title: Creating community-based systems of good governance at grassroots level: A case of organisational strengthening and capacity building among indigenous women in Talievu Province, Fiji

authors: Nabalarua, Eci K.

subjects: Fiji community-based development

abstract: Encouraging sustainable community development is a critical aspect of the work of agencies and communities and involves, in the case of contrasting indigenous and non-indigenous value frameworks, a range of challenges. This case study, involving the first twelve months of a Fijian provincial women’s project, illustrates the nature of these challenges. From initial planning to implementation, the case demonstrates that the process of empowerment and skills building is possible in a context where the methodology is adapted to meet the needs of the target community. An important aspect of sustainability here is encouraging those accustomed to a culture of silence to articulate and record their aspirations, their needs and their objectives. Thus, traditional dependence upon an organizational history locked in human memory needed, in this case, to be supplemented by transparent, recorded systems of governance and the development of complementary functions in simple organisational frameworks. This case is an illustration of an indigenous experience which has much to offer in relation to ongoing indigenous development generally and much also to gain from the broader framework of indigenous development experiences elsewhere.

text: Creating community-based systems of good governance at grassroots level: A case of organisational strengthening and capacity building among indigenous women in Talievu Province, Fiji Encouraging sustainable community development is a critical aspect of the work of agencies and communities and involves, in the case of contrasting indigenous and non-indigenous value frameworks, a range of challenges. This case study, involving the first twelve months of a Fijian provincial women’s project, illustrates the nature of these challenges. From initial planning to implementation, the case demonstrates that the process of empowerment and skills building is possible in a context where the methodology is adapted to meet the needs of the target community. An important aspect of sustainability here is encouraging those accustomed to a culture of silence to articulate and record their aspirations, their needs and their objectives. Thus, traditional dependence upon an organizational history locked in human memory needed, in this case, to be supplemented by transparent, recorded systems of governance and the development of complementary functions in simple organisational frameworks. This case is an illustration of an indigenous experience which has much to offer in relation to ongoing indigenous development generally and much also to gain from the broader framework of indigenous development experiences elsewhere.

year: 2001-02

title: New Zealand secondary technology teachers' perceptions: "technological" or "technical" thinking?

authors: Reinsfield, Elizabeth

subjects: Social Sciences

abstract: Technology education in the New Zealand context has seen significant change since it’s inception as a technical subject. The changing nature of the subject in New Zealand secondary schools is influenced by some teachers’ preoccupation with the making of quality product outcomes, rather than their enactment of the curriculum, which conceptualises a wider remit. Research into the perceptions of technology teachers’ interpretation and enactment of the curriculum suggests that to enable change, teachers need to adopt a form of “technological thinking”, in support of their “technical thinking”. Technological thinking is a notion presented to support teachers to explore a range of differing pedagogical approaches and learning outcomes, reflective of the intent of the New Zealand curriculum, which aims to foster learning environments that are innovative and responsive to students’ social and academic needs.

text: New Zealand secondary technology teachers' perceptions: "technological" or "technical" thinking? Technology education in the New Zealand context has seen significant change since it’s inception as a technical subject. The changing nature of the subject in New Zealand secondary schools is influenced by some teachers’ preoccupation with the making of quality product outcomes, rather than their enactment of the curriculum, which conceptualises a wider remit. Research into the perceptions of technology teachers’ interpretation and enactment of the curriculum suggests that to enable change, teachers need to adopt a form of “technological thinking”, in support of their “technical thinking”. Technological thinking is a notion presented to support teachers to explore a range of differing pedagogical approaches and learning outcomes, reflective of the intent of the New Zealand curriculum, which aims to foster learning environments that are innovative and responsive to students’ social and academic needs.

