title: Tīhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as Māori

authors: Gilgen, Renée

subjects: Professional Learning and Development for teachers

abstract: Colonial attitudes that positioned Māori language, knowledge and pedagogy as inferior and deficient continue to impact on 21st century primary school contexts in Aotearoa/New Zealand. They continue to impact particularly on the personal and professional identities and experiences of Māori teachers in contemporary English-medium schools. Just as, historically, Māori students were expected to leave their language and culture at the 19th century colonial school gates, so too are many contemporary Māori teachers in mainstream schools expected to set aside their language and culture and engage with the curriculum and pedagogy of the school where they work. Ironically, at the same time, these teachers are often expected to guide and assist their school to meet its requirements under Te Tiriti o Waitangi/Treaty of Waitangi to ensure that its Māori students will succeed as Māori.

This thesis sought to understand how a small cohort of experienced Māori teachers, positioned within 21st century English-medium primary schools, perceived and negotiated the challenges to their personal and professional identities as Māori, and as Māori teachers. The thesis employed a qualitative participant narrative methodology, framed with kaupapa Māori theory. The teachers participated in individual interviews and in a series of hui kōrero (focused conversations) that assisted them to reflect critically on sociohistorical and educational factors that influenced the formation and maintenance of their identities as Māori.

The teachers’ narratives that emerged from individual and collaborative hui kōrero revealed that (1) being raised within urban environments and being themselves educated in monocultural schools during the 1960s and 1970s strongly impacted on how their Māori identities were shaped and, (2) their teaching experiences within English-medium primary schools and classrooms were culturally isolating and destructive, and largely unsupportive of the diverse realities that exists for some Māori teachers.

I offer two key strategic responses to these findings. Firstly, I offer a self-identity continuum that seeks to respect and affirm Māori identity by taking into account the different levels and contexts of experience some Māori teachers may have with Māori cultural concepts and practices. Secondly, I assert the need for a culturally located and relational space within English-medium school contexts for Māori teachers to engage with, and draw on the support of other Māori teachers in order to affirm their varying personal and professional identities as Māori. Meeting this need is understood as a Tiriti o Waitangi/Treaty-honouring response, required of all schools.

text: Tīhei Mauri Ora: Negotiating primary school teachers' personal and professional identities as Māori Colonial attitudes that positioned Māori language, knowledge and pedagogy as inferior and deficient continue to impact on 21st century primary school contexts in Aotearoa/New Zealand. They continue to impact particularly on the personal and professional identities and experiences of Māori teachers in contemporary English-medium schools. Just as, historically, Māori students were expected to leave their language and culture at the 19th century colonial school gates, so too are many contemporary Māori teachers in mainstream schools expected to set aside their language and culture and engage with the curriculum and pedagogy of the school where they work. Ironically, at the same time, these teachers are often expected to guide and assist their school to meet its requirements under Te Tiriti o Waitangi/Treaty of Waitangi to ensure that its Māori students will succeed as Māori.

This thesis sought to understand how a small cohort of experienced Māori teachers, positioned within 21st century English-medium primary schools, perceived and negotiated the challenges to their personal and professional identities as Māori, and as Māori teachers. The thesis employed a qualitative participant narrative methodology, framed with kaupapa Māori theory. The teachers participated in individual interviews and in a series of hui kōrero (focused conversations) that assisted them to reflect critically on sociohistorical and educational factors that influenced the formation and maintenance of their identities as Māori.

The teachers’ narratives that emerged from individual and collaborative hui kōrero revealed that (1) being raised within urban environments and being themselves educated in monocultural schools during the 1960s and 1970s strongly impacted on how their Māori identities were shaped and, (2) their teaching experiences within English-medium primary schools and classrooms were culturally isolating and destructive, and largely unsupportive of the diverse realities that exists for some Māori teachers.

I offer two key strategic responses to these findings. Firstly, I offer a self-identity continuum that seeks to respect and affirm Māori identity by taking into account the different levels and contexts of experience some Māori teachers may have with Māori cultural concepts and practices. Secondly, I assert the need for a culturally located and relational space within English-medium school contexts for Māori teachers to engage with, and draw on the support of other Māori teachers in order to affirm their varying personal and professional identities as Māori. Meeting this need is understood as a Tiriti o Waitangi/Treaty-honouring response, required of all schools.

