title: Context counts : leading educational reform in New Zealand secondary schools

authors: Morrison, Michele

subjects: context

abstract: Educational leadership and organisational literature is replete with syntheses of effective leader behaviours, change sequences and reform models, yet few studies explore the nuanced manner in which individual leaders make sense of and respond to the dynamic influences shaping their thinking and practice over time. In posing the question, how do principals experience leadership during periods of intentional educational change, this study gains insight into the lived experience of five New Zealand secondary school principals as they lead school wide implementation of Phase 5 Te Kotahitanga, a reform initiative designed to reduce disparities in the educational achievement of indigenous Māori students through the introduction of a culturally responsive pedagogy of relations. The case narratives arising from a three year dialogue with participants examine the genesis of each principal’s commitment to equity in educational access, opportunity and outcome; their evolving thinking and practice; and the manner in which people and structures within each school field enable and constrain their leadership endeavours. Findings demonstrate that leading counter-hegemonic change is a situated, complex and demanding undertaking, the intensity of which eludes much of the leadership and change literature. Hermeneutic reading of these rich qualitative accounts of lived experience suggests that, far from being detached observers, leaders both embody and are embedded in context. This exposes the shortcomings of literature that dichotomises the two and makes Bourdieu’s lens on practice as a temporal, embodied, discursive and social activity an important heuristic through which to view the holism of change leadership. The implications arising from this study are fourfold: leadership narratives open windows to natural and vicarious meaning making, personal biography is of central rather than peripheral importance, emotional and micropolitical literacy crucial, and professional mentoring a potentially powerful catalyst in building practice wisdom.

text: Context counts : leading educational reform in New Zealand secondary schools Educational leadership and organisational literature is replete with syntheses of effective leader behaviours, change sequences and reform models, yet few studies explore the nuanced manner in which individual leaders make sense of and respond to the dynamic influences shaping their thinking and practice over time. In posing the question, how do principals experience leadership during periods of intentional educational change, this study gains insight into the lived experience of five New Zealand secondary school principals as they lead school wide implementation of Phase 5 Te Kotahitanga, a reform initiative designed to reduce disparities in the educational achievement of indigenous Māori students through the introduction of a culturally responsive pedagogy of relations. The case narratives arising from a three year dialogue with participants examine the genesis of each principal’s commitment to equity in educational access, opportunity and outcome; their evolving thinking and practice; and the manner in which people and structures within each school field enable and constrain their leadership endeavours. Findings demonstrate that leading counter-hegemonic change is a situated, complex and demanding undertaking, the intensity of which eludes much of the leadership and change literature. Hermeneutic reading of these rich qualitative accounts of lived experience suggests that, far from being detached observers, leaders both embody and are embedded in context. This exposes the shortcomings of literature that dichotomises the two and makes Bourdieu’s lens on practice as a temporal, embodied, discursive and social activity an important heuristic through which to view the holism of change leadership. The implications arising from this study are fourfold: leadership narratives open windows to natural and vicarious meaning making, personal biography is of central rather than peripheral importance, emotional and micropolitical literacy crucial, and professional mentoring a potentially powerful catalyst in building practice wisdom.

year: 2019

title: The development of guidelines for indigenous research ethics in Aotearoa/New Zealand.

authors: Hudson, Maui

abstract: The development of Indigenous frameworks for research ethics has been a key component of progressing Indigenous aspirations for research around the world. They have provided a focal point for challenging approaches to research that prioritise non-Indigenous methods and values, and allow non-Indigenous researchers to claim expert status over Indigenous peoples, places and knowledges. The theme of self-determination underpins contemporary approaches to Indigenous development and the repositioning of state-Indigenous nation relationships. This paper describes the background, development, and implementation by Māori communities and researchers of an Indigenous ethical framework in Aotearoa/New Zealand.

text: The development of guidelines for indigenous research ethics in Aotearoa/New Zealand. The development of Indigenous frameworks for research ethics has been a key component of progressing Indigenous aspirations for research around the world. They have provided a focal point for challenging approaches to research that prioritise non-Indigenous methods and values, and allow non-Indigenous researchers to claim expert status over Indigenous peoples, places and knowledges. The theme of self-determination underpins contemporary approaches to Indigenous development and the repositioning of state-Indigenous nation relationships. This paper describes the background, development, and implementation by Māori communities and researchers of an Indigenous ethical framework in Aotearoa/New Zealand.

year: 2016

title: FOLDER3D: A graphical file management system supporting visualisation of file relationships

authors: Luz, Saturnino

subjects: file management systems

abstract: The desktop metaphor with its hierarchical structure of folders is the basis of almost all graphical file management systems. Despite this popularity, these systems suffer from several problems, including the restrictiveness of the single inheritance structure of hierarchical file management. Although various alternative systems have been proposed, none of these have gained popularity. We argue that the reason for this failure is that these systems have generally proposed complete alternatives to the hierarchical system, thus ignoring many of its positive aspects. In this paper we describe a 3D graphical file management which complements conventional 2D hierarchical folder structures by allowing visualisation of alternative file relationships.

text: FOLDER3D: A graphical file management system supporting visualisation of file relationships The desktop metaphor with its hierarchical structure of folders is the basis of almost all graphical file management systems. Despite this popularity, these systems suffer from several problems, including the restrictiveness of the single inheritance structure of hierarchical file management. Although various alternative systems have been proposed, none of these have gained popularity. We argue that the reason for this failure is that these systems have generally proposed complete alternatives to the hierarchical system, thus ignoring many of its positive aspects. In this paper we describe a 3D graphical file management which complements conventional 2D hierarchical folder structures by allowing visualisation of alternative file relationships.

year: 2010