title: The challenges of culture to psychology and post-modern thinking

authors: Waldegrave, Charles

subjects: Maori

abstract: Someone at a workshop in the Waikato once said to us, “You know a Maori, if they want to, can always learn to be a psychologist, but a psychologist can’t learn to be a Maori”. Cultural knowledge may or may not be accompanied by social science knowledge. Cultural knowledge can stand on its own. Those who possess it, and choose to work in the institutions we are associated with, have gifts this country desperately needs. All our organisations require such people, and they need to be properly resourced, have employment security and control over their work. Their own work away from our organisations also requires adequate resourcing. They can heal their own in ways that we will never be able to. They will almost certainly offer the field rich alternative metaphors and meanings that can free us from the tired old medical, biological and social science ones. This also has implications for those in other branches of psychology, including research, experimental and industrial psychology. There is perhaps a unique opportunity for psychologists in this country of Aotearoa/New Zealand to recognise other ways of describing events, which will lead to creative practices and enable the health and welfare resources to get to those who most need them, on their own terms. It would also enable other people, other workers from other cultures to develop new paradigms, and new shifts in our field. This will not lead to the abandonment of social science, but it will enable that body of knowledge, to sit appropriately along side other realms of knowledge such as gender knowledge, and cultural knowledge, without dominating. A new experience for the social scientists, but I suspect a liberating one!

text: The challenges of culture to psychology and post-modern thinking Someone at a workshop in the Waikato once said to us, “You know a Maori, if they want to, can always learn to be a psychologist, but a psychologist can’t learn to be a Maori”. Cultural knowledge may or may not be accompanied by social science knowledge. Cultural knowledge can stand on its own. Those who possess it, and choose to work in the institutions we are associated with, have gifts this country desperately needs. All our organisations require such people, and they need to be properly resourced, have employment security and control over their work. Their own work away from our organisations also requires adequate resourcing. They can heal their own in ways that we will never be able to. They will almost certainly offer the field rich alternative metaphors and meanings that can free us from the tired old medical, biological and social science ones. This also has implications for those in other branches of psychology, including research, experimental and industrial psychology. There is perhaps a unique opportunity for psychologists in this country of Aotearoa/New Zealand to recognise other ways of describing events, which will lead to creative practices and enable the health and welfare resources to get to those who most need them, on their own terms. It would also enable other people, other workers from other cultures to develop new paradigms, and new shifts in our field. This will not lead to the abandonment of social science, but it will enable that body of knowledge, to sit appropriately along side other realms of knowledge such as gender knowledge, and cultural knowledge, without dominating. A new experience for the social scientists, but I suspect a liberating one!

year: 1993

title: The teaching and learning of te reo Māori in a higher education context: Intensive fast track immersion versus gradual progressive language exposure

authors: Nock, Sophie

subjects: grading of students

abstract: I report here on a comparison of the course grades of Bachelors degree students who are following two different pathways towards a major in te reo Māori - a traditional pathway in which language courses at different levels are spread over three or four years, and an intensive, fast-track, language immersion pathway in which courses in te reo Māori are concentrated into the first year of the degree programme. My findings are that, overall, in terms of course grades at level three, students following the intensive, fast-track, language-immersion pathway out-perform other students in te reo Māori course assessments. Thus, so far as course grades are concerned, many students appear to benefit from the fast track pathway. Whether course grades can be related to proficiency achievements and whether immediate gains are reflected in long-term gains is something that remains to be investigated.

text: The teaching and learning of te reo Māori in a higher education context: Intensive fast track immersion versus gradual progressive language exposure I report here on a comparison of the course grades of Bachelors degree students who are following two different pathways towards a major in te reo Māori - a traditional pathway in which language courses at different levels are spread over three or four years, and an intensive, fast-track, language immersion pathway in which courses in te reo Māori are concentrated into the first year of the degree programme. My findings are that, overall, in terms of course grades at level three, students following the intensive, fast-track, language-immersion pathway out-perform other students in te reo Māori course assessments. Thus, so far as course grades are concerned, many students appear to benefit from the fast track pathway. Whether course grades can be related to proficiency achievements and whether immediate gains are reflected in long-term gains is something that remains to be investigated.

year: 2006

title: Lakes water quality: Lake weed and pest animals

authors: Hon, Nick Smith

abstract: It is a pleasure to be invited to be part of this. The debate around fresh water in New Zealand has never been so strong and the delight in coming to Rotorua is that so many parts of New Zealand could learn from the experience here of pulling together a sciencebased collaborative approach for progress. Just listening to Professor David Hamilton's presentation, reinforcing how complex these fresh water issues are, signals the progress that has been achieved.

text: Lakes water quality: Lake weed and pest animals It is a pleasure to be invited to be part of this. The debate around fresh water in New Zealand has never been so strong and the delight in coming to Rotorua is that so many parts of New Zealand could learn from the experience here of pulling together a sciencebased collaborative approach for progress. Just listening to Professor David Hamilton's presentation, reinforcing how complex these fresh water issues are, signals the progress that has been achieved.

year: 2017