title: Te Kotahitanga Phase 3 School Reform: The impact of a professional development programme within a large, multi-cultural, secondary school in New Zealand.

authors: Cranston, Shirley Ann

subjects: Te Kotahitanga Phase 3

abstract: This thesis examines the impact of Te Kotahitanga on leaders, teachers and Māori students within the context of a large, multi-cultural, secondary school in New Zealand. This school was one of twelve secondary schools invited to join Phase 3 of the Te Kotahitanga Research and Development Project from 2003 to 2010. This initiative aimed to work with teachers and school leaders to improve the engagement and success of Māori students. 
This thesis presents and reflects on qualitative evidence from interviews with the leaders, the Te Kotahitanga facilitation team and teachers in this school. Evidence from the Rongohia te Hau survey and teachers’ classroom walkthroughs provide further qualitative and quantitative evidence.  To observe some of the results of teachers’ work with Māori students, it then discusses Māori students’ Rongohia te Hau survey data and their NCEA results from 2004 – 2010, and post 2010 up to the reactivation of Te Kotahitanga in this school in 2013.
There are three themes that emerged from my findings. The first theme identifies leadership as a key emerging concept and the important role of Rangatira (school leaders) in bringing people together around a common vision. The spread of the programme across the school clearly emerged as the second theme, where this education reform was spread through relationships of whānautanga. Thirdly, the theme of ownership towards sustainability emerged from the findings. Ownership required working as one towards the common unity of purpose (Kotahitanga). The evidence shows that when Te Kotahitanga was fully implemented in this school and it did work during the period of this study and again when Te Kotahitanga was reactivated in 2013. However, although the school had been working on ownership towards sustainability of positive changes, sustainability did not ensue.
This thesis suggests that once a school has established a common vision that is clearly understood by all the leaders and teachers in the school, everyone has to remain committed to that vision. To be successful the moral imperative for any reform towards social justice has to be fully committed to and understood by the leaders of the school and all the teachers.  
This thesis hopes to contribute to the journey other schools might take in their commitment to raising the participation and academic achievement of Māori students.

text: Te Kotahitanga Phase 3 School Reform: The impact of a professional development programme within a large, multi-cultural, secondary school in New Zealand. This thesis examines the impact of Te Kotahitanga on leaders, teachers and Māori students within the context of a large, multi-cultural, secondary school in New Zealand. This school was one of twelve secondary schools invited to join Phase 3 of the Te Kotahitanga Research and Development Project from 2003 to 2010. This initiative aimed to work with teachers and school leaders to improve the engagement and success of Māori students. 
This thesis presents and reflects on qualitative evidence from interviews with the leaders, the Te Kotahitanga facilitation team and teachers in this school. Evidence from the Rongohia te Hau survey and teachers’ classroom walkthroughs provide further qualitative and quantitative evidence.  To observe some of the results of teachers’ work with Māori students, it then discusses Māori students’ Rongohia te Hau survey data and their NCEA results from 2004 – 2010, and post 2010 up to the reactivation of Te Kotahitanga in this school in 2013.
There are three themes that emerged from my findings. The first theme identifies leadership as a key emerging concept and the important role of Rangatira (school leaders) in bringing people together around a common vision. The spread of the programme across the school clearly emerged as the second theme, where this education reform was spread through relationships of whānautanga. Thirdly, the theme of ownership towards sustainability emerged from the findings. Ownership required working as one towards the common unity of purpose (Kotahitanga). The evidence shows that when Te Kotahitanga was fully implemented in this school and it did work during the period of this study and again when Te Kotahitanga was reactivated in 2013. However, although the school had been working on ownership towards sustainability of positive changes, sustainability did not ensue.
This thesis suggests that once a school has established a common vision that is clearly understood by all the leaders and teachers in the school, everyone has to remain committed to that vision. To be successful the moral imperative for any reform towards social justice has to be fully committed to and understood by the leaders of the school and all the teachers.  
This thesis hopes to contribute to the journey other schools might take in their commitment to raising the participation and academic achievement of Māori students.

