title: Ko Te Ika-a-Māui rānei?

authors: Takurua, Nātana

abstract: Tēnei au te noho nei me te kōroiroi o whakaaro i roto i a Hinengaro. He aha rā te take kāore i mau mai ai ngā ingoa Māori tūturu, whai mana nei i te taenga mai o te Pākehā ki Aotearoa nei? Nā wai i kī ka hurihia ngā ingoa kua tapaina noatia e ngā mātua tīpuna kia noho ko te North me te South
Island?

text: Ko Te Ika-a-Māui rānei? Tēnei au te noho nei me te kōroiroi o whakaaro i roto i a Hinengaro. He aha rā te take kāore i mau mai ai ngā ingoa Māori tūturu, whai mana nei i te taenga mai o te Pākehā ki Aotearoa nei? Nā wai i kī ka hurihia ngā ingoa kua tapaina noatia e ngā mātua tīpuna kia noho ko te North me te South
Island?

year: 2009

title: Brown bodies, white coats: Postcolonialism, Māori women, and science

authors: McKinley, Elizabeth

abstract: This project investigates the historical construction of 'Māori woman' and the constitution of the subjectivities of Maori women scientists today. The central question that is raised by the thesis is 'Do discourses of 'race' and gender found in Enlightenment science at the time of Aotearoa New Zealand's colonization continue to affect the contemporary subjectivity of Māori women scientists, and if so, how?' I have used literary historical techniques and feminist narrative interviews to collect the research data. Deconstruction, and its technique of 'double reading', has been applied through out the thesis to both the literary historical texts (imperial archives) and the transcripts of the interviews. I have argued that a poststructuralist view of the 'splitting the subject' to enable multiple positions must be read alongside the postcolonial view of a contemporary 'colonized subject' of an already 'split' subjectivity. 
This thesis is divided into two sections. Section A investigates Māori women as the objects of science. I argue that in Aotearoa New Zealand journeys of discovery and colonization were also scientific journeys that brought 'Māori woman' under the intellectual control of the emerging 'scientific' academy. At the same time, drawing on the 'imperial archives', I show that stereotypical signifiers are incorporated within scientific discourses and shape the fictions that these texts represent. In Section B I draw on open-ended interviews with 16 Māori women scientists who were asked to discuss their identity in relation to their schooling and workplaces. I explore the conditions by which the subject 'Māori women scientist' emerges and how the Maori women experience these conditions in relation to how they see themselves. I conclude by arguing that the identity of 'Māori woman scientist' appears to be 'impossible fiction' due to the fragmented nature of the sign - 'Māori, 'woman' and 'scientist' - that can be 'traced' to the historical construction of the signs.

text: Brown bodies, white coats: Postcolonialism, Māori women, and science This project investigates the historical construction of 'Māori woman' and the constitution of the subjectivities of Maori women scientists today. The central question that is raised by the thesis is 'Do discourses of 'race' and gender found in Enlightenment science at the time of Aotearoa New Zealand's colonization continue to affect the contemporary subjectivity of Māori women scientists, and if so, how?' I have used literary historical techniques and feminist narrative interviews to collect the research data. Deconstruction, and its technique of 'double reading', has been applied through out the thesis to both the literary historical texts (imperial archives) and the transcripts of the interviews. I have argued that a poststructuralist view of the 'splitting the subject' to enable multiple positions must be read alongside the postcolonial view of a contemporary 'colonized subject' of an already 'split' subjectivity. 
This thesis is divided into two sections. Section A investigates Māori women as the objects of science. I argue that in Aotearoa New Zealand journeys of discovery and colonization were also scientific journeys that brought 'Māori woman' under the intellectual control of the emerging 'scientific' academy. At the same time, drawing on the 'imperial archives', I show that stereotypical signifiers are incorporated within scientific discourses and shape the fictions that these texts represent. In Section B I draw on open-ended interviews with 16 Māori women scientists who were asked to discuss their identity in relation to their schooling and workplaces. I explore the conditions by which the subject 'Māori women scientist' emerges and how the Maori women experience these conditions in relation to how they see themselves. I conclude by arguing that the identity of 'Māori woman scientist' appears to be 'impossible fiction' due to the fragmented nature of the sign - 'Māori, 'woman' and 'scientist' - that can be 'traced' to the historical construction of the signs.

year: 2003

title: Leadership Activities and Behaviours that Enable Classroom Teachers

authors: Al-Abbas, Abdullah Adlan

subjects: Leadership Behaviours

abstract: Leadership has a well researched and significant influence on the quality of school organisation and student learning. Much of the research has centred on educational leadership theory and the opinions and perspectives of serving principals. In Saudi Arabia there is little research that considers the leadership needs of schools from teacher perspectives. This project investigates the most influential and important leadership behaviours and activities displayed by principals that enable and support classroom teachers. The research is undertaken from the perspective of classroom teachers to ascertain their views regarding these enabling behaviours. It explores ways in which various leadership behaviours could influence the quality of classroom teaching and learning, and support the work of classroom teachers. The report includes a literature review that contributes to building a local literature base for Saudi Arabia, focusing on quality school leadership.

text: Leadership Activities and Behaviours that Enable Classroom Teachers Leadership has a well researched and significant influence on the quality of school organisation and student learning. Much of the research has centred on educational leadership theory and the opinions and perspectives of serving principals. In Saudi Arabia there is little research that considers the leadership needs of schools from teacher perspectives. This project investigates the most influential and important leadership behaviours and activities displayed by principals that enable and support classroom teachers. The research is undertaken from the perspective of classroom teachers to ascertain their views regarding these enabling behaviours. It explores ways in which various leadership behaviours could influence the quality of classroom teaching and learning, and support the work of classroom teachers. The report includes a literature review that contributes to building a local literature base for Saudi Arabia, focusing on quality school leadership.

year: 2010