title: Differences that matter: From ‘gender’ to ‘ethnicity’ in  contemporary Aotearoa New Zealand

authors: Simon-Kumar, Rachel

subjects: Aotearoa New Zealand

abstract: Gender and ethnicity are recognised as two of the leading axes of marginality in late twentieth century western liberal democratic societies – the former emerged in the wake of Second Wave feminism of the 1970s and the latter, with the rise of ‘identity politics’ in the 1980s and 1990s. Both have similarities. As categories of disadvantage, their basis is ‘natural’ in that the complex webs of social and political organisation, and consequent  disadvantages, based on gender or ethnicity can be traced to physiology, that is, differences in either skin colour or sex. These are also, as Nancy Fraser (1997) points out, ‘bivalent categories’ of disadvantage in that gender and ethnicity display simultaneous discriminations in areas of resource allocation (Redistribution) and as socially acceptable identities (Recognition). 
Here, however, the common trajectory followed by these social markers ends. Drawing on the changing nature of society and governance in New Zealand, the present paper argues that the differences between gender and ethnicity, rather than their similarities,expose fundamental attributes of contemporary marginality in increasingly  diverse western democracies. This paper advances the following proposition (and contradiction): in the past decade, ethnicity and diversity as an axis of social division has gained credibility and has markedly influenced political, economic and social (re)organisation in New Zealand, while in contrast, it has proven harder to justify gender  as structural disadvantage. Thus, while the boundaries of ‘gender’ are ruptured, porous and, at moments, open to erasure, ‘ethnicity’ has coalesced to become a new, valid, and increasingly relevant border of social inequity.

text: Differences that matter: From ‘gender’ to ‘ethnicity’ in  contemporary Aotearoa New Zealand Gender and ethnicity are recognised as two of the leading axes of marginality in late twentieth century western liberal democratic societies – the former emerged in the wake of Second Wave feminism of the 1970s and the latter, with the rise of ‘identity politics’ in the 1980s and 1990s. Both have similarities. As categories of disadvantage, their basis is ‘natural’ in that the complex webs of social and political organisation, and consequent  disadvantages, based on gender or ethnicity can be traced to physiology, that is, differences in either skin colour or sex. These are also, as Nancy Fraser (1997) points out, ‘bivalent categories’ of disadvantage in that gender and ethnicity display simultaneous discriminations in areas of resource allocation (Redistribution) and as socially acceptable identities (Recognition). 
Here, however, the common trajectory followed by these social markers ends. Drawing on the changing nature of society and governance in New Zealand, the present paper argues that the differences between gender and ethnicity, rather than their similarities,expose fundamental attributes of contemporary marginality in increasingly  diverse western democracies. This paper advances the following proposition (and contradiction): in the past decade, ethnicity and diversity as an axis of social division has gained credibility and has markedly influenced political, economic and social (re)organisation in New Zealand, while in contrast, it has proven harder to justify gender  as structural disadvantage. Thus, while the boundaries of ‘gender’ are ruptured, porous and, at moments, open to erasure, ‘ethnicity’ has coalesced to become a new, valid, and increasingly relevant border of social inequity.

year: 2011

title: On square values of the product of the Euler totient and sum of divisors functions

authors: Broughan, Kevin A.

subjects: Euler function

abstract: If n is a positive integer such that ϕ(n)σ(n) = m² for some positive integer m, then m≤n. We put m = n - a and we study the positive integers a arising in this way.

text: On square values of the product of the Euler totient and sum of divisors functions If n is a positive integer such that ϕ(n)σ(n) = m² for some positive integer m, then m≤n. We put m = n - a and we study the positive integers a arising in this way.

year: 2012

title: Māori and pacific infant and toddler cultural pedagogy: Reclaiming a cultural lens

authors: Glasgow, Ali

abstract: An Indigenous cultural renaissance emerged in the 1980’s in Aotearoa New Zealand. Communities established early childhood programmes that reflected native spirituality, values, and Indigenous knowledge, with instruction in local, Indigenous languages (Hunkin-Tuiletufuga, 2001). Indigenous communities sought ownership over the education of their children, within a culturally driven framework that focussed on retention of knowledge, language, and cultural identity.
These strong early stages have lost traction, with increasing numbers of Māori and Pacific community services unable to meet the rigorous regulatory criteria, assurance auditing processes, funding restraints, and other considerations that have impacted the numbers of families using these services. Nowadays, a mere percentage of those once in operation remain, with the majority of Māori and Pacific children and their families enrolling in mainstream early childhood education services (Ministry of Education, 2013).
Central to the educational success for Māori and Pacific children is an understanding that they are culturally located and the acknowledgement that effective education must encompass their culture. A cultural discourse gaining prominence reveals the need for culturally sound pedagogical practice for Māori and Pacific communities (Rameka & Glasgow, 2016; Rau & Ritchie, 2011). This trend is gaining impetus in the wider Pacific region (Glasgow, 2012), thus driving a movement for reclaiming and reframing education for Pacific peoples (Sanga, 2012).

text: Māori and pacific infant and toddler cultural pedagogy: Reclaiming a cultural lens An Indigenous cultural renaissance emerged in the 1980’s in Aotearoa New Zealand. Communities established early childhood programmes that reflected native spirituality, values, and Indigenous knowledge, with instruction in local, Indigenous languages (Hunkin-Tuiletufuga, 2001). Indigenous communities sought ownership over the education of their children, within a culturally driven framework that focussed on retention of knowledge, language, and cultural identity.
These strong early stages have lost traction, with increasing numbers of Māori and Pacific community services unable to meet the rigorous regulatory criteria, assurance auditing processes, funding restraints, and other considerations that have impacted the numbers of families using these services. Nowadays, a mere percentage of those once in operation remain, with the majority of Māori and Pacific children and their families enrolling in mainstream early childhood education services (Ministry of Education, 2013).
Central to the educational success for Māori and Pacific children is an understanding that they are culturally located and the acknowledgement that effective education must encompass their culture. A cultural discourse gaining prominence reveals the need for culturally sound pedagogical practice for Māori and Pacific communities (Rameka & Glasgow, 2016; Rau & Ritchie, 2011). This trend is gaining impetus in the wider Pacific region (Glasgow, 2012), thus driving a movement for reclaiming and reframing education for Pacific peoples (Sanga, 2012).

year: 2017