title: Exploring different 'perspectives' in secondary geography: Professional development options

authors: Chalmers, Lex

subjects: education policy

abstract: Significant changes have occurred in the worlds of geography since 1973, and a substantial literature has emerged about these changes and their effects on the 'divide' between secondary and tertiary geographers. We suggest that while the divide has not had much effect on the content taught in secondary geography in New Zealand and Britain, exposure to a range of perspectives on this content is a neglected area of professional development. Post-Fordism and deep ecology are described as perspectives that are not widely used in delivering secondary geography content. We argue firstly that effective use of different perspectives needs to be based on professional, personal and social change, and secondly that the Internet is a powerful tool in the engineering of such change.

text: Exploring different 'perspectives' in secondary geography: Professional development options Significant changes have occurred in the worlds of geography since 1973, and a substantial literature has emerged about these changes and their effects on the 'divide' between secondary and tertiary geographers. We suggest that while the divide has not had much effect on the content taught in secondary geography in New Zealand and Britain, exposure to a range of perspectives on this content is a neglected area of professional development. Post-Fordism and deep ecology are described as perspectives that are not widely used in delivering secondary geography content. We argue firstly that effective use of different perspectives needs to be based on professional, personal and social change, and secondly that the Internet is a powerful tool in the engineering of such change.

year: 2002

title: Towards a framework of deep diversity: Identity and invisibility in the Indian diaspora in New Zealand

authors: Nachowitz, Todd

subjects: Indian diaspora

abstract: Using the Indian diaspora in New Zealand as a case study, this thesis examines how state categorisation practices and nation building narratives have constructed and racialised migrant minorities, such as Indians, in particular ways. It does so through a review of the historical settlement narrative and census records that have tended to erase early ethnic minority presence from what is seen as a predominantly bicultural encounter. 

Aotearoan colonial society has tended to render early Indian presence in New Zealand invisible. This pattern remains perceptible in the prolonged use of homogenising ethnic categories utilised throughout the history of the New Zealand census that obfuscate the extent of ethnic minority diversification with specific reference to the Indian community. 

The thesis critiques state constructions of ethnic identity through (1) the presentation of alternative historical narratives that more appropriately demonstrate the presence of non-Māori non-European minorities at first contact; (2) an examination of minority reporting in the New Zealand census during the period of early European settlement; and (3) an analysis of data from a survey of the Indian community in New Zealand. The survey data on self-reported experiences of discrimination underscore the importance of ethnic self-identification and the use of more heterogeneous categories for appropriate minority recognition. 

At a theoretical level, the thesis outlines a novel framework for diversity governance, known as deep diversity, which is informed by an interdisciplinary methodological and theoretical approach that draws on the disciplines of anthropology, demography, history, and policy studies. This framework rethinks current policy approaches that position minorities as beneficiaries of policies designed for their social uplift and integration into majority society, and instead places the onus of social integration on both minorities and majorities. The framework is applied to an analysis of qualitative data from historical sources that fundamentally question New Zealand’s existing bicultural settlement narrative; to quantitative data from both historical and contemporary census records; and to a self-administered predominantly web-based survey of 1,124 Indian respondents using a snowball sampling method.

This thesis presents an alternative historical settlement narrative that positions Indians as participating, along with Europeans, in first contact encounters with Māori in Aotearoa. Past and present census analysis also reveals the extent of historic Indian invisibility, and demonstrates continued state use of enumeration techniques that obscure and homogenise the diversity that exists within the Indian population. The survey results focus on the themes of identity and discrimination, the analysis of which offers insights about the importance of ethnic self-identification, the continued presence of discrimination, and the use of more heterogeneous categories for appropriate minority recognition. Specific survey results show that respondents, while identifying as ‘Indian’ on the census, favour terms that cite hyphenated nationality or ethnicity (e.g. Kiwi-Indian, Indo-Fijian) or regional, religious, linguistic and country of birth identifiers, as significant forms of self-identification. Results on discrimination demonstrate that 48.4% of survey respondents reported being the target of a discrimination event in New Zealand (86.9% of whom are migrants, while 13.1% were born in New Zealand). When queried about the presence of discrimination, 90.7% of respondents believe that racism and discrimination currently exist within New Zealand society, while only 9.3% believe that it does not exist. 

