title: How Maori have been affected through the notion and practice of schooling: A theoretical analysis

authors: Williamson, Laurie Thomas

abstract: Education has always been associated according to the public with a necessary function to equip individuals to fit into society when they reach adulthood. The fact that it functions with efficiency is attributed in part to the implementation of social norms, which "impose uniformity of behaviour" (Young 2006, p. 1).

This thesis delves into how Maori have been positioned under a mainstream schooling discourse which has put them at a disadvantage since the implementation of a discourse requires the subjugation of those who are not the majority power holders to assimilate into someone else's discourse. The effect of assimilation into a mainstream discourse has political implications for Maori, as schools are the gateway towards social stratification. This thesis will look at the historical and developmental concept of schooling within a western context, moving towards the development of formal schooling in New Zealand and also look at the sociological and political impact of schooling upon Maori students.

I will also differentiate between the terms schooling and education to suggest Maori forms of educational discourse has been marginalised in favour of assimilation into a supposedly equitable rigid, formal system of schooling. I will illustrate the broader concept of education that takes place outside of schools formal boundaries as a way to contrast the level of control and regulation the government initiates within the formal schooling environment. I will also look at the way schools have been used from its colonial beginnings in New Zealand as a way to civilise or impose one cultural practice on another as a way of breaking down uncivilised beliefs and traditions.

text: How Maori have been affected through the notion and practice of schooling: A theoretical analysis Education has always been associated according to the public with a necessary function to equip individuals to fit into society when they reach adulthood. The fact that it functions with efficiency is attributed in part to the implementation of social norms, which "impose uniformity of behaviour" (Young 2006, p. 1).

This thesis delves into how Maori have been positioned under a mainstream schooling discourse which has put them at a disadvantage since the implementation of a discourse requires the subjugation of those who are not the majority power holders to assimilate into someone else's discourse. The effect of assimilation into a mainstream discourse has political implications for Maori, as schools are the gateway towards social stratification. This thesis will look at the historical and developmental concept of schooling within a western context, moving towards the development of formal schooling in New Zealand and also look at the sociological and political impact of schooling upon Maori students.

I will also differentiate between the terms schooling and education to suggest Maori forms of educational discourse has been marginalised in favour of assimilation into a supposedly equitable rigid, formal system of schooling. I will illustrate the broader concept of education that takes place outside of schools formal boundaries as a way to contrast the level of control and regulation the government initiates within the formal schooling environment. I will also look at the way schools have been used from its colonial beginnings in New Zealand as a way to civilise or impose one cultural practice on another as a way of breaking down uncivilised beliefs and traditions.

year: 2012

title: Te Pae Mahutonga and the measurement of community capital in regional Aotearoa New Zealand

authors: Ryks, John

abstract: Regionally, iwi and hapū have limited influence over structural changes such as population decline, proximity to labour markets and ageing, and to some extent economic cycles. However, there is still considerable value in thinking about how relevant indicators might point to the regeneration and overall well-being of Māori communities. In this paper we present an exploratory framework that links Durie’s Te Pae Mahutonga model of Māori well-being to the measurement of community capital. We use Te Pae Mahutonga as the basis for developing a number of key indicators for understanding Māori well-being in the regions and apply the framework and indicators to three regional settlements in Aotearoa New Zealand: Pōkeno, Huntly and Ōpōtiki.

text: Te Pae Mahutonga and the measurement of community capital in regional Aotearoa New Zealand Regionally, iwi and hapū have limited influence over structural changes such as population decline, proximity to labour markets and ageing, and to some extent economic cycles. However, there is still considerable value in thinking about how relevant indicators might point to the regeneration and overall well-being of Māori communities. In this paper we present an exploratory framework that links Durie’s Te Pae Mahutonga model of Māori well-being to the measurement of community capital. We use Te Pae Mahutonga as the basis for developing a number of key indicators for understanding Māori well-being in the regions and apply the framework and indicators to three regional settlements in Aotearoa New Zealand: Pōkeno, Huntly and Ōpōtiki.

year: 2018

title: Adoption of innovative e-learning support for teaching: A multiple case study at the University of Waikato

authors: Johnson, E. Marcia

subjects: University of Waikato

abstract: In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting elearning as a way to engage and motivate students. This paper reports on the first year of a two-year (2009-2010) qualitative multiple case study research project in New Zealand. Using perspectives from activity theory and the scholarship of teaching, the research has the overall goal of documenting, developing, and disseminating effective and innovative practice in which e-learning plays an important role in tertiary teaching. A “snapshot” of each of the four 2009 cases and focused findings within and across cases are provided. This is followed by an overall discussion of the context, “within” and “across” case themes, and implications of the research.

text: Adoption of innovative e-learning support for teaching: A multiple case study at the University of Waikato In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting elearning as a way to engage and motivate students. This paper reports on the first year of a two-year (2009-2010) qualitative multiple case study research project in New Zealand. Using perspectives from activity theory and the scholarship of teaching, the research has the overall goal of documenting, developing, and disseminating effective and innovative practice in which e-learning plays an important role in tertiary teaching. A “snapshot” of each of the four 2009 cases and focused findings within and across cases are provided. This is followed by an overall discussion of the context, “within” and “across” case themes, and implications of the research.

year: 2011