title: Introduction: Sylvia, a New Zealander

authors: Jones, Alison

subjects: Sylvia Ashton-Warner

abstract: Sylvia Ashton-Warner had an intensely ambivalent relationship with the land of her birth. Despite receiving many accolades in New Zealand – including the country’s major literary award – she claimed to have been rejected and persecuted, and regularly announced that her educational and literary achievements were unappreciated or insufficiently acknowledged by her compatriots. In her darkest moments, she railed against New Zealand and New Zealander, even stating in one television interview: “I’m not a New Zealander!”

text: Introduction: Sylvia, a New Zealander Sylvia Ashton-Warner had an intensely ambivalent relationship with the land of her birth. Despite receiving many accolades in New Zealand – including the country’s major literary award – she claimed to have been rejected and persecuted, and regularly announced that her educational and literary achievements were unappreciated or insufficiently acknowledged by her compatriots. In her darkest moments, she railed against New Zealand and New Zealander, even stating in one television interview: “I’m not a New Zealander!”

year: 2009

title: University teachers' perceptions of their roles in curriculum decision making: A case study at Hanoi National University of Education (Vietnam)

authors: Nguyen, Thu Trang

subjects: university teachers

abstract: This study is concerned with university teachers' perceptions of their roles in curriculum decision making in the setting of Hanoi National University of Education (Vietnam). This is one of the largest teacher training universities in Vietnam. Since research on teachers' curriculum decision making at tertiary institutions has been carried out internationally, it is suggested that these issues should be examined with due consideration within the Vietnamese higher education context. 

Information for the research was gathered using a qualitative approach. Individual, face-to-face interviews were conducted with eight teachers at Hanoi National University of Education. These teachers taught different disciplinary subjects and some of them held positions as Deans of Faculties and Heads of Departments at the university. The teachers were interviewed in Vietnam through May to June 2009. The interview responses were then analyzed and interpreted using my own approach adapted from literature on qualitative research methods.

From my research findings, it was evident that ways Hanoi National University of Education teachers conceptualized curriculum and curriculum decision making were influenced by the top-down, centralized model of management dominating over Vietnamese education in the last 3 decades (1980s-present). Curriculum was frequently defined by looking at its legality and authority. Meanwhile, curriculum decision making was seen as a function of authoritative agencies rather than the activities of university teachers themselves. My research also found that university teachers possessed a high degree of self-awareness about their responsibilities and professional capacity related to curriculum decision making. Although most university teachers thought they were encouraged to engage in curriculum decision making, they expressed an expectation of being given more roles and involvement in this process. Additionally, a majority of university teachers were worried about the limitations in their professional competence and the lack of professional development opportunities. They, therefore, suggested recommendations for facilitating Vietnamese university teachers' participation in curriculum decision making. These recommendations involved educational management and policy changes, professional development for university teachers, and changes in the curriculum perceptions of university teachers themselves.

text: University teachers' perceptions of their roles in curriculum decision making: A case study at Hanoi National University of Education (Vietnam) This study is concerned with university teachers' perceptions of their roles in curriculum decision making in the setting of Hanoi National University of Education (Vietnam). This is one of the largest teacher training universities in Vietnam. Since research on teachers' curriculum decision making at tertiary institutions has been carried out internationally, it is suggested that these issues should be examined with due consideration within the Vietnamese higher education context. 

Information for the research was gathered using a qualitative approach. Individual, face-to-face interviews were conducted with eight teachers at Hanoi National University of Education. These teachers taught different disciplinary subjects and some of them held positions as Deans of Faculties and Heads of Departments at the university. The teachers were interviewed in Vietnam through May to June 2009. The interview responses were then analyzed and interpreted using my own approach adapted from literature on qualitative research methods.

From my research findings, it was evident that ways Hanoi National University of Education teachers conceptualized curriculum and curriculum decision making were influenced by the top-down, centralized model of management dominating over Vietnamese education in the last 3 decades (1980s-present). Curriculum was frequently defined by looking at its legality and authority. Meanwhile, curriculum decision making was seen as a function of authoritative agencies rather than the activities of university teachers themselves. My research also found that university teachers possessed a high degree of self-awareness about their responsibilities and professional capacity related to curriculum decision making. Although most university teachers thought they were encouraged to engage in curriculum decision making, they expressed an expectation of being given more roles and involvement in this process. Additionally, a majority of university teachers were worried about the limitations in their professional competence and the lack of professional development opportunities. They, therefore, suggested recommendations for facilitating Vietnamese university teachers' participation in curriculum decision making. These recommendations involved educational management and policy changes, professional development for university teachers, and changes in the curriculum perceptions of university teachers themselves.

year: 2010

title: Exploring the nature of intimate relationships: A Māori perspective

authors: King, Pita

subjects: Maori

abstract: The 2002 World Report on Violence states that violence occurs in about 70 percent of intimate relationships (Krug, Dahlberg, Mercy, Zwi, & Lozano, 2002). New Zealand research indicates that more than a quarter of relationships have experienced intimate partner violence (IPV), with Māori (Indigenous people of New Zealand) women three times more likely to experience IPV in their lifetime. Utilising Kaupapa Māori (Māori-centred approach) and narrative methodologies, this paper explores the nature of intimate relationships from a Māori perspective, investigating how Māori initiate intimate relationships, attempt to maintain positive intimate relationships and when applicable, exit intimate relationships. The findings from two case studies reveal that intimate relationships involve identity negotiation and an incorporation of cultural values. Communication processes are highlighted as a facilitating factor of intimate relationships.

text: Exploring the nature of intimate relationships: A Māori perspective The 2002 World Report on Violence states that violence occurs in about 70 percent of intimate relationships (Krug, Dahlberg, Mercy, Zwi, & Lozano, 2002). New Zealand research indicates that more than a quarter of relationships have experienced intimate partner violence (IPV), with Māori (Indigenous people of New Zealand) women three times more likely to experience IPV in their lifetime. Utilising Kaupapa Māori (Māori-centred approach) and narrative methodologies, this paper explores the nature of intimate relationships from a Māori perspective, investigating how Māori initiate intimate relationships, attempt to maintain positive intimate relationships and when applicable, exit intimate relationships. The findings from two case studies reveal that intimate relationships involve identity negotiation and an incorporation of cultural values. Communication processes are highlighted as a facilitating factor of intimate relationships.

year: 2012