title: Connecting curriculum and policy to assist families' aspirations

authors: Clarkin-Phillips, Jeanette

subjects: New Zealand

abstract: Te Whāriki, New Zealand’s early childhood national curriculum, is strongly underpinned by sociocultural and ecological theories of development that recognise the significance of families in children’s lives. There are, however, very few national policies that support the holistic nature of the curriculum. In 2006, the first significant recognition by government of the potential for early childhood centres to assist the holistic well-being of a community occurred. A pilot programme was launched that awarded Parent Support and Development contracts to early childhood centres in vulnerable communities. Eight centres took part in the pilot. This paper reports on the impact of a Parent Support and Development contract on a kindergarten ecosystem, highlighting ways in which the ecological systems of the community were strengthened.

text: Connecting curriculum and policy to assist families' aspirations Te Whāriki, New Zealand’s early childhood national curriculum, is strongly underpinned by sociocultural and ecological theories of development that recognise the significance of families in children’s lives. There are, however, very few national policies that support the holistic nature of the curriculum. In 2006, the first significant recognition by government of the potential for early childhood centres to assist the holistic well-being of a community occurred. A pilot programme was launched that awarded Parent Support and Development contracts to early childhood centres in vulnerable communities. Eight centres took part in the pilot. This paper reports on the impact of a Parent Support and Development contract on a kindergarten ecosystem, highlighting ways in which the ecological systems of the community were strengthened.

year: 2012

title: Vietnamese teachers’ self-efficacy in teaching English as a foreign language

authors: Phan, Nga Thi Tuyet

subjects: Culture

abstract: Purpose
The purpose of this paper is to explore the influence of culture on the sense of self-efficacy in teaching English as a Foreign Language of a group of university teachers in Vietnam. Research exploring the relationship between culture and self-efficacy is extremely rare despite the acknowledged importance of culture in the formation of self-efficacy beliefs.

Design/methodology/approach
This study took the form of qualitative research with diverse, data collection instruments: individual interviews, focus group discussions, observations and journaling.

Findings
Findings indicate that certain features of the Vietnamese cultural context impacted on the way the study teachers constructed their sense of self-efficacy. Specifically, under the influence of a Vietnamese sense of belonging, the study teachers tended to rely more on efficacy-building information from other people rather than from themselves. The perception of inequality in power may have heightened negative emotional arousal, thus contributing to a negative sense of self-efficacy among the teachers. The Vietnamese concept of face and the high status of teachers in the social hierarchy in part mediated teachers’ sense of self-efficacy.

Social implications
The perceived burden of performing both parenting and teaching roles and responsibilities may have diminished the self-efficacy in teaching of female teachers.
Originality/value
The contribution and implications of the study are discussed.

text: Vietnamese teachers’ self-efficacy in teaching English as a foreign language Purpose
The purpose of this paper is to explore the influence of culture on the sense of self-efficacy in teaching English as a Foreign Language of a group of university teachers in Vietnam. Research exploring the relationship between culture and self-efficacy is extremely rare despite the acknowledged importance of culture in the formation of self-efficacy beliefs.

Design/methodology/approach
This study took the form of qualitative research with diverse, data collection instruments: individual interviews, focus group discussions, observations and journaling.

Findings
Findings indicate that certain features of the Vietnamese cultural context impacted on the way the study teachers constructed their sense of self-efficacy. Specifically, under the influence of a Vietnamese sense of belonging, the study teachers tended to rely more on efficacy-building information from other people rather than from themselves. The perception of inequality in power may have heightened negative emotional arousal, thus contributing to a negative sense of self-efficacy among the teachers. The Vietnamese concept of face and the high status of teachers in the social hierarchy in part mediated teachers’ sense of self-efficacy.

Social implications
The perceived burden of performing both parenting and teaching roles and responsibilities may have diminished the self-efficacy in teaching of female teachers.
Originality/value
The contribution and implications of the study are discussed.

year: 2016

title: Kaitiakitanga o te Taiao - Reconciling Legislative Provisions and Outcomes for Māori

authors: Kennedy, Nathan Charles Karaua

subjects: Kaitiakitanga

abstract: The Resource Management Act (1991) (RMA) was heralded as internationally ground-breaking for its integrated approach, and for cementing 'sustainable management' as its overarching purpose. It was ground-breaking also for its recognition of First Nations’ rights and values. This includes directing decision-makers to recognise and provide for the relationship of Māori and their culture and traditions with their ancestral lands, waters and treasured resources, to have particular regard to Māori customary practices, and to take into account the principles of the Treaty of Waitangi. The RMA provides for councils to transfer or delegate functions and powers to Māori, and for joint management arrangements.
In 16 years as environment officer for my iwi, I witnessed the failure of the RMA to protect Māori values and interests. This experience prompted me to undertake research to thoroughly investigate outcomes of the operation of the RMA for Māori. Two questions framed my research; the first asking whether kaitiaki have been empowered by the Māori provisions in the RMA, and the second seeking to determine overall outcomes for Māori from the Act.
Assessing such outcomes required an understanding of Māori values and interests, evaluation of the law, of the statutory plans that govern council administration of the RMA, implementation of these by councils and the Crown, and their treatment by the courts. To answer the two questions I present in this thesis a geographically focused study of two take (causes or significant issues) at Whangamatā, the construction of a marina, and the removal of mangroves.
I compare Ngāti Whanaunga experiences with those of Māori nationally. By doing so I provide the evidence base for an 'overall broad judgement' (as the RMA requires) that despite apparent empowerment by the Act and its statutory plans, Māori have suffered widespread and significantly negative outcomes under the RMA. Rather than being empowered, Māori struggle to participate in planning processes, and see ancestral values and interests eroded by waves of resource consent processes, in which effects on Māori are little considered.

text: Kaitiakitanga o te Taiao - Reconciling Legislative Provisions and Outcomes for Māori The Resource Management Act (1991) (RMA) was heralded as internationally ground-breaking for its integrated approach, and for cementing 'sustainable management' as its overarching purpose. It was ground-breaking also for its recognition of First Nations’ rights and values. This includes directing decision-makers to recognise and provide for the relationship of Māori and their culture and traditions with their ancestral lands, waters and treasured resources, to have particular regard to Māori customary practices, and to take into account the principles of the Treaty of Waitangi. The RMA provides for councils to transfer or delegate functions and powers to Māori, and for joint management arrangements.
In 16 years as environment officer for my iwi, I witnessed the failure of the RMA to protect Māori values and interests. This experience prompted me to undertake research to thoroughly investigate outcomes of the operation of the RMA for Māori. Two questions framed my research; the first asking whether kaitiaki have been empowered by the Māori provisions in the RMA, and the second seeking to determine overall outcomes for Māori from the Act.
Assessing such outcomes required an understanding of Māori values and interests, evaluation of the law, of the statutory plans that govern council administration of the RMA, implementation of these by councils and the Crown, and their treatment by the courts. To answer the two questions I present in this thesis a geographically focused study of two take (causes or significant issues) at Whangamatā, the construction of a marina, and the removal of mangroves.
I compare Ngāti Whanaunga experiences with those of Māori nationally. By doing so I provide the evidence base for an 'overall broad judgement' (as the RMA requires) that despite apparent empowerment by the Act and its statutory plans, Māori have suffered widespread and significantly negative outcomes under the RMA. Rather than being empowered, Māori struggle to participate in planning processes, and see ancestral values and interests eroded by waves of resource consent processes, in which effects on Māori are little considered.

year: 2017