year: 2018

title: Exploring Māori and non-Māori mental health nurses' perceptions of Te Whare Tapa Whā: A mixed methods study looking at Māori and non-Māori mental health nurses' perceptions of Te Whare Tapa Whā within the Waikato region

authors: Teinakore, Samantha

subjects: Te Whare Tapa Whā

abstract: Background: Te Whare Tapa Whā is a well-recognised Māori model of health and wellbeing which is embraced within the health system in Aotearoa/ New Zealand. Although it can be applied in different specialties, the impacts generated from this model were first noticed in mental health, as this model was created by Mason Durie who is a psychiatrist. Research has shown this model provided an opportunity for Māori to have a voice in their health.
Objective: This study aims were to explore mental health nurses’ perceptions of the Māori Health model, Te Whare Tapa Whā, and how their beliefs and values may impact them implementing this model into their care.
Methods: A mixed methods approach was utilised for this study. Phase one was about gathering quantitative data, collecting statistical data through surveys. The first phase helped with the formulate interview schedule, which was the beginning of the next phase. Phase two was semi structured interviews which helped with the gathering of qualitative data. Data were analysed using descriptive statistics and thematic analysis.
Participants: Mental health nurses within the Waikato region were the participants for this research study. A survey was distributed to mental health nurses in the Waikato area and 53 responded. After the survey, semi structured one on one interviews were conducted with the researcher. Total of 8 interviews; (n = 6) Māori mental health nurses and (n = 2) Non-Māori mental health nurses.
Results: The survey showed that more than half the nurses had a positive perspective on Te Whare Tapa Whā and felt it was good for nursing care. They were able to identify barriers to implementation. There were mixed responses on feeling supported to use Te Whare Tapa Whā in the workplace. Four over-arching themes were identified from the interviews . These were; Māori, clinical practice, organisation level and individual factors.
Conclusion: Overall, all mental health nurses had a positive perception of Te Whare Tapa Whā and the impacts it can have on nursing care. Most identified barriers which can impact whether they can actually use it in practice. Māori and non-Māori nurses had different depths of knowledge, cultural worldviews and clinical practice experiences, creating complexities with implementation. These beliefs, perceptions and experiences were highlighted in this study.

text: Exploring Māori and non-Māori mental health nurses' perceptions of Te Whare Tapa Whā: A mixed methods study looking at Māori and non-Māori mental health nurses' perceptions of Te Whare Tapa Whā within the Waikato region Background: Te Whare Tapa Whā is a well-recognised Māori model of health and wellbeing which is embraced within the health system in Aotearoa/ New Zealand. Although it can be applied in different specialties, the impacts generated from this model were first noticed in mental health, as this model was created by Mason Durie who is a psychiatrist. Research has shown this model provided an opportunity for Māori to have a voice in their health.
Objective: This study aims were to explore mental health nurses’ perceptions of the Māori Health model, Te Whare Tapa Whā, and how their beliefs and values may impact them implementing this model into their care.
Methods: A mixed methods approach was utilised for this study. Phase one was about gathering quantitative data, collecting statistical data through surveys. The first phase helped with the formulate interview schedule, which was the beginning of the next phase. Phase two was semi structured interviews which helped with the gathering of qualitative data. Data were analysed using descriptive statistics and thematic analysis.
Participants: Mental health nurses within the Waikato region were the participants for this research study. A survey was distributed to mental health nurses in the Waikato area and 53 responded. After the survey, semi structured one on one interviews were conducted with the researcher. Total of 8 interviews; (n = 6) Māori mental health nurses and (n = 2) Non-Māori mental health nurses.
Results: The survey showed that more than half the nurses had a positive perspective on Te Whare Tapa Whā and felt it was good for nursing care. They were able to identify barriers to implementation. There were mixed responses on feeling supported to use Te Whare Tapa Whā in the workplace. Four over-arching themes were identified from the interviews . These were; Māori, clinical practice, organisation level and individual factors.
Conclusion: Overall, all mental health nurses had a positive perception of Te Whare Tapa Whā and the impacts it can have on nursing care. Most identified barriers which can impact whether they can actually use it in practice. Māori and non-Māori nurses had different depths of knowledge, cultural worldviews and clinical practice experiences, creating complexities with implementation. These beliefs, perceptions and experiences were highlighted in this study.

year: 2023