title: Strengthening responsive and reciprocal relationships in a whānau tangata centre: An action research project

authors: Clarkin-Phillips, Jeanette

subjects: New Zealand

abstract: This project came about after discussions with the general manager of the Wellington Region Free Kindergarten Association and Jeanette Clarkin-Phillips (University of Waikato) about setting up a research partnership to support the teachers at Taitoko Kindergarten in Levin. The teachers were establishing an integrated community centre (the whānau tangata centre) as part of a parent support and development initiative funded by the Ministry of Education in conjunction with the Ministry of Social Development. This initiative in Levin includes a drop-in centre for parents, parent workshops on topics of the parents’ choice, a well-resourced whānau room, facilities for infants and toddlers, school liaison visits and liaison with local health centres. The initiative at Taitoko Kindergarten is one of six pilot parent support and development projects. These pilot projects do not include any research components to evaluate the processes and outcomes for teaching and learning, or the level of engagement of the community. This Teaching and Learning Research Initiative (TLRI) project, in one centre, researched these aspects of the initiative in an ongoing action research project.
The parent support and development contracts are a relatively new initiative for New Zealand, and this research project was designed to provide information to guide this teaching and learning policy for future initiatives of this nature. The aim of the TLRI research project was to investigate the development of the whānau tangata centre at Taitoko Kindergarten with teaching and learning in mind.

text: Strengthening responsive and reciprocal relationships in a whānau tangata centre: An action research project This project came about after discussions with the general manager of the Wellington Region Free Kindergarten Association and Jeanette Clarkin-Phillips (University of Waikato) about setting up a research partnership to support the teachers at Taitoko Kindergarten in Levin. The teachers were establishing an integrated community centre (the whānau tangata centre) as part of a parent support and development initiative funded by the Ministry of Education in conjunction with the Ministry of Social Development. This initiative in Levin includes a drop-in centre for parents, parent workshops on topics of the parents’ choice, a well-resourced whānau room, facilities for infants and toddlers, school liaison visits and liaison with local health centres. The initiative at Taitoko Kindergarten is one of six pilot parent support and development projects. These pilot projects do not include any research components to evaluate the processes and outcomes for teaching and learning, or the level of engagement of the community. This Teaching and Learning Research Initiative (TLRI) project, in one centre, researched these aspects of the initiative in an ongoing action research project.
The parent support and development contracts are a relatively new initiative for New Zealand, and this research project was designed to provide information to guide this teaching and learning policy for future initiatives of this nature. The aim of the TLRI research project was to investigate the development of the whānau tangata centre at Taitoko Kindergarten with teaching and learning in mind.

year: 2009

title: Accessing court records as a feminist endeavour: Reflections on ‘Feminist Judgments of Aotearoa - Te Rino: A Two-Stranded Rope’

authors: McDonald, Elisabeth

subjects: Feminist methodology

abstract: In this piece, we reflect on the significance of accessing court records for feminist endeavours. We discuss two examples that illustrate the value of accessing and critiquing court processes. Feminist judgment writing, as a feminist endeavour, demonstrates the significance of hearing women’s stories as well as the importance of nuanced factual analysis that takes account of the lived experiences of women. Access to the court file in one of the rewritten judgments exposed missing relevant facts in the appellate decision, and demonstrates how the appellant’s story was never fully reflected in the judgment or verdict. In our rape trial research, access to court records makes visible the complainant’s evidence and the response of the judge to her as a person. It also allows inquiry as to how the rules of evidence enacted for the protection of the complainant, such as non-disclosure of their occupation, are actually working in practice.

text: Accessing court records as a feminist endeavour: Reflections on ‘Feminist Judgments of Aotearoa - Te Rino: A Two-Stranded Rope’ In this piece, we reflect on the significance of accessing court records for feminist endeavours. We discuss two examples that illustrate the value of accessing and critiquing court processes. Feminist judgment writing, as a feminist endeavour, demonstrates the significance of hearing women’s stories as well as the importance of nuanced factual analysis that takes account of the lived experiences of women. Access to the court file in one of the rewritten judgments exposed missing relevant facts in the appellate decision, and demonstrates how the appellant’s story was never fully reflected in the judgment or verdict. In our rape trial research, access to court records makes visible the complainant’s evidence and the response of the judge to her as a person. It also allows inquiry as to how the rules of evidence enacted for the protection of the complainant, such as non-disclosure of their occupation, are actually working in practice.

year: 2018

title: Rangatiratanga - Kawanatanga: Dealing with rhetoric

authors: Nikora, Linda Waimarie

abstract: Numbered among the few Maori appointed to an academic position during the late 1980s, I have seen our discipline and profession, in all its awkward self-consciousness, make genuine attempts to grapple the respond to questions and challenges delivered by Maori and Pakeha alike.  For example, Where is the Maori content in courses?  Why aren’t Maori graduating from professional training programmes?  Why are there not more Maori academics? Where is the place/space for Maori as practitioners, academics, researchers and decision-makers?  Why does it seem that Maori are always on the ‘client’ side of the professional/client equation?  Where are the Maori men?  In responding to these persistent challenges the professional and discipline in Aotearoa/New Zealand has been irreversibly changed, in my opinion.  The change has not been dramatic (psychology is somewhat averse to self-promotion) but, of those changes that have occurred, a definite contribution has been made to advancing Maori development, to building a more bicultural discipline and practice, and to supporting the strength of the Kawanatanga and Rangatiratanga dynamic whose importance I emphasize here.

text: Rangatiratanga - Kawanatanga: Dealing with rhetoric Numbered among the few Maori appointed to an academic position during the late 1980s, I have seen our discipline and profession, in all its awkward self-consciousness, make genuine attempts to grapple the respond to questions and challenges delivered by Maori and Pakeha alike.  For example, Where is the Maori content in courses?  Why aren’t Maori graduating from professional training programmes?  Why are there not more Maori academics? Where is the place/space for Maori as practitioners, academics, researchers and decision-makers?  Why does it seem that Maori are always on the ‘client’ side of the professional/client equation?  Where are the Maori men?  In responding to these persistent challenges the professional and discipline in Aotearoa/New Zealand has been irreversibly changed, in my opinion.  The change has not been dramatic (psychology is somewhat averse to self-promotion) but, of those changes that have occurred, a definite contribution has been made to advancing Maori development, to building a more bicultural discipline and practice, and to supporting the strength of the Kawanatanga and Rangatiratanga dynamic whose importance I emphasize here.

year: 2001