title: Frozen rights?: The right to develop Maori treaty and aboriginal rights

authors: Joseph, Robert

subjects: Maori

abstract: Bishop Manuhuia Bennett often asked the question: "What did Maori call New Zealand before the arrival of the Pakeha [Europeans]?" After a deliberate pause, he would then simply utter: "Ours".

text: Frozen rights?: The right to develop Maori treaty and aboriginal rights Bishop Manuhuia Bennett often asked the question: "What did Maori call New Zealand before the arrival of the Pakeha [Europeans]?" After a deliberate pause, he would then simply utter: "Ours".

year: 2011

title: The New Zealand Wars Documentary Series: Discursive Struggle and Cultural Memory.

authors: Perrott, Lisa

subjects: Television Documentary

abstract: The 1998 television broadcast of The New Zealand Wars documentary series was a significant public event, which had a major impact on a broad range of communities and individuals in Aotearoa New Zealand. This popular television history engaged with issues of historical veracity, race, culture and nationhood and challenged previously dominant discourses associated with these concepts. In doing so, it provoked heated debate, and a re-imagining of 'nation', and also opened up spaces for alternative ways of engaging with historical narrative. 

Informed by post-colonialism, cultural studies and cultural memory, this thesis explores the discursive and affective role of The New Zealand Wars, as it has operated within the turbulent climate of 1990s New Zealand cultural relations. This catalytic function is described in this thesis as a phenomenon of a television series shaped by, whilst also intervening in, processes of cultural colonisation and decolonisation. 

While both of these processes involve the transmission of discourse via cultural forms, the act of cultural decolonisation requires, in addition, the convergence of a number of agents (people and communities, discursive and memory resources) and circumstances, within particular contextual conditions. Such a convergence provided the conditions for the discursive synthesis, which shaped the production, construction and reception of this series. 

The role of audio-visual media (and specifically television documentary) in transmitting cultural memory is significant as it enables the flow of memory through channels or forms (such as visual, oral and aural traditions) that can bring about new perspectives and critical reflections upon colonial discourse and dominant concepts of nation and culture. In addition to these social and intellectual processes of audience engagement, this thesis argues that experiential and affective dimensions of cultural memory can (in these specific circumstances) open up radical spaces, offering the potential for generating awareness and sparking political action. 

These issues are explored through a tripartite analysis of the production context, construction and reception of The New Zealand Wars series. The integration of these three phases of analysis has generated a number of insights into the potential of audio-visual forms, including their producers and audiences, to participate in the negotiation of, and resistance to, colonial discourse. Such insights serve to challenge taken-for-granted constructions of nation and history, and suggest the increasing relevance of alternative concepts such as community-building and cultural memory. Ultimately, this thesis argues that television documentary can serve as a prime site for the articulation of these concepts. The New Zealand Wars serves as a case study, which demonstrates both the potential of this site, and the significance of the social-historical and cultural context in framing this series.

text: The New Zealand Wars Documentary Series: Discursive Struggle and Cultural Memory. The 1998 television broadcast of The New Zealand Wars documentary series was a significant public event, which had a major impact on a broad range of communities and individuals in Aotearoa New Zealand. This popular television history engaged with issues of historical veracity, race, culture and nationhood and challenged previously dominant discourses associated with these concepts. In doing so, it provoked heated debate, and a re-imagining of 'nation', and also opened up spaces for alternative ways of engaging with historical narrative. 

Informed by post-colonialism, cultural studies and cultural memory, this thesis explores the discursive and affective role of The New Zealand Wars, as it has operated within the turbulent climate of 1990s New Zealand cultural relations. This catalytic function is described in this thesis as a phenomenon of a television series shaped by, whilst also intervening in, processes of cultural colonisation and decolonisation. 

While both of these processes involve the transmission of discourse via cultural forms, the act of cultural decolonisation requires, in addition, the convergence of a number of agents (people and communities, discursive and memory resources) and circumstances, within particular contextual conditions. Such a convergence provided the conditions for the discursive synthesis, which shaped the production, construction and reception of this series. 

