title: Through the eyes of whānau: Destruction of cultural identity through education

authors: Ngaamo, Raewyn Brenda

subjects: Māori

abstract: This thesis examines how the schooling experiences of a dual cultural heritage whānau influenced the development of their identity, their language and culture across three generations. Koro, Tuakana, Teina and Moko share their experiences with us and through these stories reveal how they were forced through the colonising beliefs and practices of schooling to reshape themselves in a bid to belong. The compromise and abuse of cultural identity in wider society, replicated and validated in schooling, created a vicious and dehumanising experience for each of them. School was a major site of assimilation for this whānau. They experienced racism, rejection, low expectations and cultural disconnection across the three generations. They suffered particularly as dual heritage children who experienced rejection and racial micro aggressions from both Pākehā and Māori alike. Instead of education being a means to realise their potential and to achieve success it was actually the vehicle for the destruction of their cultural identity.

text: Through the eyes of whānau: Destruction of cultural identity through education This thesis examines how the schooling experiences of a dual cultural heritage whānau influenced the development of their identity, their language and culture across three generations. Koro, Tuakana, Teina and Moko share their experiences with us and through these stories reveal how they were forced through the colonising beliefs and practices of schooling to reshape themselves in a bid to belong. The compromise and abuse of cultural identity in wider society, replicated and validated in schooling, created a vicious and dehumanising experience for each of them. School was a major site of assimilation for this whānau. They experienced racism, rejection, low expectations and cultural disconnection across the three generations. They suffered particularly as dual heritage children who experienced rejection and racial micro aggressions from both Pākehā and Māori alike. Instead of education being a means to realise their potential and to achieve success it was actually the vehicle for the destruction of their cultural identity.

year: 2019

title: Breaking barriers and empowering perspectives: Centering women's voices in the mongrel mob wāhine toa

authors: Arnold, Annaliese

subjects: gang research

abstract: Gang communities in Aotearoa New Zealand have traditionally been sites of masculinity where specific forms of 'maleness' - including resistance to authority, antisocial behaviour, and expressions of violence - are embraced, expressed, and enforced through various internal cultural norms and reactions to the outside world. The dominant narrative that informs public perceptions of New Zealand gangs is often centered on crime, poverty, and Indigeneity. Much less is known about the role of women in these communities, particularly as their voices have only recently emerged from one of the largest gang chapters in the country. This research, conducted in close collaboration with wāhine within the Mongrel Mob Kingdom's first female-only chapter, Mongrel Mob Wāhine Toa, uses a participatory action research approach with photovoice methodology. Drawing on the personal narratives of six wāhine, this study aims to better understand their perspectives and experiences of contributing to a fledgling movement that privileges women within a predominantly male-centered gang environment. Photovoice is used alongside semi-structured interviews to provide depth and breadth to the data, allowing the wāhine to visually and verbally express their experiences and perspectives. Themes include navigating marginality, empowerment, and resistance. The long-range goal of this work is to inform context-sensitive policies and interventions for wāhine in gangs in Aotearoa. By foregrounding the perspective of wāhine, this study contributes to breaking down barriers and reshaping discourses around women in gangs, with implications for well-being and empowerment.

text: Breaking barriers and empowering perspectives: Centering women's voices in the mongrel mob wāhine toa Gang communities in Aotearoa New Zealand have traditionally been sites of masculinity where specific forms of 'maleness' - including resistance to authority, antisocial behaviour, and expressions of violence - are embraced, expressed, and enforced through various internal cultural norms and reactions to the outside world. The dominant narrative that informs public perceptions of New Zealand gangs is often centered on crime, poverty, and Indigeneity. Much less is known about the role of women in these communities, particularly as their voices have only recently emerged from one of the largest gang chapters in the country. This research, conducted in close collaboration with wāhine within the Mongrel Mob Kingdom's first female-only chapter, Mongrel Mob Wāhine Toa, uses a participatory action research approach with photovoice methodology. Drawing on the personal narratives of six wāhine, this study aims to better understand their perspectives and experiences of contributing to a fledgling movement that privileges women within a predominantly male-centered gang environment. Photovoice is used alongside semi-structured interviews to provide depth and breadth to the data, allowing the wāhine to visually and verbally express their experiences and perspectives. Themes include navigating marginality, empowerment, and resistance. The long-range goal of this work is to inform context-sensitive policies and interventions for wāhine in gangs in Aotearoa. By foregrounding the perspective of wāhine, this study contributes to breaking down barriers and reshaping discourses around women in gangs, with implications for well-being and empowerment.

