title: “I learned quite a lot of the Maths stuff now that I think of it”: Māori Medium Students reflecting on their Initial Teacher Education

authors: Hawera, Ngārewa

subjects: initial teacher education

abstract: Research involving preservice or initial teacher education (ITE) indicates that mathematics education is a vital component of study. Little is known however, of indigenous student views of their compulsory mathematics education courses for a teaching degree. This research contributes to that knowledge space as it explores Māori medium ITE students’ perceptions of mathematics education in Aotearoa New Zealand. A thematic and qualitative analysis of a focused group discussion provides insights into key factors that students reported as significant links between their university and practicum experiences (teaching practice in schools). Some suggestions for strengthening that programme were also expressed. Findings indicate that factors linked to teacher ‘cultural competencies’, including an ethic of care, respectful relationships, revision of content knowledge, language learning, assessment practices, exposure to different ideas and planning and pedagogy were important. Navigating student-mentor teacher tensions as well as clarifying the significance of ideas in texts were highlighted as areas for strengthening. Mathematics educators preparing students for indigenous primary school settings may find this study useful.

text: “I learned quite a lot of the Maths stuff now that I think of it”: Māori Medium Students reflecting on their Initial Teacher Education Research involving preservice or initial teacher education (ITE) indicates that mathematics education is a vital component of study. Little is known however, of indigenous student views of their compulsory mathematics education courses for a teaching degree. This research contributes to that knowledge space as it explores Māori medium ITE students’ perceptions of mathematics education in Aotearoa New Zealand. A thematic and qualitative analysis of a focused group discussion provides insights into key factors that students reported as significant links between their university and practicum experiences (teaching practice in schools). Some suggestions for strengthening that programme were also expressed. Findings indicate that factors linked to teacher ‘cultural competencies’, including an ethic of care, respectful relationships, revision of content knowledge, language learning, assessment practices, exposure to different ideas and planning and pedagogy were important. Navigating student-mentor teacher tensions as well as clarifying the significance of ideas in texts were highlighted as areas for strengthening. Mathematics educators preparing students for indigenous primary school settings may find this study useful.

year: 2017

title: Sovereignty and nation-building: The development challenge in Indian country today

authors: Crombie, Winifred

subjects: Native American economic development

abstract: In Sovereignty and Nation-Building: The Development Challenge in Indian Country Today, Cornell and Kalt (1998) argue that economic success, and the reduction of unemployment and welfare dependency, is more likely in the case of American Indian tribes if governance is characterised by five principles. In a number of articles and talks on Maori nation building projects in Aotearoa/New Zealand, reference has recently been made to Cornell and Kalt and to one or more of these five principles. Thus, for example, Dodd, in an article published in the Journal of Maori and Pacific Development in 2000, argues that Iwi governance structures should involve a separation of governance and management and should be consistent with indigenous ideas about the location and exercise of authority (2000, p.7). She refers, in this context, to the work of Cornell and Kalt, and quotes Eade who observes that “it is doubtful that an organisation that itself maintains oppressive social structures can be a reliable vehicle for transforming these in a liberating way, whatever the rhetoric” (Eade 1997, p. 26). More recently in this Journal, Tiakiwai and Bishop (2002, p. 36), note that Cornell and Kalt (1998, p.2) found a “positive correlation between self-determination and successful development as defined by the tribe”, and observe that what they refer to as the ‘decade of Maori development’ provides concrete Maori examples of development theorizing in line with Eade (1997) and the assertions of Cornell and Kalt (1998). The article by Cornell and Kalt which appears to be most often quoted in the context of Maori nation building projects first appeared in 1998. The extent of its current influence in Aotearoa/New Zealand suggests that a careful re-examination of it at this point could prove useful.

