title: Call and response: Taika Waititi’s ‘Boy’

authors: Perrott, Lisa

subjects: Waititi's film

abstract: Lisa Perrott examines how the construction of Waititi's latest film might engender complex, nuanced responses from audiences.

text: Call and response: Taika Waititi’s ‘Boy’ Lisa Perrott examines how the construction of Waititi's latest film might engender complex, nuanced responses from audiences.

year: 2010

title: Raising Māori Student Achievement - Journeys of Success

authors: Kaumoana, Cadence

abstract: Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

text: Raising Māori Student Achievement - Journeys of Success Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

year: 2013

title: 'It's been a long hard fight for me': The Stolen Generations and Narratives of Poor Health in Australia 1883-2009

authors: Campbell, Lisa Vicki

subjects: Stolen Generations

abstract: Health, according to the World Health Organisation (WHO), can be defined as ‘a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.’  Using this definition of health, and others, as guiding principles, this thesis takes a thematic approach in order to demonstrate how nineteenth- and twentieth-century Australian government policies have influenced the health of Indigenous Australians today.  The four key themes investigated are alienation, mental illness, alcohol abuse, and crime.  By weaving the narratives taken from a number of published oral interviews, testimonies from Bringing Them Home: Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from their Families and Telling Our Story: A Report by the Aboriginal Legal Service of Western Australia (Inc) on the Removal of Aboriginal children from their families in Western Australia, and other edited collections, this thesis argues that from the perspective of numerous members of the Stolen Generations, the forcible removal of Aboriginal children and the subsequent feelings of alienation  produced by removal, have had significant and on-going implications for the current state of poor health within Aboriginal and Torres Strait Islander communities.

text: 'It's been a long hard fight for me': The Stolen Generations and Narratives of Poor Health in Australia 1883-2009 Health, according to the World Health Organisation (WHO), can be defined as ‘a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.’  Using this definition of health, and others, as guiding principles, this thesis takes a thematic approach in order to demonstrate how nineteenth- and twentieth-century Australian government policies have influenced the health of Indigenous Australians today.  The four key themes investigated are alienation, mental illness, alcohol abuse, and crime.  By weaving the narratives taken from a number of published oral interviews, testimonies from Bringing Them Home: Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from their Families and Telling Our Story: A Report by the Aboriginal Legal Service of Western Australia (Inc) on the Removal of Aboriginal children from their families in Western Australia, and other edited collections, this thesis argues that from the perspective of numerous members of the Stolen Generations, the forcible removal of Aboriginal children and the subsequent feelings of alienation  produced by removal, have had significant and on-going implications for the current state of poor health within Aboriginal and Torres Strait Islander communities.

year: 2012