title: Level 2 Māori medium programmes: What are the perceptions of parents and students on this form of education?

authors: Hill, Richard Kenneth

subjects: Māori medium

abstract: Māori medium education provides a range of options for families wishing to educate their children through the indigenous language of Aotearoa New Zealand. Level 2 programmes with 51–80% Māori language instruction, can play an important role in supporting students and their Māori language development, yet little is known about these programmes. This project explored the experiences of whānau (families) and students of level 2 Māori medium programmes to gauge the contribution they make to the education of students. It found that this form of education attracts whānau with wide ranging aims and expectations, but offers highly satisfactory educational options for them. However, there are some tensions, particularly in regard to the part they play in lifting students’ Māori language skills. Ensuring graduates of level 2 programmes have a pathway to learn the Māori language beyond primary school was also a cause for concern.

text: Level 2 Māori medium programmes: What are the perceptions of parents and students on this form of education? Māori medium education provides a range of options for families wishing to educate their children through the indigenous language of Aotearoa New Zealand. Level 2 programmes with 51–80% Māori language instruction, can play an important role in supporting students and their Māori language development, yet little is known about these programmes. This project explored the experiences of whānau (families) and students of level 2 Māori medium programmes to gauge the contribution they make to the education of students. It found that this form of education attracts whānau with wide ranging aims and expectations, but offers highly satisfactory educational options for them. However, there are some tensions, particularly in regard to the part they play in lifting students’ Māori language skills. Ensuring graduates of level 2 programmes have a pathway to learn the Māori language beyond primary school was also a cause for concern.

year: 2017

title: Using inclusive research with participants with learning (intellectual) disability to better inform adult literacy policies in Aotearoa New Zealand

authors: Newcombe, Nicolina

abstract: Western ideas about disability and literacy were developed in tandem during the Industrial Revolution and subsequently brought to Aotearoa New Zealand via colonisation. These ideas inform and reinforce educator attitudes, which are the leading factor impeding adults with learning [intellectual] disability from their educational pathways of choice. People without learning disability need to hear the voices of people with learning disability to counteract these attitudes and move towards transformational equality.

There is a paucity of information about the access to and accessibility of adult literacy education for people with learning disability in Aotearoa New Zealand. However, anecdotal evidence reports their exclusion, even from foundational adult learning. There was a gap in knowledge where collaborative research that conveys the experiences of adults with learning disability was needed to gain greater insight to these issues in our bicultural context. My original contribution to knowledge is to present the voices of adults with learning disability as they discuss and demonstrate their literacy practices, and to use their perspectives to make recommendations for adult literacy policies in Aotearoa New Zealand.

I undertook a thematic analysis of current adult literacy policies in Aotearoa New Zealand and found that they target “most” adult learners, while positioning disabled people as needing specialised, and by inference optional to provide, education and resources. These policies also prescribe a linear and progressive andragogy that may not meet the needs of all adults with learning disability, while measuring literacy skills in a way that does not foreground their strengths or value their purposes for engagement.

Then, I conducted Inclusive Participatory Action Research with five adults with learning disability to gather information about their literacy practices and perspectives. Participants in this research decided to call themselves the Passioners. We met for 10 research meetings, preceded by at least two home visits, and interspersed by reflective meetings with individual participants. All research information was presented in easy read and key information was distributed audiovisually.

The Passioners added value to this research by providing unique opportunities that are only available through doing inclusive research with them, prompting research improvements, innovation, and my efforts towards acculturation in their worlds. I evaluated my inclusive approach in this research to learn more about how people with learning disability do research as people with learning disability, and what dispositions, resources, and skills people without learning disability need to do research with them.

Using reflexive thematic analysis, I constructed six themes from our research meetings data: learning disability cultural literacies, Māori (Indigenous peoples of Aotearoa New Zealand) cultural literacies, Pākehā (New Zealanders of European descent) cultural literacies, encoding, decoding, and social media, which extends the narrow definition of literacy in our adult literacy policies. These findings, and those from my policy analysis, were used to inform policy recommendations. Policy recommendations in this research may support implementation of the United Nations Convention on the Rights of Persons with Disabilities, particularly access to lifelong learning on an equal basis with others.

text: Using inclusive research with participants with learning (intellectual) disability to better inform adult literacy policies in Aotearoa New Zealand Western ideas about disability and literacy were developed in tandem during the Industrial Revolution and subsequently brought to Aotearoa New Zealand via colonisation. These ideas inform and reinforce educator attitudes, which are the leading factor impeding adults with learning [intellectual] disability from their educational pathways of choice. People without learning disability need to hear the voices of people with learning disability to counteract these attitudes and move towards transformational equality.

There is a paucity of information about the access to and accessibility of adult literacy education for people with learning disability in Aotearoa New Zealand. However, anecdotal evidence reports their exclusion, even from foundational adult learning. There was a gap in knowledge where collaborative research that conveys the experiences of adults with learning disability was needed to gain greater insight to these issues in our bicultural context. My original contribution to knowledge is to present the voices of adults with learning disability as they discuss and demonstrate their literacy practices, and to use their perspectives to make recommendations for adult literacy policies in Aotearoa New Zealand.

