title: Guest editorial by Sunita Basnet: Bhutanese refugee women and girls in NZ

authors: Basnet, Sunita

abstract: These former Bhutanese refugee women and girls were resettled in Christchurch, Nelson, Palmerston North and Auckland since 2008 under the New Zealand refugee quota. According to the UNHCR Nepal, as of 30th June 2016, 104,009 Bhutanese refugees from Nepal have been resettled in eight countries. New Zealand has resettled 1,009 making New Zealand the fourth largest hosting country. The interviews were conducted in Nepali, then have been translated to English.

text: Guest editorial by Sunita Basnet: Bhutanese refugee women and girls in NZ These former Bhutanese refugee women and girls were resettled in Christchurch, Nelson, Palmerston North and Auckland since 2008 under the New Zealand refugee quota. According to the UNHCR Nepal, as of 30th June 2016, 104,009 Bhutanese refugees from Nepal have been resettled in eight countries. New Zealand has resettled 1,009 making New Zealand the fourth largest hosting country. The interviews were conducted in Nepali, then have been translated to English.

year: 2016

title: A future-focus for teaching and learning: Technology education in two New Zealand secondary schools

authors: Reinsfield, Elizabeth

abstract: Technology education has been a part of the New Zealand curriculum in many forms since its inception as a craft subject. With a global push towards technological innovation and an increased awareness of the impact of technology on society, it is reasonable to assume that technology education has an established role in student learning around the local and international social issues that intersect with technology. This article is based on the initial findings of doctoral research, which aims to illustrate how teacher’s perceptions and previous experiences influence their understandings around the nature of technology education in their school.

text: A future-focus for teaching and learning: Technology education in two New Zealand secondary schools Technology education has been a part of the New Zealand curriculum in many forms since its inception as a craft subject. With a global push towards technological innovation and an increased awareness of the impact of technology on society, it is reasonable to assume that technology education has an established role in student learning around the local and international social issues that intersect with technology. This article is based on the initial findings of doctoral research, which aims to illustrate how teacher’s perceptions and previous experiences influence their understandings around the nature of technology education in their school.

year: 2016

title: The Unmet Legal, Social and Cultural Needs of Māori with Disabilities

authors: Hickey, Susan Jane

subjects: Māori

abstract: There is little work done in the area of indigenous disability identity issues and how they are recognised in domestic and international human rights laws. The discourse of disability has always been based on social constructionism and without it, there is no identity. I discuss its relevance to indigenous (Māori) with disabilities and how the multiplicitous nature of the identity of  other  has a particular impact when indigenous, gender and disability are all identified from marginalised groups. I also explore the impact of westernised thinking around impairment, in particular the models of disabilities on indigenous well-being. The issues of family (whānau), whakawhanaungatanga (family relationships), interdependence (community) and collectivity identities central to indigenous thinking are largely ignored by law and policy, yet central to indigenous identity. This ignorance in policy has led to the disparities that continue to remain for indigenous persons with disabilities, particularly those from within thematic identity groups.

text: The Unmet Legal, Social and Cultural Needs of Māori with Disabilities There is little work done in the area of indigenous disability identity issues and how they are recognised in domestic and international human rights laws. The discourse of disability has always been based on social constructionism and without it, there is no identity. I discuss its relevance to indigenous (Māori) with disabilities and how the multiplicitous nature of the identity of  other  has a particular impact when indigenous, gender and disability are all identified from marginalised groups. I also explore the impact of westernised thinking around impairment, in particular the models of disabilities on indigenous well-being. The issues of family (whānau), whakawhanaungatanga (family relationships), interdependence (community) and collectivity identities central to indigenous thinking are largely ignored by law and policy, yet central to indigenous identity. This ignorance in policy has led to the disparities that continue to remain for indigenous persons with disabilities, particularly those from within thematic identity groups.

year: 2008