title: An examination of disciplinary culture: Two professional accounting associations in New Zealand

authors: Mataira, Kelvin

subjects: professions

abstract: The purpose of this project is to evaluate the disciplinary culture of two professional accounting associations. The study is concerned with teasing out distinctions between associations that are, in other and more apparent respects, quite similar. The contribution is in considering the implications of that which may be otherwise obscured within normative isomorphic practices. The associations – the Institute of Chartered Accountants of New Zealand (NZICA) and CPA Australia (CPAA) – both operate in New Zealand. Using a textual analysis, all text they publish pertaining to professional sanction is analysed and classified into social categories. This is made possible by using Hart's (2001) DICTION package which has been applied to similar purpose in studies primarily outside accounting. The years 1992–2002 are used to represent lesser-regulated eras. We look to the sociology of professions and to Fairclough's (1995) reflections on discourse and semiotics to derive cultural implications from the ‘tone’ and ‘force’ of language used. Conclusions are drawn as to the implications of distinctions found.

text: An examination of disciplinary culture: Two professional accounting associations in New Zealand The purpose of this project is to evaluate the disciplinary culture of two professional accounting associations. The study is concerned with teasing out distinctions between associations that are, in other and more apparent respects, quite similar. The contribution is in considering the implications of that which may be otherwise obscured within normative isomorphic practices. The associations – the Institute of Chartered Accountants of New Zealand (NZICA) and CPA Australia (CPAA) – both operate in New Zealand. Using a textual analysis, all text they publish pertaining to professional sanction is analysed and classified into social categories. This is made possible by using Hart's (2001) DICTION package which has been applied to similar purpose in studies primarily outside accounting. The years 1992–2002 are used to represent lesser-regulated eras. We look to the sociology of professions and to Fairclough's (1995) reflections on discourse and semiotics to derive cultural implications from the ‘tone’ and ‘force’ of language used. Conclusions are drawn as to the implications of distinctions found.

year: 2010

title: Talatalanoa as ongoing complex conversations and negotiations of practice in higher education

authors: Fa'avae, David Taufui Mkiato

subjects: talatalanoa

abstract: Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex conversations is necessary for educators and academics to confront and negotiate differences, especially in areas they may not be overly familiar with. Negotiating complex conversations is difficult, time consuming, risky, yet rewarding, particularly if shifts in the understanding or valuing of relational engagement and practice. In this article, as a Tongan teacher educator and Pāpālangi (of European heritage/s) educator, we critically reflect on our work in transforming learning and engagement contexts that predominantly ignore expressions of Pacific Indigenous knowledge and Tongan ways of being. Through our collaborative talatalanoa (ongoing conversations) we demonstrate the value of negotiating complex conversations in higher education and particular aspects to consider when instigating them.

text: Talatalanoa as ongoing complex conversations and negotiations of practice in higher education Higher education is a site where diverse cultures and knowledges intersect. Engaging in complex conversations is necessary for educators and academics to confront and negotiate differences, especially in areas they may not be overly familiar with. Negotiating complex conversations is difficult, time consuming, risky, yet rewarding, particularly if shifts in the understanding or valuing of relational engagement and practice. In this article, as a Tongan teacher educator and Pāpālangi (of European heritage/s) educator, we critically reflect on our work in transforming learning and engagement contexts that predominantly ignore expressions of Pacific Indigenous knowledge and Tongan ways of being. Through our collaborative talatalanoa (ongoing conversations) we demonstrate the value of negotiating complex conversations in higher education and particular aspects to consider when instigating them.

year: 2021

title: The intergenerational perpetuation of achievement messages in whānau

authors: Southey, Kim Marie

subjects: Maori

abstract: The current research is an open exploration of achievement messages that are carried from generation to generation in whānau, in relation to the mainstream education system of Aotearoa. Participant groups comprised of two to three generations within each whānau. A maximum of eight whānau will be asked to participate. A series of continuous conversations will be held with each member of the whānau, reminiscent of the narrative approach, but most recently described as a methodology that allows for ensuring that data is collected in its fullest form.
Differing views about achievement and how it is negotiated within whānau will be explored; along with issues on what, and who, within whānau are the most predominant indicators of achievement views. Detracting from an ethnocentric view of scholastic ability (a common marker for achievement) is done through abandoning mainstream ideals. This research favours an open exploration approach allowing for differing values about what constitutes achievement, and what context achievement is based in. Outcomes of the research are intended to show patterns within whānau and among Māori on the mainstream school system, and how this system has contributed to achievement messages. The positive or negative nature of the contribution from mainstream education is highly important and relevant to further research goals, including the ability to use outcomes to suggest social change in education provision for Māori.

text: The intergenerational perpetuation of achievement messages in whānau The current research is an open exploration of achievement messages that are carried from generation to generation in whānau, in relation to the mainstream education system of Aotearoa. Participant groups comprised of two to three generations within each whānau. A maximum of eight whānau will be asked to participate. A series of continuous conversations will be held with each member of the whānau, reminiscent of the narrative approach, but most recently described as a methodology that allows for ensuring that data is collected in its fullest form.
Differing views about achievement and how it is negotiated within whānau will be explored; along with issues on what, and who, within whānau are the most predominant indicators of achievement views. Detracting from an ethnocentric view of scholastic ability (a common marker for achievement) is done through abandoning mainstream ideals. This research favours an open exploration approach allowing for differing values about what constitutes achievement, and what context achievement is based in. Outcomes of the research are intended to show patterns within whānau and among Māori on the mainstream school system, and how this system has contributed to achievement messages. The positive or negative nature of the contribution from mainstream education is highly important and relevant to further research goals, including the ability to use outcomes to suggest social change in education provision for Māori.

year: 2003