Minority invisibility contributes to social discrimination, and helps perpetuate the shallow diversity management practices in use today. More attention to the importance of appropriate minority self-identification and accommodation, involving majorities in minority integration programmes, and institutional support for a shared national identity, could all help facilitate and promote vital social cohesion strategies in New Zealand. The deep diversity framework articulated in this thesis offers an alternative vision for diversity governance and social cohesion that is appropriate for western liberal democracies with highly pluralised societies such as New Zealand.

text: Towards a framework of deep diversity: Identity and invisibility in the Indian diaspora in New Zealand Using the Indian diaspora in New Zealand as a case study, this thesis examines how state categorisation practices and nation building narratives have constructed and racialised migrant minorities, such as Indians, in particular ways. It does so through a review of the historical settlement narrative and census records that have tended to erase early ethnic minority presence from what is seen as a predominantly bicultural encounter. 

Aotearoan colonial society has tended to render early Indian presence in New Zealand invisible. This pattern remains perceptible in the prolonged use of homogenising ethnic categories utilised throughout the history of the New Zealand census that obfuscate the extent of ethnic minority diversification with specific reference to the Indian community. 

The thesis critiques state constructions of ethnic identity through (1) the presentation of alternative historical narratives that more appropriately demonstrate the presence of non-Māori non-European minorities at first contact; (2) an examination of minority reporting in the New Zealand census during the period of early European settlement; and (3) an analysis of data from a survey of the Indian community in New Zealand. The survey data on self-reported experiences of discrimination underscore the importance of ethnic self-identification and the use of more heterogeneous categories for appropriate minority recognition. 

At a theoretical level, the thesis outlines a novel framework for diversity governance, known as deep diversity, which is informed by an interdisciplinary methodological and theoretical approach that draws on the disciplines of anthropology, demography, history, and policy studies. This framework rethinks current policy approaches that position minorities as beneficiaries of policies designed for their social uplift and integration into majority society, and instead places the onus of social integration on both minorities and majorities. The framework is applied to an analysis of qualitative data from historical sources that fundamentally question New Zealand’s existing bicultural settlement narrative; to quantitative data from both historical and contemporary census records; and to a self-administered predominantly web-based survey of 1,124 Indian respondents using a snowball sampling method.

This thesis presents an alternative historical settlement narrative that positions Indians as participating, along with Europeans, in first contact encounters with Māori in Aotearoa. Past and present census analysis also reveals the extent of historic Indian invisibility, and demonstrates continued state use of enumeration techniques that obscure and homogenise the diversity that exists within the Indian population. The survey results focus on the themes of identity and discrimination, the analysis of which offers insights about the importance of ethnic self-identification, the continued presence of discrimination, and the use of more heterogeneous categories for appropriate minority recognition. Specific survey results show that respondents, while identifying as ‘Indian’ on the census, favour terms that cite hyphenated nationality or ethnicity (e.g. Kiwi-Indian, Indo-Fijian) or regional, religious, linguistic and country of birth identifiers, as significant forms of self-identification. Results on discrimination demonstrate that 48.4% of survey respondents reported being the target of a discrimination event in New Zealand (86.9% of whom are migrants, while 13.1% were born in New Zealand). When queried about the presence of discrimination, 90.7% of respondents believe that racism and discrimination currently exist within New Zealand society, while only 9.3% believe that it does not exist. 

Minority invisibility contributes to social discrimination, and helps perpetuate the shallow diversity management practices in use today. More attention to the importance of appropriate minority self-identification and accommodation, involving majorities in minority integration programmes, and institutional support for a shared national identity, could all help facilitate and promote vital social cohesion strategies in New Zealand. The deep diversity framework articulated in this thesis offers an alternative vision for diversity governance and social cohesion that is appropriate for western liberal democracies with highly pluralised societies such as New Zealand.

