title: Celebrating the co-construction of knowledge

authors: Bateman, Amanda

abstract: I have a rich appreciation for the co-construction of learning which is inspired by Te Whāriki, the New Zealand early childhood curriculum, where the importance of responsive, reciprocal relationships are acknowledged as being essential and the co-construction of teaching and learning is recognized as a thoroughly social process. The curriculum is designed to include the weaving together of the various values and perspectives of all people involved in teaching and learning for young children so as to provide a mat, or Whāriki, for all to stand and build on the strengths of each person. This practice brings people together in an inclusive approach and values each person’s prior knowledge and contribution towards a collaborative learning environment. This respect and value for each person’s strengths is recognized in the Te Whāriki holistic approach to education which acknowledges the importance of social, cultural and emotional development, as well as cognitive growth, in educational settings. Through this perspective it is important to support all aspects of the person in a holistic way in order for them to develop to their full potential. I hold the same vision for my students as Te Whāriki has for young children, aspirations for becoming teachers are equivalent to the Te Whāriki intention for children to grow, ‘as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.’ (Ministry of Education [MoE], 1996, p. 9)

text: Celebrating the co-construction of knowledge I have a rich appreciation for the co-construction of learning which is inspired by Te Whāriki, the New Zealand early childhood curriculum, where the importance of responsive, reciprocal relationships are acknowledged as being essential and the co-construction of teaching and learning is recognized as a thoroughly social process. The curriculum is designed to include the weaving together of the various values and perspectives of all people involved in teaching and learning for young children so as to provide a mat, or Whāriki, for all to stand and build on the strengths of each person. This practice brings people together in an inclusive approach and values each person’s prior knowledge and contribution towards a collaborative learning environment. This respect and value for each person’s strengths is recognized in the Te Whāriki holistic approach to education which acknowledges the importance of social, cultural and emotional development, as well as cognitive growth, in educational settings. Through this perspective it is important to support all aspects of the person in a holistic way in order for them to develop to their full potential. I hold the same vision for my students as Te Whāriki has for young children, aspirations for becoming teachers are equivalent to the Te Whāriki intention for children to grow, ‘as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.’ (Ministry of Education [MoE], 1996, p. 9)

year: 2012

title: Understanding poly-victimisation through an intersectional lens

authors: Tompson, Lisa

abstract: Compared to the well-established phenomenon of repeat victimisation (experiencing the same crime type repeatedly), poly-victimisation (experiencing multiple crime types) is poorly understood. We argue that advancing understanding of poly-victimisation requires focusing on characteristics that transcend single crime events; the time-stable “flags” that explain why some people experience victimisation across contexts. Given the significant impact of poly-victimisation on wellbeing, this study aims to inform crime prevention policies by identifying personal characteristics associated with poly-victimisation risk within a 12-month period in Aotearoa New Zealand. We used binary logistic regression and Conjunctive Analysis of Case Configurations (CACC) to examine responses to the New Zealand Crime and Victims Survey. Poly-victimisation risk was rarely attributable to a single characteristic but was instead shaped by interactions between them. Consistent with prior studies, psychological distress frequently co-occurred with poly-victimisation, highlighting that victimisation often affects those least equipped to endure it. The case-oriented approach of CACC can provide critical insights into the complex risk dynamics associated with victimisation. Identifying and supporting poly-victims requires targeted interventions that recognise the cumulative impact of multiple vulnerabilities on victimisation risk.

text: Understanding poly-victimisation through an intersectional lens Compared to the well-established phenomenon of repeat victimisation (experiencing the same crime type repeatedly), poly-victimisation (experiencing multiple crime types) is poorly understood. We argue that advancing understanding of poly-victimisation requires focusing on characteristics that transcend single crime events; the time-stable “flags” that explain why some people experience victimisation across contexts. Given the significant impact of poly-victimisation on wellbeing, this study aims to inform crime prevention policies by identifying personal characteristics associated with poly-victimisation risk within a 12-month period in Aotearoa New Zealand. We used binary logistic regression and Conjunctive Analysis of Case Configurations (CACC) to examine responses to the New Zealand Crime and Victims Survey. Poly-victimisation risk was rarely attributable to a single characteristic but was instead shaped by interactions between them. Consistent with prior studies, psychological distress frequently co-occurred with poly-victimisation, highlighting that victimisation often affects those least equipped to endure it. The case-oriented approach of CACC can provide critical insights into the complex risk dynamics associated with victimisation. Identifying and supporting poly-victims requires targeted interventions that recognise the cumulative impact of multiple vulnerabilities on victimisation risk.

year: 2026-01-27

title: Cultural identity and academic achievement among Māori undergraduate university students

authors: Bennett, Simon T.

subjects: Maori

abstract: Cultural identity and academic achievement were investigated among a nonrandom
sample of 72 undergraduate Māori university students studying at Massey
University. Student problems were examined to identify the types of difficulties
most prevalent among this population. The degree to which cultural identity
moderates the relationship between student problems and academic achievement
was then examined. Major findings were that (a) there is a consistent negative
relationship between student problems and academic achievement; and (b) cultural
identity moderates the effect of student problems on academic achievement, in that:
a high degree of problems were associated with decreases in grade point average
among respondents with low cultural identity; while among respondents with high
cultural identity, high levels of student problems had little negative effect on grade
point average. Despite the study having limitations, the findings have important
implications for Māori students, deliverers of tertiary education, tertiary education
providers, and those involved in the development and implementation of tertiary
education policy.

text: Cultural identity and academic achievement among Māori undergraduate university students Cultural identity and academic achievement were investigated among a nonrandom
sample of 72 undergraduate Māori university students studying at Massey
University. Student problems were examined to identify the types of difficulties
most prevalent among this population. The degree to which cultural identity
moderates the relationship between student problems and academic achievement
was then examined. Major findings were that (a) there is a consistent negative
relationship between student problems and academic achievement; and (b) cultural
identity moderates the effect of student problems on academic achievement, in that:
a high degree of problems were associated with decreases in grade point average
among respondents with low cultural identity; while among respondents with high
cultural identity, high levels of student problems had little negative effect on grade
point average. Despite the study having limitations, the findings have important
implications for Māori students, deliverers of tertiary education, tertiary education
providers, and those involved in the development and implementation of tertiary
education policy.

year: 2003