title: Biopolitical economies of debt

authors: Peters, Michael A.

subjects: debt

abstract: This paper provides a Nietzschean-inspired account of "biopolitical economies of debt" as a basis for analyzing the sovereign debt crises experienced by many countries in the last few decades, focusing on Greece. The paper argues that the sovereign debt crises are themselves only a reflection of even greater changes in the nature of capitalism that fall under the description of finance capitalism and financialization. In this regard the paper briefly examines and alludes to the work of Maurizio Lazzarato's The Making of the Indebted Man (2012) and, more recently, Governing by Debt (2015) before examining debt as a cultural universal and the so-called "educational economy of debt."

text: Biopolitical economies of debt This paper provides a Nietzschean-inspired account of "biopolitical economies of debt" as a basis for analyzing the sovereign debt crises experienced by many countries in the last few decades, focusing on Greece. The paper argues that the sovereign debt crises are themselves only a reflection of even greater changes in the nature of capitalism that fall under the description of finance capitalism and financialization. In this regard the paper briefly examines and alludes to the work of Maurizio Lazzarato's The Making of the Indebted Man (2012) and, more recently, Governing by Debt (2015) before examining debt as a cultural universal and the so-called "educational economy of debt."

year: 2016

title: Climate change effects on people’s livelihood

authors: Kabir, Mohammad Ehsanul

abstract: Generally climate is defined as the long-term average weather conditions of a particular place, region, or the world. Key climate variables include surface conditions such as temperature, precipitation, and wind. The Intergovernmental Panel on Climate Change (IPCC) broadly defined climate change as any change in the state of climate which persists for extended periods, usually for decades or longer (Allwood et al. 2014). Climate change may occur due to nature’s both internal and external processes. External process involves anthropogenic emission of greenhouse gases to the atmosphere, and volcanic eruptions. The United Nations Framework Convention on Climate Change (UNFCCC) made a distinction between climate change attributable to human contribution to atmospheric composition and natural climate variability. In its Article 1, the UNFCCC defines climate change as “a change of climate which is attributed directly or indirectly to human activity that alters the composition of the global atmosphere and which is in addition to natural climate variability observed over comparable time periods” (United Nations 1992, p. 7).

text: Climate change effects on people’s livelihood Generally climate is defined as the long-term average weather conditions of a particular place, region, or the world. Key climate variables include surface conditions such as temperature, precipitation, and wind. The Intergovernmental Panel on Climate Change (IPCC) broadly defined climate change as any change in the state of climate which persists for extended periods, usually for decades or longer (Allwood et al. 2014). Climate change may occur due to nature’s both internal and external processes. External process involves anthropogenic emission of greenhouse gases to the atmosphere, and volcanic eruptions. The United Nations Framework Convention on Climate Change (UNFCCC) made a distinction between climate change attributable to human contribution to atmospheric composition and natural climate variability. In its Article 1, the UNFCCC defines climate change as “a change of climate which is attributed directly or indirectly to human activity that alters the composition of the global atmosphere and which is in addition to natural climate variability observed over comparable time periods” (United Nations 1992, p. 7).

year: 2019

title: Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand

authors: Anderson, Zac Kylie Elizabeth

subjects: educational leadership

abstract: The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa New Zealand.  It seeks to understand the role these first-time principals play in insitutionalising to depth, educational reform to enable Māori students to pursue their potential as Māori under the Ka Hikitia imperative.  This thesis investigates the type of leadership required to achieve educational reform for Māori learners in Aotearoa, embedded in the inherent promise of the Treaty of Waitangi.
  
This thesis contends these principals contribute to educational reform by bringing criticality to their leadership and embracing an ongoing and iterative process of conscientisation and resistance, leading to transformative praxis.  These principals recognised their role as educators leading pedagogical change in their schools, as well as leading others within their sphere of influence to ultimately change the fabric of society in Aotearoa.  They both learned and led alongside each other, displaying an openness to embracing multiple worldviews with a deeply held moral imperative to eradicate oppression of Māori students.  Such a stance actively creates bicultural spaces within schools, where both Treaty partners can benefit from the principles of the Treaty promises.

text: Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa New Zealand.  It seeks to understand the role these first-time principals play in insitutionalising to depth, educational reform to enable Māori students to pursue their potential as Māori under the Ka Hikitia imperative.  This thesis investigates the type of leadership required to achieve educational reform for Māori learners in Aotearoa, embedded in the inherent promise of the Treaty of Waitangi.
  
This thesis contends these principals contribute to educational reform by bringing criticality to their leadership and embracing an ongoing and iterative process of conscientisation and resistance, leading to transformative praxis.  These principals recognised their role as educators leading pedagogical change in their schools, as well as leading others within their sphere of influence to ultimately change the fabric of society in Aotearoa.  They both learned and led alongside each other, displaying an openness to embracing multiple worldviews with a deeply held moral imperative to eradicate oppression of Māori students.  Such a stance actively creates bicultural spaces within schools, where both Treaty partners can benefit from the principles of the Treaty promises.

year: 2018