title: Problematising constructions of ‘expert teachers’ and ‘vulnerable children’ in New Zealand Early Childhood

authors: Kamenarac, Olivera

subjects: teacher identities

abstract: Over the last two decades, early childhood education (ECE) has come to the top of the political agenda in New Zealand and internationally. The interest of governments and policy-makers in ECE has been driven by the thinking that an 'investment' in ECE is a key a country's future social and economic development (Heckman 2000). Through an interplay of the existing early childhood discourses and emerging economic discourses, the contexts in which early childhood teachers understand and undertake their work and view themselves as professionals have, thus rapidly changed (Penn 2013; Brown et al. 2018; Pupala, Kascak, and Tesar 2016). This article problematises constructions of 'expert teachers' and 'vulnerable children', which emerged through an interplay of discourses of social intervention, economic investment and vulnerability in New Zealand ECE. It argues that the identity constructions on offer have a powerful potential to reinforce social-interventionist and neoliberal narratives in ECE, and move its purpose away from the idea of collective democracy (Dewey 1976). Keywords: teacher identities; New Zealand early childhood education; early childhood policies and politics; discourses of vulnerability; poststructural perspectives

text: Problematising constructions of ‘expert teachers’ and ‘vulnerable children’ in New Zealand Early Childhood Over the last two decades, early childhood education (ECE) has come to the top of the political agenda in New Zealand and internationally. The interest of governments and policy-makers in ECE has been driven by the thinking that an 'investment' in ECE is a key a country's future social and economic development (Heckman 2000). Through an interplay of the existing early childhood discourses and emerging economic discourses, the contexts in which early childhood teachers understand and undertake their work and view themselves as professionals have, thus rapidly changed (Penn 2013; Brown et al. 2018; Pupala, Kascak, and Tesar 2016). This article problematises constructions of 'expert teachers' and 'vulnerable children', which emerged through an interplay of discourses of social intervention, economic investment and vulnerability in New Zealand ECE. It argues that the identity constructions on offer have a powerful potential to reinforce social-interventionist and neoliberal narratives in ECE, and move its purpose away from the idea of collective democracy (Dewey 1976). Keywords: teacher identities; New Zealand early childhood education; early childhood policies and politics; discourses of vulnerability; poststructural perspectives

year: 2021

title: Book review: News 2.0 Can Journalism Survive the Internet?

authors: Lealand, Geoff

subjects: book review

abstract: This article reviews the book: “News 2.0 Can Journalism Survive the Internet?”, by Martin Hirst.

text: Book review: News 2.0 Can Journalism Survive the Internet? This article reviews the book: “News 2.0 Can Journalism Survive the Internet?”, by Martin Hirst.

year: 2011

title: Housing, mental health, and homelessness: Exploring lived experiences of homelessness to identify barriers to sustainable housing for vulnerable populations

authors: Cresswell, Caitlin Grace

subjects: Homelessness

abstract: Homelessness has become a much talked about topic in Aotearoa New Zealand in 2018 and the preceding years. This thesis explores the experiences of five people who have mental illness and have lived experience of homelessness in Aotearoa New Zealand, and two staff members who work closely with people who experience both mental illness and homelessness. The theoretical frameworks that inform this thesis are narrative research, social constructionism and humanistic psychology. Particular attention was paid to using theoretical frameworks and interview methods that suited Māori (the indigenous population of Aotearoa New Zealand) due to the inequities experienced by Māori in mental health and homelessness, and the majority of participants identifying as New Zealand Māori. Participants’ narratives were gathered using semi- structured interviews. This study argues the importance of a humanistic perspective being used for research on homelessness. In contrast to traditional psychology, humanistic psychology emphasises respecting individual participants’ voice and narratives about their personal experiences of homelessness while considering the environment that influence these narratives. The participants’ narratives reflected their desire to be viewed as more than their life circumstances and illness through the sharing of their life stories. While there has been growing public awareness about mental illness, stigma still exists about mental illness which influences social narratives and how people who have mental illness understand their experiences. I argue that people who are vulnerable to homelessness, like those who experience mental illness, should have better protection from homelessness. To achieve this, I argue that structural barriers to finding, gaining and sustaining housing need to be addressed,
iii
including the design of welfare and housing services. Additionally, there needs to be recognition that the solutions to homelessness are complex and require a whole of system approach to effectively address and prevent homelessness. Recognising the complex nature of homelessness and it’s solutions will help bring a focus to establishing predominantly preventative solutions while also providing emergency housing for people in need.

text: Housing, mental health, and homelessness: Exploring lived experiences of homelessness to identify barriers to sustainable housing for vulnerable populations Homelessness has become a much talked about topic in Aotearoa New Zealand in 2018 and the preceding years. This thesis explores the experiences of five people who have mental illness and have lived experience of homelessness in Aotearoa New Zealand, and two staff members who work closely with people who experience both mental illness and homelessness. The theoretical frameworks that inform this thesis are narrative research, social constructionism and humanistic psychology. Particular attention was paid to using theoretical frameworks and interview methods that suited Māori (the indigenous population of Aotearoa New Zealand) due to the inequities experienced by Māori in mental health and homelessness, and the majority of participants identifying as New Zealand Māori. Participants’ narratives were gathered using semi- structured interviews. This study argues the importance of a humanistic perspective being used for research on homelessness. In contrast to traditional psychology, humanistic psychology emphasises respecting individual participants’ voice and narratives about their personal experiences of homelessness while considering the environment that influence these narratives. The participants’ narratives reflected their desire to be viewed as more than their life circumstances and illness through the sharing of their life stories. While there has been growing public awareness about mental illness, stigma still exists about mental illness which influences social narratives and how people who have mental illness understand their experiences. I argue that people who are vulnerable to homelessness, like those who experience mental illness, should have better protection from homelessness. To achieve this, I argue that structural barriers to finding, gaining and sustaining housing need to be addressed,
iii
including the design of welfare and housing services. Additionally, there needs to be recognition that the solutions to homelessness are complex and require a whole of system approach to effectively address and prevent homelessness. Recognising the complex nature of homelessness and it’s solutions will help bring a focus to establishing predominantly preventative solutions while also providing emergency housing for people in need.

year: 2018