I undertook a thematic analysis of current adult literacy policies in Aotearoa New Zealand and found that they target “most” adult learners, while positioning disabled people as needing specialised, and by inference optional to provide, education and resources. These policies also prescribe a linear and progressive andragogy that may not meet the needs of all adults with learning disability, while measuring literacy skills in a way that does not foreground their strengths or value their purposes for engagement.

Then, I conducted Inclusive Participatory Action Research with five adults with learning disability to gather information about their literacy practices and perspectives. Participants in this research decided to call themselves the Passioners. We met for 10 research meetings, preceded by at least two home visits, and interspersed by reflective meetings with individual participants. All research information was presented in easy read and key information was distributed audiovisually.

The Passioners added value to this research by providing unique opportunities that are only available through doing inclusive research with them, prompting research improvements, innovation, and my efforts towards acculturation in their worlds. I evaluated my inclusive approach in this research to learn more about how people with learning disability do research as people with learning disability, and what dispositions, resources, and skills people without learning disability need to do research with them.

Using reflexive thematic analysis, I constructed six themes from our research meetings data: learning disability cultural literacies, Māori (Indigenous peoples of Aotearoa New Zealand) cultural literacies, Pākehā (New Zealanders of European descent) cultural literacies, encoding, decoding, and social media, which extends the narrow definition of literacy in our adult literacy policies. These findings, and those from my policy analysis, were used to inform policy recommendations. Policy recommendations in this research may support implementation of the United Nations Convention on the Rights of Persons with Disabilities, particularly access to lifelong learning on an equal basis with others.

year: 2024-09

title: Action-research in education: a narrative of a longitudinal case study

authors: Kelly, Martin

abstract: In recent years some academics have started to approach the study of Accounting from the perspective of social studies, and several journals have evolved to promote such an approach. These academics believe accounting practices are understood better when considered from a perspective which acknowledges the psychological, emotional and intuitive influences which impact upon individuals preparing and using accounting information. Many people no longer accept Accounting as an “objective and neutral”, “true and fair” record of financial transactions: it may be better understood from a social studies perspective. This will involve a change in accounting education towards a more holistic approach which goes beyond the ‘technical’. However, many university courses are still taught from this technical perspective.

Educational practice generally has developed in such a way that many students are encouraged to consider education to involve little more than the rote learning and regurgitation of ‘true’ facts. Such learning may enable students to become suitably qualified to gain employment within contemporary society, but I believe university students should obtain more than this. They should be encouraged to acquire attributes which will allow them to continue to develop throughout their lives, and to aid societal development.

This report provides a narrative concerning the development of a fourth year integrative course, which encourages students to approach Accounting from a social-studies perspective, and to challenge current practices where they deem it appropriate. The course is student-centred. It involves six modes of learning developed from ideas furnished by Rogers (1983). It provides an example of a longitudinal study, which describes the development of a course over five iterations. I attempt to provide holistic learning opportunities which will encourage students to develop attributes which I believe will benefit their ongoing development. I undertake an investigation into the immediate impact of the course, and into its longer term impact on graduates to ascertain if the graduates believe, after they have spent several years in the workplace, that the course did provide holistic learning opportunities and outcomes. I attempt to evaluate the use of an ‘action-research’ methodology in developing the course, and the use of ‘narrative’ for reporting on the design and implementation process.

text: Action-research in education: a narrative of a longitudinal case study In recent years some academics have started to approach the study of Accounting from the perspective of social studies, and several journals have evolved to promote such an approach. These academics believe accounting practices are understood better when considered from a perspective which acknowledges the psychological, emotional and intuitive influences which impact upon individuals preparing and using accounting information. Many people no longer accept Accounting as an “objective and neutral”, “true and fair” record of financial transactions: it may be better understood from a social studies perspective. This will involve a change in accounting education towards a more holistic approach which goes beyond the ‘technical’. However, many university courses are still taught from this technical perspective.

Educational practice generally has developed in such a way that many students are encouraged to consider education to involve little more than the rote learning and regurgitation of ‘true’ facts. Such learning may enable students to become suitably qualified to gain employment within contemporary society, but I believe university students should obtain more than this. They should be encouraged to acquire attributes which will allow them to continue to develop throughout their lives, and to aid societal development.

This report provides a narrative concerning the development of a fourth year integrative course, which encourages students to approach Accounting from a social-studies perspective, and to challenge current practices where they deem it appropriate. The course is student-centred. It involves six modes of learning developed from ideas furnished by Rogers (1983). It provides an example of a longitudinal study, which describes the development of a course over five iterations. I attempt to provide holistic learning opportunities which will encourage students to develop attributes which I believe will benefit their ongoing development. I undertake an investigation into the immediate impact of the course, and into its longer term impact on graduates to ascertain if the graduates believe, after they have spent several years in the workplace, that the course did provide holistic learning opportunities and outcomes. I attempt to evaluate the use of an ‘action-research’ methodology in developing the course, and the use of ‘narrative’ for reporting on the design and implementation process.

year: 1999