title: Orff and the ‘ivory tower’: fostering critique as a mode of legitimation

authors: Locke, Terry

subjects: music education

abstract: This article begins by recounting the development and implementation of a unique, mutual agreement between the School of Education at the University of Waikato and Orff New Zealand Aotearoa (ONZA) to develop three master’s-level courses in Orff Music Education: Theory and Practice. The rationale for this project is detailed and related to changing conceptions of postgraduate study and debates about continuing ‘professional learning’ for teachers. It is argued that at the heart of the exercise is a problematic around theorization. How can an approach to pedagogy such as Orff Schulwerk be incorporated into a programme that demands critical reflexivity? A number of ‘solutions’ to this problematic are provided. A case is made that involves teachers (as practitioners and prospective researchers) in addressing this problematic and will have positive consequences for Orff Schulwerk in New Zealand (and beyond), and for debates about classroom pedagogy in general.

text: Orff and the ‘ivory tower’: fostering critique as a mode of legitimation This article begins by recounting the development and implementation of a unique, mutual agreement between the School of Education at the University of Waikato and Orff New Zealand Aotearoa (ONZA) to develop three master’s-level courses in Orff Music Education: Theory and Practice. The rationale for this project is detailed and related to changing conceptions of postgraduate study and debates about continuing ‘professional learning’ for teachers. It is argued that at the heart of the exercise is a problematic around theorization. How can an approach to pedagogy such as Orff Schulwerk be incorporated into a programme that demands critical reflexivity? A number of ‘solutions’ to this problematic are provided. A case is made that involves teachers (as practitioners and prospective researchers) in addressing this problematic and will have positive consequences for Orff Schulwerk in New Zealand (and beyond), and for debates about classroom pedagogy in general.

year: 2009

title: Hidden hardship in Aotearoa: An explorative study of older adult hardship

authors: Jex-Blake, Rebecca Beryl

subjects: Older adult

abstract: Poverty remains one of the most urgent issues in modern times (Lister, 2004). One fifth of older New Zealanders report hardship (Ministry of Social Development 2018), yet little is known about the daily experience of living in hardship as an older adult New Zealander. Financial hardship in older adult populations is strongly associated with increased mental health concerns, limited social resources and deteriorating physical health. To exacerbate matters, New Zealand is an aging nation, a factor which leads to increased strain on services that are already under considerable pressure. The situation for this demographic can be compromised by limited savings, the need to care for grandchildren and escalating living costs, which means this demographic is more vulnerable. To examine older adult hardship in New Zealand, I undertook a qualitative study that involved in-depth interviews with four participants about the challenges of living in hardship as an older New Zealander. Specific challenges experienced by the participants in relationship to their hardship included self-perceived and externally perceived illegitimacy to receive help, and the requirement to portray themselves as valued members of society. Analysis revealed that the participants’ narratives reflected the challenge of interacting with the shame and stigma promoted by wider neoliberal social narratives about ageing and the poor. Agentive strategies actioned were tactics such as delegitimization of dependency, positive fatalism, humour, othering and withdrawal from society. These strategies result in the hiding and minimization of their experiences of hardship, which can perpetuate the issue of older adult hardship.

text: Hidden hardship in Aotearoa: An explorative study of older adult hardship Poverty remains one of the most urgent issues in modern times (Lister, 2004). One fifth of older New Zealanders report hardship (Ministry of Social Development 2018), yet little is known about the daily experience of living in hardship as an older adult New Zealander. Financial hardship in older adult populations is strongly associated with increased mental health concerns, limited social resources and deteriorating physical health. To exacerbate matters, New Zealand is an aging nation, a factor which leads to increased strain on services that are already under considerable pressure. The situation for this demographic can be compromised by limited savings, the need to care for grandchildren and escalating living costs, which means this demographic is more vulnerable. To examine older adult hardship in New Zealand, I undertook a qualitative study that involved in-depth interviews with four participants about the challenges of living in hardship as an older New Zealander. Specific challenges experienced by the participants in relationship to their hardship included self-perceived and externally perceived illegitimacy to receive help, and the requirement to portray themselves as valued members of society. Analysis revealed that the participants’ narratives reflected the challenge of interacting with the shame and stigma promoted by wider neoliberal social narratives about ageing and the poor. Agentive strategies actioned were tactics such as delegitimization of dependency, positive fatalism, humour, othering and withdrawal from society. These strategies result in the hiding and minimization of their experiences of hardship, which can perpetuate the issue of older adult hardship.

year: 2021

title: Māori whānau experiences of a neonatal intensive care unit: Waikato hospital

authors: Thompson, Keri

subjects: Maori whanau narratives

abstract: This thesis topic emerged from my personal experience of having a premature baby in the Neonatal Intensive Care Unit (NICU) at Waikato hospital.  My whānau and I felt like aliens; culturally inept, and totally alone during our time in the NICU.  It was not until I spoke to other Māori mothers that I realised our stories were similar.   