year: 2016

title: HIV diagnoses in indigenous peoples: comparison of Australia, Canada and New Zealand

authors: Shea, Beverley

subjects: HIV

abstract: In industrial countries, a number of factors put indigenous peoples at increased risk of HIV infection. National surveillance data between 1999 and 2008 provided diagnoses for Aboriginal and Torres Strait Islanders (Australia), First Nations, Inuit and Métis (Canada excluding Ontario and Quebec) and Māori (New Zealand). Each country provided similar data for a non-indigenous comparison population. Direct standardisation used the 2001 Canadian Aboriginal male population for comparison of five-year diagnosis rates in 1999–2003 and 2004–2008. Using the general population as denominators, we report diagnosis ratios for presumed heterosexual transmission, men who have sex with men (MSM) and intravenous drug users (IDU). Age standardised HIV diagnosis rates in indigenous peoples in Canada in 2004–2008 (178.1 and 178.4/100 000 for men and women respectively) were higher than in Australia (48.5 and 12.9/100 000) and New Zealand (41.9 and 4.3/100 000). Higher HIV diagnosis rates related to heterosexual contact among Aboriginal peoples, especially women, in Canada confirm a widening epidemic beyond the conventional risk groups. This potential of a generalised epidemic requires urgent attention in Aboriginal communities; available evidence can inform policy and action by all stakeholders. Although less striking in Australia and New Zealand, these findings may be relevant to indigenous peoples in other countries.

text: HIV diagnoses in indigenous peoples: comparison of Australia, Canada and New Zealand In industrial countries, a number of factors put indigenous peoples at increased risk of HIV infection. National surveillance data between 1999 and 2008 provided diagnoses for Aboriginal and Torres Strait Islanders (Australia), First Nations, Inuit and Métis (Canada excluding Ontario and Quebec) and Māori (New Zealand). Each country provided similar data for a non-indigenous comparison population. Direct standardisation used the 2001 Canadian Aboriginal male population for comparison of five-year diagnosis rates in 1999–2003 and 2004–2008. Using the general population as denominators, we report diagnosis ratios for presumed heterosexual transmission, men who have sex with men (MSM) and intravenous drug users (IDU). Age standardised HIV diagnosis rates in indigenous peoples in Canada in 2004–2008 (178.1 and 178.4/100 000 for men and women respectively) were higher than in Australia (48.5 and 12.9/100 000) and New Zealand (41.9 and 4.3/100 000). Higher HIV diagnosis rates related to heterosexual contact among Aboriginal peoples, especially women, in Canada confirm a widening epidemic beyond the conventional risk groups. This potential of a generalised epidemic requires urgent attention in Aboriginal communities; available evidence can inform policy and action by all stakeholders. Although less striking in Australia and New Zealand, these findings may be relevant to indigenous peoples in other countries.

year: 2011

title: Optimal waste stream discharge temperature selection for dryer operations using thermo-economic assessment

authors: Walmsley, Timothy Gordon

subjects: heat recovery

abstract: A typical drying process that has liquid and gas discharge streams has been analysed and the impact of selecting various combinations of soft temperatures on heat recovery, utility targets, area targets, capital cost and total cost is reported. The method is based on the plus-minus principle and traditional pinch analysis methods for utility, area and capital cost targeting with the modification of using a ΔT contribution. Results show that there is significant benefit from optimising discharge temperatures for total cost. To achieve minimum energy consumption and total cost, heat recovery from the dryer exhaust air is necessary. Heat recovery from liquid heat sources is shown to be preferable over gas streams due to a higher film coefficient resulting in less heat exchanger area and capital cost. There is also value in making process modifications, such as combining streams or removing small streams to be solely heated by utility, to reduce the number of network heat exchangers. For the best case, the discharge temperatures of the leaving streams are 18.0 °C for water condensate (liquid stream) and 52.4 °C for the exhaust air (gas stream).

text: Optimal waste stream discharge temperature selection for dryer operations using thermo-economic assessment A typical drying process that has liquid and gas discharge streams has been analysed and the impact of selecting various combinations of soft temperatures on heat recovery, utility targets, area targets, capital cost and total cost is reported. The method is based on the plus-minus principle and traditional pinch analysis methods for utility, area and capital cost targeting with the modification of using a ΔT contribution. Results show that there is significant benefit from optimising discharge temperatures for total cost. To achieve minimum energy consumption and total cost, heat recovery from the dryer exhaust air is necessary. Heat recovery from liquid heat sources is shown to be preferable over gas streams due to a higher film coefficient resulting in less heat exchanger area and capital cost. There is also value in making process modifications, such as combining streams or removing small streams to be solely heated by utility, to reduce the number of network heat exchangers. For the best case, the discharge temperatures of the leaving streams are 18.0 °C for water condensate (liquid stream) and 52.4 °C for the exhaust air (gas stream).

year: 2012