title: Educational leadership and Māori communities’ involvement in their children’s schooling

authors: McMillan, Hoana

subjects: Educational leadership

abstract: The leadership of state primary schools in New Zealand is made up of Board of Trustees (BoT) members and the principal who together, play an important role in addressing take Māori – Māori issues, to enable better outcomes for Māori achievement and empowering relationships with Māori communities.  However not all schools have met their professional responsibilities to provide a learning environment that promotes the success of their Māori students (Education Review Office, 2010) therefore an important question for Māori communities to contemplate is whether they need to take up a more active role in ensuring accountability from these parties, as well as actively contributing to efforts to ensure better outcomes for their children.
The case studies presented in this thesis examine two successful mainstream primary schools identified as doing well in terms of Māori achievement and empowering relationships with their Māori communities.  It explores the knowledge of Māori Board of Trustees Members (MBTMS) and also their perceptions of what Māori communities know regarding school leadership and policies and procedures relating to Māori achievement and Māori communities.  It also explores the knowledge of their school leadership in terms of leadership that works well with Māori communities, and how Māori communities might work alongside school leadership effectively.  The case studies were conducted in a kaupapa Māori framework where the collection and analysis of qualitative data included school documents, observations of Boards of Trustees (BoT) meetings, information about professional development relating to Māori achievement and or Māori communities, and semi-structured interviews with the MBTMS and principals.
The literature review highlighted the relationship between the role of principals and their knowledge of Māori perspectives toward meeting outcomes for Māori achievement and empowering relationships with Māori communities. It also highlighted the role of the BoT and the implications of ethnicity and of legislation toward meeting these outcomes.  Lastly it highlighted the evolution of whānau roles within education, and the ability of whānau to challenge school leadership towards meeting these outcomes.
The findings from the case studies indicate that the knowledge of MBTMS with regards to the roles of school leadership and policies and procedures relating to Māori achievement and Māori communities were consistent with the structure of partnerships within their school leadership.  The knowledge of school leadership across the case studies regarding leadership that works well with Māori communities is consistent with traditional whānau roles within education where there is emphasis on the well-being of Māori, creating the following conditions of school culture and climate within their schools – Whakamana Tangata – Acknowledging People, Whakamana Whānau – Acknowledging Family, Whakamana Tikanga, Acknowledging Protocol, Whakamana Reo – Acknowledging Language, Matauranga Māori – Knowledge of Māori worldviews, Pono – Trust, and Manaaki – Care.
The study suggests further research examining what Māori community members, beyond MTBMS, know about the role of school leadership and of policies and procedures relating to Māori achievement and Māori communities, and how Māori communities might envisage working alongside school leadership.  However, this study does offer a useful point of reflection and discussion for school leadership interested in improving their practice toward better outcomes for Māori.

text: Educational leadership and Māori communities’ involvement in their children’s schooling The leadership of state primary schools in New Zealand is made up of Board of Trustees (BoT) members and the principal who together, play an important role in addressing take Māori – Māori issues, to enable better outcomes for Māori achievement and empowering relationships with Māori communities.  However not all schools have met their professional responsibilities to provide a learning environment that promotes the success of their Māori students (Education Review Office, 2010) therefore an important question for Māori communities to contemplate is whether they need to take up a more active role in ensuring accountability from these parties, as well as actively contributing to efforts to ensure better outcomes for their children.
The case studies presented in this thesis examine two successful mainstream primary schools identified as doing well in terms of Māori achievement and empowering relationships with their Māori communities.  It explores the knowledge of Māori Board of Trustees Members (MBTMS) and also their perceptions of what Māori communities know regarding school leadership and policies and procedures relating to Māori achievement and Māori communities.  It also explores the knowledge of their school leadership in terms of leadership that works well with Māori communities, and how Māori communities might work alongside school leadership effectively.  The case studies were conducted in a kaupapa Māori framework where the collection and analysis of qualitative data included school documents, observations of Boards of Trustees (BoT) meetings, information about professional development relating to Māori achievement and or Māori communities, and semi-structured interviews with the MBTMS and principals.
The literature review highlighted the relationship between the role of principals and their knowledge of Māori perspectives toward meeting outcomes for Māori achievement and empowering relationships with Māori communities. It also highlighted the role of the BoT and the implications of ethnicity and of legislation toward meeting these outcomes.  Lastly it highlighted the evolution of whānau roles within education, and the ability of whānau to challenge school leadership towards meeting these outcomes.
The findings from the case studies indicate that the knowledge of MBTMS with regards to the roles of school leadership and policies and procedures relating to Māori achievement and Māori communities were consistent with the structure of partnerships within their school leadership.  The knowledge of school leadership across the case studies regarding leadership that works well with Māori communities is consistent with traditional whānau roles within education where there is emphasis on the well-being of Māori, creating the following conditions of school culture and climate within their schools – Whakamana Tangata – Acknowledging People, Whakamana Whānau – Acknowledging Family, Whakamana Tikanga, Acknowledging Protocol, Whakamana Reo – Acknowledging Language, Matauranga Māori – Knowledge of Māori worldviews, Pono – Trust, and Manaaki – Care.
The study suggests further research examining what Māori community members, beyond MTBMS, know about the role of school leadership and of policies and procedures relating to Māori achievement and Māori communities, and how Māori communities might envisage working alongside school leadership.  However, this study does offer a useful point of reflection and discussion for school leadership interested in improving their practice toward better outcomes for Māori.