The role of audio-visual media (and specifically television documentary) in transmitting cultural memory is significant as it enables the flow of memory through channels or forms (such as visual, oral and aural traditions) that can bring about new perspectives and critical reflections upon colonial discourse and dominant concepts of nation and culture. In addition to these social and intellectual processes of audience engagement, this thesis argues that experiential and affective dimensions of cultural memory can (in these specific circumstances) open up radical spaces, offering the potential for generating awareness and sparking political action. 

These issues are explored through a tripartite analysis of the production context, construction and reception of The New Zealand Wars series. The integration of these three phases of analysis has generated a number of insights into the potential of audio-visual forms, including their producers and audiences, to participate in the negotiation of, and resistance to, colonial discourse. Such insights serve to challenge taken-for-granted constructions of nation and history, and suggest the increasing relevance of alternative concepts such as community-building and cultural memory. Ultimately, this thesis argues that television documentary can serve as a prime site for the articulation of these concepts. The New Zealand Wars serves as a case study, which demonstrates both the potential of this site, and the significance of the social-historical and cultural context in framing this series.

year: 2007

title: Assessment information utilisation from learning stories in New Zealand early childhood centres

authors: Fabian, Katalin

subjects: Early childhood assessment

abstract: This research provides an insight into early childhood teachers’ every day, real life experiences for current ECE assessment practices from a bottom up perspective using experienced early childhood teachers as the data source. The research investigated the ways teachers collected data for assessment purposes, the tools they used to document the information, the ways they utilised the assessment data from Learning Stories, and the challenges they were faced with during the process. The study invited participants from different types of centres from different areas of New Zealand. Five highly experienced early childhood teachers participated in the research from kindergartens and privately owned early learning centres. The study, which was grounded in a constructivist-interpretive paradigm, applied a phenomenological approach. The research utilised semi structured interviews as the main data collection method of a phenomenological research.
The findings indicated that assessment information from Learning Stories can be utilised in numerous ways. The study revealed interesting practical ideas of every day assessment practices for the profession. The research highlighted the complexity of the current assessment approach and the sophisticated nature of the Learning Story writing process. Teachers’ high level of data literacy skills, thorough understanding of data collection, documentation and data analysis processes were shown as fundamental factors in an effective assessment practice. The documentation and information sharing about children’s learning and behaviour difficulties through Learning Stories were identified as a problematic area of assessment information utilisation. Teachers’ Learning Story writing competencies and better utilisation of assessment information from Learning Stories for children with special learning needs were suggested to be avenues for further investigation in future research.

text: Assessment information utilisation from learning stories in New Zealand early childhood centres This research provides an insight into early childhood teachers’ every day, real life experiences for current ECE assessment practices from a bottom up perspective using experienced early childhood teachers as the data source. The research investigated the ways teachers collected data for assessment purposes, the tools they used to document the information, the ways they utilised the assessment data from Learning Stories, and the challenges they were faced with during the process. The study invited participants from different types of centres from different areas of New Zealand. Five highly experienced early childhood teachers participated in the research from kindergartens and privately owned early learning centres. The study, which was grounded in a constructivist-interpretive paradigm, applied a phenomenological approach. The research utilised semi structured interviews as the main data collection method of a phenomenological research.
The findings indicated that assessment information from Learning Stories can be utilised in numerous ways. The study revealed interesting practical ideas of every day assessment practices for the profession. The research highlighted the complexity of the current assessment approach and the sophisticated nature of the Learning Story writing process. Teachers’ high level of data literacy skills, thorough understanding of data collection, documentation and data analysis processes were shown as fundamental factors in an effective assessment practice. The documentation and information sharing about children’s learning and behaviour difficulties through Learning Stories were identified as a problematic area of assessment information utilisation. Teachers’ Learning Story writing competencies and better utilisation of assessment information from Learning Stories for children with special learning needs were suggested to be avenues for further investigation in future research.

year: 2021