year: 2015

title: Tīhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as Māori

authors: Gilgen, Renée

subjects: Professional Learning and Development for teachers

abstract: Colonial attitudes that positioned Māori language, knowledge and pedagogy as inferior and deficient continue to impact on 21st century primary school contexts in Aotearoa/New Zealand. They continue to impact particularly on the personal and professional identities and experiences of Māori teachers in contemporary English-medium schools. Just as, historically, Māori students were expected to leave their language and culture at the 19th century colonial school gates, so too are many contemporary Māori teachers in mainstream schools expected to set aside their language and culture and engage with the curriculum and pedagogy of the school where they work. Ironically, at the same time, these teachers are often expected to guide and assist their school to meet its requirements under Te Tiriti o Waitangi/Treaty of Waitangi to ensure that its Māori students will succeed as Māori.

This thesis sought to understand how a small cohort of experienced Māori teachers, positioned within 21st century English-medium primary schools, perceived and negotiated the challenges to their personal and professional identities as Māori, and as Māori teachers. The thesis employed a qualitative participant narrative methodology, framed with kaupapa Māori theory. The teachers participated in individual interviews and in a series of hui kōrero (focused conversations) that assisted them to reflect critically on sociohistorical and educational factors that influenced the formation and maintenance of their identities as Māori.

The teachers’ narratives that emerged from individual and collaborative hui kōrero revealed that (1) being raised within urban environments and being themselves educated in monocultural schools during the 1960s and 1970s strongly impacted on how their Māori identities were shaped and, (2) their teaching experiences within English-medium primary schools and classrooms were culturally isolating and destructive, and largely unsupportive of the diverse realities that exists for some Māori teachers.

I offer two key strategic responses to these findings. Firstly, I offer a self-identity continuum that seeks to respect and affirm Māori identity by taking into account the different levels and contexts of experience some Māori teachers may have with Māori cultural concepts and practices. Secondly, I assert the need for a culturally located and relational space within English-medium school contexts for Māori teachers to engage with, and draw on the support of other Māori teachers in order to affirm their varying personal and professional identities as Māori. Meeting this need is understood as a Tiriti o Waitangi/Treaty-honouring response, required of all schools.

text: Tīhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as Māori Colonial attitudes that positioned Māori language, knowledge and pedagogy as inferior and deficient continue to impact on 21st century primary school contexts in Aotearoa/New Zealand. They continue to impact particularly on the personal and professional identities and experiences of Māori teachers in contemporary English-medium schools. Just as, historically, Māori students were expected to leave their language and culture at the 19th century colonial school gates, so too are many contemporary Māori teachers in mainstream schools expected to set aside their language and culture and engage with the curriculum and pedagogy of the school where they work. Ironically, at the same time, these teachers are often expected to guide and assist their school to meet its requirements under Te Tiriti o Waitangi/Treaty of Waitangi to ensure that its Māori students will succeed as Māori.

This thesis sought to understand how a small cohort of experienced Māori teachers, positioned within 21st century English-medium primary schools, perceived and negotiated the challenges to their personal and professional identities as Māori, and as Māori teachers. The thesis employed a qualitative participant narrative methodology, framed with kaupapa Māori theory. The teachers participated in individual interviews and in a series of hui kōrero (focused conversations) that assisted them to reflect critically on sociohistorical and educational factors that influenced the formation and maintenance of their identities as Māori.

The teachers’ narratives that emerged from individual and collaborative hui kōrero revealed that (1) being raised within urban environments and being themselves educated in monocultural schools during the 1960s and 1970s strongly impacted on how their Māori identities were shaped and, (2) their teaching experiences within English-medium primary schools and classrooms were culturally isolating and destructive, and largely unsupportive of the diverse realities that exists for some Māori teachers.

I offer two key strategic responses to these findings. Firstly, I offer a self-identity continuum that seeks to respect and affirm Māori identity by taking into account the different levels and contexts of experience some Māori teachers may have with Māori cultural concepts and practices. Secondly, I assert the need for a culturally located and relational space within English-medium school contexts for Māori teachers to engage with, and draw on the support of other Māori teachers in order to affirm their varying personal and professional identities as Māori. Meeting this need is understood as a Tiriti o Waitangi/Treaty-honouring response, required of all schools.

year: 2016