title: Reflections concerning a response to post-modernism

authors: Kelly, Martin

abstract: Post-modernism has had a major influence on academic thought. It has served well in exposing the hidden assumptions which many people have unknowingly allowed to influence their behaviour, but it has provided little support to those who are seeking to discover how they might attempt to ‘progress’. Post-modernism may encourage pessimism and lack of hope; these attributes are debilitating to academics and students. In a post-modern environment any quest for quality learning experiences may come to appear pointless. Responses to the post-modern condition need to be identified. In the area of educational research, we argue that ‘narrative’ provides a suitable response

text: Reflections concerning a response to post-modernism Post-modernism has had a major influence on academic thought. It has served well in exposing the hidden assumptions which many people have unknowingly allowed to influence their behaviour, but it has provided little support to those who are seeking to discover how they might attempt to ‘progress’. Post-modernism may encourage pessimism and lack of hope; these attributes are debilitating to academics and students. In a post-modern environment any quest for quality learning experiences may come to appear pointless. Responses to the post-modern condition need to be identified. In the area of educational research, we argue that ‘narrative’ provides a suitable response

year: 1998

title: Literacy research methodology that is up to the challenge

authors: Smyth, John

subjects: multi-facetedmethodology

abstract: This paper outlines the methodological dimensions of the secondary literacy research evaluation that is the focus of this special issue-the New Zealand-based Secondary Schools' Literacy Initiative (SSLI). We argue that these methodological dimensions are an example of the type of contextualised and critical research that might be usefully applied in exploring literacy across the curriculum in other national contexts. A particular concern addressed in the paper is the need to develop a contextualised, rich description of literacy practices in schools, while also addressing a wider policy climate, which is often preoccupied with issues of literacy achievement and, particularly, often-entrenched differential achievement for students across class and ethnicity lines. To achieve this, the researchers adopted a quasi-ethnographic, multi-locale, mixed-methods approach intended to enhance the robustness of the research design and the validity of the results.

text: Literacy research methodology that is up to the challenge This paper outlines the methodological dimensions of the secondary literacy research evaluation that is the focus of this special issue-the New Zealand-based Secondary Schools' Literacy Initiative (SSLI). We argue that these methodological dimensions are an example of the type of contextualised and critical research that might be usefully applied in exploring literacy across the curriculum in other national contexts. A particular concern addressed in the paper is the need to develop a contextualised, rich description of literacy practices in schools, while also addressing a wider policy climate, which is often preoccupied with issues of literacy achievement and, particularly, often-entrenched differential achievement for students across class and ethnicity lines. To achieve this, the researchers adopted a quasi-ethnographic, multi-locale, mixed-methods approach intended to enhance the robustness of the research design and the validity of the results.

year: 2007

title: The peopling and development of Aotearoa New Zealand: A demographic history, 1769-2020

authors: Pool, Ian

subjects: Aotearoa

abstract: This unpublished manuscript is the first demographic history of Aotearoa New Zealand, integrating 250 years of Māori and non-Māori data. It explores how development, in the broadest social, cultural and economic sense drove population changes, but was in turn driven by demographic factors. Based on extensively referenced research and analysis, the timeline starts with the earliest European settlement and finishes with the multicultural and aging society of the first decades of the twenty-first century.  It encompasses momentous changes, including: successive waves of migration, European settler demographic dominance occurring rapidly through natural increase, Māori nineteenth century cultural devastation and population decline, and twentieth-century resurgence, the Māori rural/urban exodus beginning in the 1940s, and the post-war non-Māori baby boom and baby bust. At each stage, this book demonstrates how profoundly the story of Aotearoa New Zealand is also the demographic story of its peopling.

text: The peopling and development of Aotearoa New Zealand: A demographic history, 1769-2020 This unpublished manuscript is the first demographic history of Aotearoa New Zealand, integrating 250 years of Māori and non-Māori data. It explores how development, in the broadest social, cultural and economic sense drove population changes, but was in turn driven by demographic factors. Based on extensively referenced research and analysis, the timeline starts with the earliest European settlement and finishes with the multicultural and aging society of the first decades of the twenty-first century.  It encompasses momentous changes, including: successive waves of migration, European settler demographic dominance occurring rapidly through natural increase, Māori nineteenth century cultural devastation and population decline, and twentieth-century resurgence, the Māori rural/urban exodus beginning in the 1940s, and the post-war non-Māori baby boom and baby bust. At each stage, this book demonstrates how profoundly the story of Aotearoa New Zealand is also the demographic story of its peopling.

year: 2026