title: Parented by Grandparents: Grandchildren Reflect on Their Lives

authors: Lee, Sharon

abstract: The number of grandchildren being parented by their grandparents has grown significantly over the previous few decades. However, there is a lack of research focused on the lived experience of grandchildren parented by their grandparents in comparison to the volumes to date on the experience and impact on grandparents who are parenting their grandchildren.
The purpose of this study was to invite grandchildren, who have been parented by their grandparent(s) to speak about their experience and in this way, to make a contribution to the fledgling body of knowledge beginning to be gathered. What, in particular, do they want others to know about their experience? What suggestions do they want to make to inform and influence our practice as counsellors, teachers, social workers, policy makers and grandparents involved in a parenting role?
These questions formed the basis for this research. Seven young people aged between seventeen and twenty-four, five females and two males, were interviewed. As far as it has been possible to establish, this is the first research on this topic based in Aotearoa/New Zealand. 
Through the individual and group interview process, the young adults showed insight, maturity and demonstrated the ability to articulate their thoughts and feelings with a capacity beyond their years. Contrary to the dominant discourse in the published literature on this topic, which highlights emotional and behavioural difficulties, these young people were clearly thriving, going forward strongly in their lives and giving a lot of the credit for this to their grandparents' willingness to take them on and see them through.
They demonstrated a keen awareness and appreciation for the implications of their situation for their grandparents, including the politics of inequity and the struggle to provide on a limited budget. They have strongly recommended government funding for grandparents/kin raising grandchildren is the same as for foster carers.
Most wondered what life might have been like, had they grown up in the idealized nuclear family construct, however, they also highlighted the wisdom their respective grandparents offered and would not want to have missed out on the opportunity to have developed the close connection that being raised by their grandparents provided.

text: Parented by Grandparents: Grandchildren Reflect on Their Lives The number of grandchildren being parented by their grandparents has grown significantly over the previous few decades. However, there is a lack of research focused on the lived experience of grandchildren parented by their grandparents in comparison to the volumes to date on the experience and impact on grandparents who are parenting their grandchildren.
The purpose of this study was to invite grandchildren, who have been parented by their grandparent(s) to speak about their experience and in this way, to make a contribution to the fledgling body of knowledge beginning to be gathered. What, in particular, do they want others to know about their experience? What suggestions do they want to make to inform and influence our practice as counsellors, teachers, social workers, policy makers and grandparents involved in a parenting role?
These questions formed the basis for this research. Seven young people aged between seventeen and twenty-four, five females and two males, were interviewed. As far as it has been possible to establish, this is the first research on this topic based in Aotearoa/New Zealand. 
Through the individual and group interview process, the young adults showed insight, maturity and demonstrated the ability to articulate their thoughts and feelings with a capacity beyond their years. Contrary to the dominant discourse in the published literature on this topic, which highlights emotional and behavioural difficulties, these young people were clearly thriving, going forward strongly in their lives and giving a lot of the credit for this to their grandparents' willingness to take them on and see them through.
They demonstrated a keen awareness and appreciation for the implications of their situation for their grandparents, including the politics of inequity and the struggle to provide on a limited budget. They have strongly recommended government funding for grandparents/kin raising grandchildren is the same as for foster carers.
Most wondered what life might have been like, had they grown up in the idealized nuclear family construct, however, they also highlighted the wisdom their respective grandparents offered and would not want to have missed out on the opportunity to have developed the close connection that being raised by their grandparents provided.

year: 2016

title: Saving the security state: Exceptional citizens in twenty-first century America by Inderpal Grewal [Book Review]

authors: Zirker, Daniel

abstract: This article reviews the book "Saving the security State: Exceptional Citizens in Twenty-First-Century America" by Inderpal Grewal.

text: Saving the security state: Exceptional citizens in twenty-first century America by Inderpal Grewal [Book Review] This article reviews the book "Saving the security State: Exceptional Citizens in Twenty-First-Century America" by Inderpal Grewal.

year: 2019

title: Manaaki whenua. Manaaki tangata: Care for the land, care for the people: Leading critical school reform with mana whenua and whānau Māori

authors: Ford, Therese

subjects: Critical school reform

abstract: Education disparities between Māori and Pākehā students in Aotearoa, have their origins in colonial education policies and practices which considerably advantaged Pākehā students and compromised the ability of Māori students to engage with learning and succeed.  Despite the promises of equality inherent in the Treaty of Waitangi,  this historical foundation has, for over 150 years, perpetuated intergenerational cycles of education failure for Māori resulting in high levels of endemic social and economic disadvantage in many Māori communities.
This thesis examines the leadership praxis of two Pākehā principals, to understand how, with more respectful connections with Māori communities, they were able to address education disparities and facilitate success for Māori students as Māori. Culturally responsive research methodologies guided two, in-depth case studies which employed mixed methods.
Two collaborative stories, with the voices of mana whenua and whānau Māori, identified the importance of school leaders developing critical levels of consciousness, through authentic, bidirectional relationships with Māori communities.  These relationships enabled the principals to understand the authentic local, pre-colonial iwi histories of the land. This in turn fostered connections between the schools and local Māori communities that enabled them to collaboratively respond to the implications of colonisation.  
The thesis challenges the monocultural, monolingual, unidirectional policies and practices that characterise the current model of colonial education.  It presents instead a decolonising model of critical school reform and a framework for implementation and evaluation.  It contends that honouring the Treaty of Waitangi requires an equity focused response with power sharing relationships, critically led by principals alongside Māori communities.

text: Manaaki whenua. Manaaki tangata: Care for the land, care for the people: Leading critical school reform with mana whenua and whānau Māori Education disparities between Māori and Pākehā students in Aotearoa, have their origins in colonial education policies and practices which considerably advantaged Pākehā students and compromised the ability of Māori students to engage with learning and succeed.  Despite the promises of equality inherent in the Treaty of Waitangi,  this historical foundation has, for over 150 years, perpetuated intergenerational cycles of education failure for Māori resulting in high levels of endemic social and economic disadvantage in many Māori communities.
This thesis examines the leadership praxis of two Pākehā principals, to understand how, with more respectful connections with Māori communities, they were able to address education disparities and facilitate success for Māori students as Māori. Culturally responsive research methodologies guided two, in-depth case studies which employed mixed methods.
Two collaborative stories, with the voices of mana whenua and whānau Māori, identified the importance of school leaders developing critical levels of consciousness, through authentic, bidirectional relationships with Māori communities.  These relationships enabled the principals to understand the authentic local, pre-colonial iwi histories of the land. This in turn fostered connections between the schools and local Māori communities that enabled them to collaboratively respond to the implications of colonisation.  
The thesis challenges the monocultural, monolingual, unidirectional policies and practices that characterise the current model of colonial education.  It presents instead a decolonising model of critical school reform and a framework for implementation and evaluation.  It contends that honouring the Treaty of Waitangi requires an equity focused response with power sharing relationships, critically led by principals alongside Māori communities.

year: 2020