title: From mainstream to manaaki: Indigenising our approach to immigration

authors: Kukutai, Tahu

abstract: In recent years, discontent with migration and migrants in the wealthy global north has manifested in disturbing ways: cue Brexit, xenophobia, border paranoia, far-right nationalism and its bedfellow white supremacy. On the surface, Aotearoa New Zealand appears to have escaped the uglier aspects of this nativism. Despite the grumblings of the New Zealand First Party, no serious popular or political anti-immigration movement has appeared, and racially motivated attacks against migrants are relatively rare. This is despite the fact that Aotearoa has a much higher relative foreign-born population share than the United States or United Kingdom,1 and ‘superdiverse’ Auckland – which comprises at least 40 per cent migrants – now has the ignominious claim to being the fourthleast affordable city in the world, far outstripping London and New York.

text: From mainstream to manaaki: Indigenising our approach to immigration In recent years, discontent with migration and migrants in the wealthy global north has manifested in disturbing ways: cue Brexit, xenophobia, border paranoia, far-right nationalism and its bedfellow white supremacy. On the surface, Aotearoa New Zealand appears to have escaped the uglier aspects of this nativism. Despite the grumblings of the New Zealand First Party, no serious popular or political anti-immigration movement has appeared, and racially motivated attacks against migrants are relatively rare. This is despite the fact that Aotearoa has a much higher relative foreign-born population share than the United States or United Kingdom,1 and ‘superdiverse’ Auckland – which comprises at least 40 per cent migrants – now has the ignominious claim to being the fourthleast affordable city in the world, far outstripping London and New York.

year: 2017

title: Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand

authors: Anderson, Zac Kylie Elizabeth

subjects: educational leadership

abstract: The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa New Zealand.  It seeks to understand the role these first-time principals play in insitutionalising to depth, educational reform to enable Māori students to pursue their potential as Māori under the Ka Hikitia imperative.  This thesis investigates the type of leadership required to achieve educational reform for Māori learners in Aotearoa, embedded in the inherent promise of the Treaty of Waitangi.
  
This thesis contends these principals contribute to educational reform by bringing criticality to their leadership and embracing an ongoing and iterative process of conscientisation and resistance, leading to transformative praxis.  These principals recognised their role as educators leading pedagogical change in their schools, as well as leading others within their sphere of influence to ultimately change the fabric of society in Aotearoa.  They both learned and led alongside each other, displaying an openness to embracing multiple worldviews with a deeply held moral imperative to eradicate oppression of Māori students.  Such a stance actively creates bicultural spaces within schools, where both Treaty partners can benefit from the principles of the Treaty promises.

text: Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa New Zealand.  It seeks to understand the role these first-time principals play in insitutionalising to depth, educational reform to enable Māori students to pursue their potential as Māori under the Ka Hikitia imperative.  This thesis investigates the type of leadership required to achieve educational reform for Māori learners in Aotearoa, embedded in the inherent promise of the Treaty of Waitangi.
  
This thesis contends these principals contribute to educational reform by bringing criticality to their leadership and embracing an ongoing and iterative process of conscientisation and resistance, leading to transformative praxis.  These principals recognised their role as educators leading pedagogical change in their schools, as well as leading others within their sphere of influence to ultimately change the fabric of society in Aotearoa.  They both learned and led alongside each other, displaying an openness to embracing multiple worldviews with a deeply held moral imperative to eradicate oppression of Māori students.  Such a stance actively creates bicultural spaces within schools, where both Treaty partners can benefit from the principles of the Treaty promises.

year: 2018

title: Using mobile phones in support of student learning in secondary science inquiry classrooms

authors: Khoo, Elaine G.L.

subjects: secondary classroom

abstract: This paper reports on findings from a research project concerned with how electronic networking tools (e-networked tools), such as the Internet, online forums, and mobile technologies, can support authentic science inquiry in junior secondary classrooms. It focuses on three qualitative case studies involving science teachers from two high schools together with their Year 9 and Year 10 classes. The ways teachers and students view and take up the affordances of mobile phones to support authentic science inquiry are of interest. Data were collected from teacher reflections, student interviews, a student survey, classroom observations and student work. The findings highlight three key themes that illustrate the advantage of using mobile phones as part of the classroom culture to video record group practical investigations, support students’ developing abilities to think like a scientist, and enable the sharing of learning beyond the classroom. The findings have implications for practice and can contribute to a better understanding of the ways mobile devices can support and extend science inquiry in New Zealand secondary classrooms.

text: Using mobile phones in support of student learning in secondary science inquiry classrooms This paper reports on findings from a research project concerned with how electronic networking tools (e-networked tools), such as the Internet, online forums, and mobile technologies, can support authentic science inquiry in junior secondary classrooms. It focuses on three qualitative case studies involving science teachers from two high schools together with their Year 9 and Year 10 classes. The ways teachers and students view and take up the affordances of mobile phones to support authentic science inquiry are of interest. Data were collected from teacher reflections, student interviews, a student survey, classroom observations and student work. The findings highlight three key themes that illustrate the advantage of using mobile phones as part of the classroom culture to video record group practical investigations, support students’ developing abilities to think like a scientist, and enable the sharing of learning beyond the classroom. The findings have implications for practice and can contribute to a better understanding of the ways mobile devices can support and extend science inquiry in New Zealand secondary classrooms.

year: 2017