title: The 2020 cannabis referendum: Māori voter support, racialized policing, and the Criminal Justice System

authors: Dempster, Craig

abstract: In the New Zealand 2020 cannabis referendum, 50.7% of all voters rejected the creation of a legally-regulated cannabis market and instead supported retaining the current prohibitionist policy. Although the referendum failed to pass, a majority of Māori voted in favor of cannabis law reform. This paper suggests that within the Māori community there is a more nuanced appreciation of the impact of policing cannabis. Māori perceive that greater harm is caused by the racialized policing of cannabis than by the usage of it. Following McCreanor, et al. (2014), this paper employs a thematic, content analysis of the New Zealand Herald’s coverage of the 2020 cannabis referendum to investigate the presence of race-based targeting/policing in discussions of the legislation. The results reveal that racial disparities emerged as secondary to framing both the impact of cannabis and the referendum as race-neutral and affecting everyone in society equally. This paper argues that the impact of the policing of this particular drug impacts Māori differently, wherein they bear the brunt of racialized policing. Thus, Māori possess a more sophisticated understanding that warrants consideration because it is inextricably linked to lived experiences of policing that differ from wider social narratives of policing and drug policy in New Zealand.

text: The 2020 cannabis referendum: Māori voter support, racialized policing, and the Criminal Justice System In the New Zealand 2020 cannabis referendum, 50.7% of all voters rejected the creation of a legally-regulated cannabis market and instead supported retaining the current prohibitionist policy. Although the referendum failed to pass, a majority of Māori voted in favor of cannabis law reform. This paper suggests that within the Māori community there is a more nuanced appreciation of the impact of policing cannabis. Māori perceive that greater harm is caused by the racialized policing of cannabis than by the usage of it. Following McCreanor, et al. (2014), this paper employs a thematic, content analysis of the New Zealand Herald’s coverage of the 2020 cannabis referendum to investigate the presence of race-based targeting/policing in discussions of the legislation. The results reveal that racial disparities emerged as secondary to framing both the impact of cannabis and the referendum as race-neutral and affecting everyone in society equally. This paper argues that the impact of the policing of this particular drug impacts Māori differently, wherein they bear the brunt of racialized policing. Thus, Māori possess a more sophisticated understanding that warrants consideration because it is inextricably linked to lived experiences of policing that differ from wider social narratives of policing and drug policy in New Zealand.

year: 2022

title: Cooperation in Maori and European children

authors: Vercoe, Glynis Price

subjects: Maori children

abstract: The object of this study is to compare the cooperative behaviour of Maori and European children and to investigate and compare the effects, upon the performance of the two ethnic groups, of working under cooperative conditions and under competitive conditions. Certain differences are expected to exist between the two ethnic groups as a result of the different child rearing practices employed by the Maoris and by the Europeans.

text: Cooperation in Maori and European children The object of this study is to compare the cooperative behaviour of Maori and European children and to investigate and compare the effects, upon the performance of the two ethnic groups, of working under cooperative conditions and under competitive conditions. Certain differences are expected to exist between the two ethnic groups as a result of the different child rearing practices employed by the Maoris and by the Europeans.

year: 1971

title: Augmenting primary teaching and  learning science through ICT

authors: Otrel-Cass, Kathrin

abstract: This study explored how information communication technologies (ICTs) in primary classrooms can enhance the teaching and learning of science. By building on teachers’ and students’ prior knowledge and experience with ICTs, we investigated how ICT use can structure activities to offer enhanced opportunities for active participation in science. The project generated examples of how ICTs can support subject-relevant ways of exploring and communicating science, and evaluating what has been learnt.

The major implications from the key finding, found in the Summary report are that;

 ICTs amplify science learning if teachers unpack the scientific ideas to identify specific pedagogical strategies that exploit the opportunities of each ICT. 
Visually recorded data present instant, immediate and context-rich information that teachers and students can use as a repository for evaluation, analysis and communication.
For ICT-supported activities to meet the needs of diverse learners, students and teachers need “sandpit” time to develop competencies to participate in various tasks. 
Teachers who use ICTs require support tailored to the specific pedagogical, content and technology needs of the topic they are teaching.

text: Augmenting primary teaching and  learning science through ICT This study explored how information communication technologies (ICTs) in primary classrooms can enhance the teaching and learning of science. By building on teachers’ and students’ prior knowledge and experience with ICTs, we investigated how ICT use can structure activities to offer enhanced opportunities for active participation in science. The project generated examples of how ICTs can support subject-relevant ways of exploring and communicating science, and evaluating what has been learnt.

The major implications from the key finding, found in the Summary report are that;

 ICTs amplify science learning if teachers unpack the scientific ideas to identify specific pedagogical strategies that exploit the opportunities of each ICT. 
Visually recorded data present instant, immediate and context-rich information that teachers and students can use as a repository for evaluation, analysis and communication.
For ICT-supported activities to meet the needs of diverse learners, students and teachers need “sandpit” time to develop competencies to participate in various tasks. 
Teachers who use ICTs require support tailored to the specific pedagogical, content and technology needs of the topic they are teaching.

year: 2011