year: 2025

title: New Zealand financial management reform: organizational changes in secondary schools focusing on structure, resourcing, budgeting, and reporting

authors: Isa, Shami Bin Mohammed

abstract: School reform associated with Tomorrow’s Schools was ostensibly mobilised to engender various changes, the major ones being changes in financial management and accounting practices in schools. The reform sought, on the face of it, to give greater autonomy to the local administrators and, at the same time, impose on them a much wider accountability network. Its apparent mission was the inculcation of a culture of ‘economic efficiency’ and an associated traditional financial accounting measurement culture: forces seemingly alien to schools.

This study attempts to provide an insight into changes in the above practices engendered by the reforms - in particular, financial and accounting related changes associated with structure, resourcing, budgeting and reporting. It seeks to explore the changes and responses from case studies in four schools in the Waikato region. The case studies are supported by a questionnaire survey, the aim of which is to gain some preliminary insights for the subsequent, more in-depth case studies. In interpreting such empirical data, I discuss and analyse the various changes and the impacts (or issues) arising from the reform.

The thesis is consistent with a naturalistic and interpretive perspective which provides the basis for the description of the responses to the changes in the four technologies. It also pursues themes and raises questions consistent with critical theoretical analysis of organizational change.

Among the findings were the different impacts of the reform upon the schools, which arose mainly from the differences in their socio-economic backgrounds. There were also several similarities, for example, while the changes did have a significant impact upon the various structures and practices in the schools studied, many of the changes were absorbed by a small group consisting mainly of the administrative group, leaving the teachers to carry on undisturbed.

Finally, I also discuss the implications of the reform upon the future of the schools in terms of economic, social and cultural issues and their possible impacts upon the educational objectives.

text: New Zealand financial management reform: organizational changes in secondary schools focusing on structure, resourcing, budgeting, and reporting School reform associated with Tomorrow’s Schools was ostensibly mobilised to engender various changes, the major ones being changes in financial management and accounting practices in schools. The reform sought, on the face of it, to give greater autonomy to the local administrators and, at the same time, impose on them a much wider accountability network. Its apparent mission was the inculcation of a culture of ‘economic efficiency’ and an associated traditional financial accounting measurement culture: forces seemingly alien to schools.

This study attempts to provide an insight into changes in the above practices engendered by the reforms - in particular, financial and accounting related changes associated with structure, resourcing, budgeting and reporting. It seeks to explore the changes and responses from case studies in four schools in the Waikato region. The case studies are supported by a questionnaire survey, the aim of which is to gain some preliminary insights for the subsequent, more in-depth case studies. In interpreting such empirical data, I discuss and analyse the various changes and the impacts (or issues) arising from the reform.

The thesis is consistent with a naturalistic and interpretive perspective which provides the basis for the description of the responses to the changes in the four technologies. It also pursues themes and raises questions consistent with critical theoretical analysis of organizational change.

Among the findings were the different impacts of the reform upon the schools, which arose mainly from the differences in their socio-economic backgrounds. There were also several similarities, for example, while the changes did have a significant impact upon the various structures and practices in the schools studied, many of the changes were absorbed by a small group consisting mainly of the administrative group, leaving the teachers to carry on undisturbed.

Finally, I also discuss the implications of the reform upon the future of the schools in terms of economic, social and cultural issues and their possible impacts upon the educational objectives.

year: 1998