also successful in maximizing the benefits that could be derived from her ancestry.

year: 2016

title: Māori education as justice and reckoning

authors: Hemi, Keakaokawai Varner

abstract: Hypothetical musings on what constitutes justice have been taking place at least since the ancient Greek philosopher Plato recorded the above debate between Socrates and Cephalus in Republic circa 380 BCE. Modem philosophical notions of justice have also often been heady stuff relying on heuristic "device[ s] of representation"², "thick and thin"³ theories and other abstract conceptions to untangle real-world inequalities. In comparison, current questions of access to justice are earthy, grunty and real. Increasingly vociferous access to justice claims cite the actual injustice-laden histories of particular groups, speak in terms of harm already inflicted and call for reparative, restorative or healing justice. Indigenous peoples, African-Americans and other disenfranchised, excluded and oppressed groups quote dates, casualty numbers and the legislative section or treaty responsible. For many indigenous people, any single incident is always just one among many in the collective memory; there are always more dates, cases,⁴ facts and figures in the "litany of injustices"⁵ which evidence denial of justice. Gritty statistics in one area of well-being flow into another and over generations. This is justice in the trenches, a place where numbers and statistics are what they are.

text: Māori education as justice and reckoning Hypothetical musings on what constitutes justice have been taking place at least since the ancient Greek philosopher Plato recorded the above debate between Socrates and Cephalus in Republic circa 380 BCE. Modem philosophical notions of justice have also often been heady stuff relying on heuristic "device[ s] of representation"², "thick and thin"³ theories and other abstract conceptions to untangle real-world inequalities. In comparison, current questions of access to justice are earthy, grunty and real. Increasingly vociferous access to justice claims cite the actual injustice-laden histories of particular groups, speak in terms of harm already inflicted and call for reparative, restorative or healing justice. Indigenous peoples, African-Americans and other disenfranchised, excluded and oppressed groups quote dates, casualty numbers and the legislative section or treaty responsible. For many indigenous people, any single incident is always just one among many in the collective memory; there are always more dates, cases,⁴ facts and figures in the "litany of injustices"⁵ which evidence denial of justice. Gritty statistics in one area of well-being flow into another and over generations. This is justice in the trenches, a place where numbers and statistics are what they are.

year: 2017

title: What gets in the way? A new conceptual model for the trajectory from teacher professional development to impact

authors: McChesney, Katrina

subjects: Social Sciences

abstract: Although school and education system leaders can mandate teachers’ participation in professional development activities, various school-related, teacher-related and student-related factors influence the degree to which professional development opportunities ultimately result in the desired teaching and learning impacts. This study examined teachers’ perceptions of the factors that influenced the impacts of a range of professional development activities in which they had participated. Constructivist grounded theory analysis of qualitative data provided by 131 teachers (reflecting 15 nationalities) led to the development of a new conceptual model for the trajectory from teacher professional development activities to student impacts. The model involved five stages: intended professional development, received professional development, accepted professional development, applied professional development and student impacts. Various barriers influenced whether professional development was able to progress to each successive stage; the current data provided particular insight into the structural barriers that determined whether intended professional development was actually received by teachers and the acceptance barriers that determined whether received professional development was actually accepted by teachers. The new model extends existing frameworks by highlighting the importance of contextual influences on teacher professional development and providing further specificity regarding some of the gatekeeping factors that influence the outcomes of teacher professional development.

text: What gets in the way? A new conceptual model for the trajectory from teacher professional development to impact Although school and education system leaders can mandate teachers’ participation in professional development activities, various school-related, teacher-related and student-related factors influence the degree to which professional development opportunities ultimately result in the desired teaching and learning impacts. This study examined teachers’ perceptions of the factors that influenced the impacts of a range of professional development activities in which they had participated. Constructivist grounded theory analysis of qualitative data provided by 131 teachers (reflecting 15 nationalities) led to the development of a new conceptual model for the trajectory from teacher professional development activities to student impacts. The model involved five stages: intended professional development, received professional development, accepted professional development, applied professional development and student impacts. Various barriers influenced whether professional development was able to progress to each successive stage; the current data provided particular insight into the structural barriers that determined whether intended professional development was actually received by teachers and the acceptance barriers that determined whether received professional development was actually accepted by teachers. The new model extends existing frameworks by highlighting the importance of contextual influences on teacher professional development and providing further specificity regarding some of the gatekeeping factors that influence the outcomes of teacher professional development.

year: 2019