title: Education ‘inconvenient truth’: Part one- Persistent middle class advantage

authors: Thrupp, Martin

subjects: education

abstract: As a policy sociologist I have long been drawn to uncomfortable questions about whose interests are really being served in and through education (Thrupp, 1999a). I’ve been interested in how developments in education policy and practice can lead to greater social inequalities and how seemingly worthwhile policies and practices can be undone by other developments (Thrupp, 1999b). In recent years I’ve also increasingly turned the spotlight back on us as academics and researchers, to consider the politics of our own work and ask awkward questions about whether we are part of the problem too (Thrupp & Willmott, 2003). And, to some extent, I’ve begun to take up that difficult challenge which is always being put to critical scholars, you know, ‘so what’s the alternative?’ (Thrupp, 2005).

text: Education ‘inconvenient truth’: Part one- Persistent middle class advantage As a policy sociologist I have long been drawn to uncomfortable questions about whose interests are really being served in and through education (Thrupp, 1999a). I’ve been interested in how developments in education policy and practice can lead to greater social inequalities and how seemingly worthwhile policies and practices can be undone by other developments (Thrupp, 1999b). In recent years I’ve also increasingly turned the spotlight back on us as academics and researchers, to consider the politics of our own work and ask awkward questions about whether we are part of the problem too (Thrupp & Willmott, 2003). And, to some extent, I’ve begun to take up that difficult challenge which is always being put to critical scholars, you know, ‘so what’s the alternative?’ (Thrupp, 2005).

year: 2007

title: The characteristics and life difficulties associated to non-suicidal self-injury and suicidality in a community sample.

authors: Robertson, Charlotte Rose

abstract: Non-Suicidal Self-Injury (NSSI) is a complex and understudied topic within the New Zealand literature. Risk factors, and functions of NSSI and suicidality within the socio-cultural context of New Zealand is an important area of research, having both clinical and research implications, such as enhancing or fuelling further investigation into prevention and therapeutic strategies. 
A revised version of the Survey of College and Mental Health and Well Being and the Depression, Anxiety, Stress Scale (21) were used to explore NSSI, mental health, physical health and other characteristics of participants. Surveys were anonymous and self-selected by New Zealand community members. There were 304 participants, primarily identifying as female and of European descent. 
Young women were the highest risk demographic for engagement in NSSI. Psychological distress, any type of abuse, suicidality, and experiencing the suicide of a friend or acquaintance were significant predictors of participant’s engagement in NSSI. Multiple types of abuse and experiencing the death of a family member or friend to suicide significantly predicted suicidality, suggesting merit for acquired capability theory. Emotional regulation remains the most endorsed function of NSSI. There is no type of abuse that correlates to a function of NSSI, which highlights the complexity and idiosyncrasy of NSSI for each individual. Clinicians should focus on the behaviours’ functions specific for that individual to promote positive treatment outcomes.

text: The characteristics and life difficulties associated to non-suicidal self-injury and suicidality in a community sample. Non-Suicidal Self-Injury (NSSI) is a complex and understudied topic within the New Zealand literature. Risk factors, and functions of NSSI and suicidality within the socio-cultural context of New Zealand is an important area of research, having both clinical and research implications, such as enhancing or fuelling further investigation into prevention and therapeutic strategies. 
A revised version of the Survey of College and Mental Health and Well Being and the Depression, Anxiety, Stress Scale (21) were used to explore NSSI, mental health, physical health and other characteristics of participants. Surveys were anonymous and self-selected by New Zealand community members. There were 304 participants, primarily identifying as female and of European descent. 
Young women were the highest risk demographic for engagement in NSSI. Psychological distress, any type of abuse, suicidality, and experiencing the suicide of a friend or acquaintance were significant predictors of participant’s engagement in NSSI. Multiple types of abuse and experiencing the death of a family member or friend to suicide significantly predicted suicidality, suggesting merit for acquired capability theory. Emotional regulation remains the most endorsed function of NSSI. There is no type of abuse that correlates to a function of NSSI, which highlights the complexity and idiosyncrasy of NSSI for each individual. Clinicians should focus on the behaviours’ functions specific for that individual to promote positive treatment outcomes.

year: 2021

title: Responsive socio-cultural contexts: Supporting five year olds to become literate in a second language.

authors: Berryman, Mere

subjects: bilingual learners

abstract: Learning one's own indigenous language and culture as a second language learner within formal mainstream education settings can pose many challenges, especially for students who have been raised in the dominant first language and who are just beginning school. This paper discusses a Māori language resource used by a Māori immersion teacher to respond to these challenges. This resource utilises community support to develop students' phonological awareness while simultaneously increasing their oral language. This study shows that within a relatively short period of time, students' phonological knowledge improved along with their confidence and ability to speak in Māori. With these skills they were then able to progress more successfully to becoming literate in Māori, their second language.

text: Responsive socio-cultural contexts: Supporting five year olds to become literate in a second language. Learning one's own indigenous language and culture as a second language learner within formal mainstream education settings can pose many challenges, especially for students who have been raised in the dominant first language and who are just beginning school. This paper discusses a Māori language resource used by a Māori immersion teacher to respond to these challenges. This resource utilises community support to develop students' phonological awareness while simultaneously increasing their oral language. This study shows that within a relatively short period of time, students' phonological knowledge improved along with their confidence and ability to speak in Māori. With these skills they were then able to progress more successfully to becoming literate in Māori, their second language.

year: 2012