year: 2018

title: Echoed silencing in Te Whare/Tangata

authors: Lewis, Cassandra Louise Terauhina

subjects: Mana Wāhine

abstract: Wāhine Māori voices are suppressed due to multiple intersecting factors in Aotearoa which negatively impact our lived realities. The aim of this thesis is to foreground wāhine voice and identity within a settler colonial housing system. The current ‘housing crisis’ has been an issue of interest in academia focusing on housing insecurity, homelessness and neoliberalism. Additionally, the criminalisation of Māori has been explored by scholars to a similar extent, especially the pipelining of Māori into incarceration and precarity through policing and surveillance strategies. However, how the criminal justice system and the housing systems interact is scarcely investigated in Aotearoa, and moreover, has not been examined through a Mana wāhine theoretical framework. Mana Wāhine scholars have long critiqued colonisation and the accompanying practices, ideologies and discourses of difference that misrepresent wāhine as the ‘savage other’. How wāhine Māori are constructed through political discourse and factors leading to the silencing of wāhine are at the forefront of this inquiry and moreover, wāhine resistance, survival and aspirations while navigating a discriminatory housing system is examined.

Political and Western discourse contributes to the criminalisation and deficit framing of wāhine as the ‘undeserving poor’ and ‘criminal other’ which subsequently silences wāhine and encourages discriminatory practices. This thesis contends that the channelling of wāhine Māori into a precarious population, the criminalisation of wāhine Māori, and the colonial discourses surrounding wāhine interact together and create barriers to wāhine Māori access to housing. An analysis of housing discourse, alongside wāhine perspectives provides a counter-narrative of the lived reality and voice from wāhine who reside in a predominantly precarious and Māori populated area. The findings show cases of surveillance, discrimination, social policing and steering wāhine Māori into unhealthy living conditions, however, wāhine were also creative in their practices of resistance and survivance.

text: Echoed silencing in Te Whare/Tangata Wāhine Māori voices are suppressed due to multiple intersecting factors in Aotearoa which negatively impact our lived realities. The aim of this thesis is to foreground wāhine voice and identity within a settler colonial housing system. The current ‘housing crisis’ has been an issue of interest in academia focusing on housing insecurity, homelessness and neoliberalism. Additionally, the criminalisation of Māori has been explored by scholars to a similar extent, especially the pipelining of Māori into incarceration and precarity through policing and surveillance strategies. However, how the criminal justice system and the housing systems interact is scarcely investigated in Aotearoa, and moreover, has not been examined through a Mana wāhine theoretical framework. Mana Wāhine scholars have long critiqued colonisation and the accompanying practices, ideologies and discourses of difference that misrepresent wāhine as the ‘savage other’. How wāhine Māori are constructed through political discourse and factors leading to the silencing of wāhine are at the forefront of this inquiry and moreover, wāhine resistance, survival and aspirations while navigating a discriminatory housing system is examined.

Political and Western discourse contributes to the criminalisation and deficit framing of wāhine as the ‘undeserving poor’ and ‘criminal other’ which subsequently silences wāhine and encourages discriminatory practices. This thesis contends that the channelling of wāhine Māori into a precarious population, the criminalisation of wāhine Māori, and the colonial discourses surrounding wāhine interact together and create barriers to wāhine Māori access to housing. An analysis of housing discourse, alongside wāhine perspectives provides a counter-narrative of the lived reality and voice from wāhine who reside in a predominantly precarious and Māori populated area. The findings show cases of surveillance, discrimination, social policing and steering wāhine Māori into unhealthy living conditions, however, wāhine were also creative in their practices of resistance and survivance.

year: 2021

title: An introduction to ethical consideration in international environmental law

authors: Gillespie, Alexander

subjects: international environmental law

abstract: The purpose of this chapter is to give the reader an overview of where some of the ethical debates in international environmental law are currently found. This chapter builds upon my earlier work in this area, which is contained in “International Environmental Law, Policy and Ethics”.

text: An introduction to ethical consideration in international environmental law The purpose of this chapter is to give the reader an overview of where some of the ethical debates in international environmental law are currently found. This chapter builds upon my earlier work in this area, which is contained in “International Environmental Law, Policy and Ethics”.

year: 2010