text: Sovereignty and nation-building: The development challenge in Indian country today In Sovereignty and Nation-Building: The Development Challenge in Indian Country Today, Cornell and Kalt (1998) argue that economic success, and the reduction of unemployment and welfare dependency, is more likely in the case of American Indian tribes if governance is characterised by five principles. In a number of articles and talks on Maori nation building projects in Aotearoa/New Zealand, reference has recently been made to Cornell and Kalt and to one or more of these five principles. Thus, for example, Dodd, in an article published in the Journal of Maori and Pacific Development in 2000, argues that Iwi governance structures should involve a separation of governance and management and should be consistent with indigenous ideas about the location and exercise of authority (2000, p.7). She refers, in this context, to the work of Cornell and Kalt, and quotes Eade who observes that “it is doubtful that an organisation that itself maintains oppressive social structures can be a reliable vehicle for transforming these in a liberating way, whatever the rhetoric” (Eade 1997, p. 26). More recently in this Journal, Tiakiwai and Bishop (2002, p. 36), note that Cornell and Kalt (1998, p.2) found a “positive correlation between self-determination and successful development as defined by the tribe”, and observe that what they refer to as the ‘decade of Maori development’ provides concrete Maori examples of development theorizing in line with Eade (1997) and the assertions of Cornell and Kalt (1998). The article by Cornell and Kalt which appears to be most often quoted in the context of Maori nation building projects first appeared in 1998. The extent of its current influence in Aotearoa/New Zealand suggests that a careful re-examination of it at this point could prove useful.

year: 2003-02

title: Physical activity experiences of mothers with young children: Barriers, practices, and the influence on children’s behaviours and attitudes

authors: Connolly, Natalie

abstract: Feminist research has long explored the various factors that shape women’s experiences of motherhood, including the multiple and competing discourse of ‘good’ motherhood. Increasingly. mothers are expected to quickly resume and pursue a physically active lifestyle for both their own health and that of their children and families. This research aims to explore how mothers navigate these pressures, as well as how they integrate physical activity into their routine and that of their children. 
Inspired by post-structuralist feminism, this study draws upon twelve interviews with New Zealand Aotearoa mothers with at least one child under the age of 10. All living in the Bay of Plenty (East Coast of the North Island, NZ) mothers ranged from early twenties to mid-thirties and most had re-entered employment. The group of mothers described an array of social pressures and expectations to achieve ‘good motherhood’.  A key element of this was achieving ‘yummy mummy’ status, by taking control of their bodies, specifically re- gaining pre- pregnancy physique, through exercise. Some mothers worked to achieve this unrealistic ideal. Other problematised such dominant discursive constructions of ‘good’ motherhood. These women developed an array of strategies to navigate these discourses in ways that felt appropriate for themselves and their families. 
Factors including employment, lack of time, fatigue, family support, and pressures from ‘other mothers’ were all key contributing factors influencing mothers’ physical activity practices and experiences. This study also explored mothers’ perceptions of their influence on their children’s physical activity practices. They all considered themselves important role models in their children’s lives and express a strong desire to increase physical activity time while decreasing technology use from an early age. Focusing on New Zealand mothers’ lived experiences of juggling motherhood and pressures to be physically active, for both their own health and as role models for their children, this study makes an original contribution to a growing body of literature on the complex relationship between motherhood, sport, and physical activity.

text: Physical activity experiences of mothers with young children: Barriers, practices, and the influence on children’s behaviours and attitudes Feminist research has long explored the various factors that shape women’s experiences of motherhood, including the multiple and competing discourse of ‘good’ motherhood. Increasingly. mothers are expected to quickly resume and pursue a physically active lifestyle for both their own health and that of their children and families. This research aims to explore how mothers navigate these pressures, as well as how they integrate physical activity into their routine and that of their children. 
Inspired by post-structuralist feminism, this study draws upon twelve interviews with New Zealand Aotearoa mothers with at least one child under the age of 10. All living in the Bay of Plenty (East Coast of the North Island, NZ) mothers ranged from early twenties to mid-thirties and most had re-entered employment. The group of mothers described an array of social pressures and expectations to achieve ‘good motherhood’.  A key element of this was achieving ‘yummy mummy’ status, by taking control of their bodies, specifically re- gaining pre- pregnancy physique, through exercise. Some mothers worked to achieve this unrealistic ideal. Other problematised such dominant discursive constructions of ‘good’ motherhood. These women developed an array of strategies to navigate these discourses in ways that felt appropriate for themselves and their families. 
Factors including employment, lack of time, fatigue, family support, and pressures from ‘other mothers’ were all key contributing factors influencing mothers’ physical activity practices and experiences. This study also explored mothers’ perceptions of their influence on their children’s physical activity practices. They all considered themselves important role models in their children’s lives and express a strong desire to increase physical activity time while decreasing technology use from an early age. Focusing on New Zealand mothers’ lived experiences of juggling motherhood and pressures to be physically active, for both their own health and as role models for their children, this study makes an original contribution to a growing body of literature on the complex relationship between motherhood, sport, and physical activity.

year: 2022