year: 2012

title: Culture and climate change: A study of future-proofing Māori tourism businesses

authors: Tawhai, Crystal Candace

subjects: culture

abstract: This thesis explores how prepared Māori tourism businesses are to adapt to climate change and how Māori values may influence the business's perception of responses to climate change. As climate impacts are growing in New Zealand, as a result of increasing extreme weather events, how can Māori tourism businesses protect their taonga (resources)? Taonga in the context of this study includes Māori values, lands, seas and their businesses. Furthermore, the literature indicates that Māori tourism significantly contributes to the economic, social and cultural wellbeing for Māori and wider New Zealand (NZ Māori Tourism, 2018). 
At a specific level, the study focuses on three Māori tourism businesses. Two of the businesses are North Island-based whānau-owned enterprises, one on Kāpiti Island and the other in Napier. The third is a hapū-owned business located in Kaikoura in the South Island. Drawing on kaupapa Māori frameworks built on Māori struggles for tino rangatiratanga and mana motuhake (self-determination), the study adheres to kaupapa Māori principles of carrying out research by Māori to benefit Māori. The primary data for the study was collected through semi-structured interviews with each of the businesses, taking care to ensure the cultural safety of the participants and using appropriate tikanga (protocol) in each interview. 

The findings of the study show that Māori tourism businesses are adapting to environmental changes but are unsure about the pace of climate change. The uncertainties are due to a lack of access to information and competing priorities within their businesses. The research also shows how decisions made by local government as well as business perceptions of local and central government institutions negatively impacts on the ability of businesses to adapt to climate change. While there were differences in the businesses’ treatment of science and scientific information, all of them prioritised Māori cultural values. Significantly, these values underpin all the activities of the businesses, including, environmental enhancement and protection. An emphasis on Māori values in facilitated partnerships between tourism businesses, government bodies, and other community stakeholders on co-designing climate change adaptation strategies can help the tourism sector to prepare for a changing climate.

text: Culture and climate change: A study of future-proofing Māori tourism businesses This thesis explores how prepared Māori tourism businesses are to adapt to climate change and how Māori values may influence the business's perception of responses to climate change. As climate impacts are growing in New Zealand, as a result of increasing extreme weather events, how can Māori tourism businesses protect their taonga (resources)? Taonga in the context of this study includes Māori values, lands, seas and their businesses. Furthermore, the literature indicates that Māori tourism significantly contributes to the economic, social and cultural wellbeing for Māori and wider New Zealand (NZ Māori Tourism, 2018). 
At a specific level, the study focuses on three Māori tourism businesses. Two of the businesses are North Island-based whānau-owned enterprises, one on Kāpiti Island and the other in Napier. The third is a hapū-owned business located in Kaikoura in the South Island. Drawing on kaupapa Māori frameworks built on Māori struggles for tino rangatiratanga and mana motuhake (self-determination), the study adheres to kaupapa Māori principles of carrying out research by Māori to benefit Māori. The primary data for the study was collected through semi-structured interviews with each of the businesses, taking care to ensure the cultural safety of the participants and using appropriate tikanga (protocol) in each interview. 

The findings of the study show that Māori tourism businesses are adapting to environmental changes but are unsure about the pace of climate change. The uncertainties are due to a lack of access to information and competing priorities within their businesses. The research also shows how decisions made by local government as well as business perceptions of local and central government institutions negatively impacts on the ability of businesses to adapt to climate change. While there were differences in the businesses’ treatment of science and scientific information, all of them prioritised Māori cultural values. Significantly, these values underpin all the activities of the businesses, including, environmental enhancement and protection. An emphasis on Māori values in facilitated partnerships between tourism businesses, government bodies, and other community stakeholders on co-designing climate change adaptation strategies can help the tourism sector to prepare for a changing climate.

year: 2020

title: Women, sport and the media: A complex terrain

authors: Bruce, Toni

subjects: women

abstract: In this chapter I examine coverage of women’s sport, exposing the ways in which the sports media can simultaneously challenge and reinforce dominant assumptions that sport is primarily a male domain. I first summarize the extensive research that shows how the ‘everyday’ sporting activities of female athletes are trivialised and ignored by mediasport, before turning to a discussion of the times and places when female athletes visibly enter into public consciousness. Finally, I present examples from two case studies; one which disrupts and one which supports traditional ways of understanding gender.

text: Women, sport and the media: A complex terrain In this chapter I examine coverage of women’s sport, exposing the ways in which the sports media can simultaneously challenge and reinforce dominant assumptions that sport is primarily a male domain. I first summarize the extensive research that shows how the ‘everyday’ sporting activities of female athletes are trivialised and ignored by mediasport, before turning to a discussion of the times and places when female athletes visibly enter into public consciousness. Finally, I present examples from two case studies; one which disrupts and one which supports traditional ways of understanding gender.

year: 2008