I sought to understand how other Māori whānau members made sense of their own experiences, how they coped/adjusted to the experience of having a premature baby in an NICU and at home, and the sources of support they utilised. This study did not seek to delineate parents' experiences but attempted to allow whānau members to share their stories and explore their experiences of having a premature or special-care baby in an NICU.

The event of childbirth and the placing of a natural event into a pathological illness model through necessity has repercussions for the ways in which women experience and make sense of the event.  Knowing this, six whānau stories were collected comprising of four individual interviews with the mothers and two whānau hui (focus groups).  My use of a narrative methodology and kaupapa Māori approach enabled all the participants the opportunity to share their stories on how they make sense of their own experiences without the frame of pathological illness. 

The findings present each whānau story autonomously, to highlight the key events that   occur once the birth of a premature/special-care infant is admitted into an NICU. The participants' narratives followed their transitions through an NICU and return home. The narrative analysis and discussion confirmed that this research had been successful in creating a space for the mothers and their whānau members to share their stories.  The discussion combined their narratives to reveal that the effective coping strategies did not remove the sources of stress but rather lessened the impact of the stresses.  In situations where sources of stress were unable to be removed or reduced, participants perceptions of ineffective coping translated into narratives of negative perceptions of the NICU, and birthing experience. 

The importance of positive relationships within an NICU, and in particular, the role of the nurse as a key facilitator, highlighted that efficacious communication resulted in positive experiences for Māori whānau.  Whānau support was identified as one of the most important coping strategies for mothers in the NICU.  Those participants who were encouraged to maintain connections with whānau members reported more positive experiences overall.

Three levels of implications were identified in this research. Firstly, that the participants'narratives provided a range of coping strategies for future Māori parents and their whānau who enter an NICU.  Secondly, there are implications for NICU policy, and best practice particularly when supporting Māori in an NICU environment.  Lastly, the narratives provided meaningful insights that contribute to gaps in local, national, and international literature.  Overall, I realised that just like me, these mothers, and other whānau members, constructed narratives that are meaningful accounts to be shared with others.

text: Māori whānau experiences of a neonatal intensive care unit: Waikato hospital This thesis topic emerged from my personal experience of having a premature baby in the Neonatal Intensive Care Unit (NICU) at Waikato hospital.  My whānau and I felt like aliens; culturally inept, and totally alone during our time in the NICU.  It was not until I spoke to other Māori mothers that I realised our stories were similar.   

I sought to understand how other Māori whānau members made sense of their own experiences, how they coped/adjusted to the experience of having a premature baby in an NICU and at home, and the sources of support they utilised. This study did not seek to delineate parents' experiences but attempted to allow whānau members to share their stories and explore their experiences of having a premature or special-care baby in an NICU.

The event of childbirth and the placing of a natural event into a pathological illness model through necessity has repercussions for the ways in which women experience and make sense of the event.  Knowing this, six whānau stories were collected comprising of four individual interviews with the mothers and two whānau hui (focus groups).  My use of a narrative methodology and kaupapa Māori approach enabled all the participants the opportunity to share their stories on how they make sense of their own experiences without the frame of pathological illness. 

The findings present each whānau story autonomously, to highlight the key events that   occur once the birth of a premature/special-care infant is admitted into an NICU. The participants' narratives followed their transitions through an NICU and return home. The narrative analysis and discussion confirmed that this research had been successful in creating a space for the mothers and their whānau members to share their stories.  The discussion combined their narratives to reveal that the effective coping strategies did not remove the sources of stress but rather lessened the impact of the stresses.  In situations where sources of stress were unable to be removed or reduced, participants perceptions of ineffective coping translated into narratives of negative perceptions of the NICU, and birthing experience. 

The importance of positive relationships within an NICU, and in particular, the role of the nurse as a key facilitator, highlighted that efficacious communication resulted in positive experiences for Māori whānau.  Whānau support was identified as one of the most important coping strategies for mothers in the NICU.  Those participants who were encouraged to maintain connections with whānau members reported more positive experiences overall.

Three levels of implications were identified in this research. Firstly, that the participants'narratives provided a range of coping strategies for future Māori parents and their whānau who enter an NICU.  Secondly, there are implications for NICU policy, and best practice particularly when supporting Māori in an NICU environment.  Lastly, the narratives provided meaningful insights that contribute to gaps in local, national, and international literature.  Overall, I realised that just like me, these mothers, and other whānau members, constructed narratives that are meaningful accounts to be shared with others.

year: 2009