title: A passion for learning Chinese?: Investigating a community-based Chinese cultural education school in Hamilton, New Zealand

authors: Akoorie, Michèle E.M.

subjects: China

abstract: Purpose – Following the Olympic Games of 2008 and the World Expo in 2010, many Westerners have increasingly begun to pay attention to China; a country which combines ancient history with modern economic achievements. As a consequence there has been renewed interest in the West in learning about Chinese language and culture. Confucius education schools have even begun to spring up round the world, with the intention of promoting interest in Chinese language and cultural influences. The purpose of this paper is to focus on a community-based Chinese culture education institution, in a provincial city in New Zealand, to understand the issues and risks of operating a cross-cultural education institution business in a foreign country which is physically distant from China and to identify barriers which need to be overcome in order to run such an institution more effectively. 
Design/methodology/approach – This research used a single site case study research design. Qualitative in-depth interviews were used to develop an understanding of the rich, complex and idiosyncratic nature of human phenomena. In total, ten interviews were conducted with the Principal, Board members, teachers, local students of Institute A, students' parents (both Chinese and New Zealand), and institutional “outsiders”. 
Findings – It was found that Institute's management team preferred the traditional Chinese educational methods which conflicted with ways used in the local (New Zealand) teaching system. It also found that the current management style conflicts with the professional style of organization management. The management team had a chaotic management and operational style, while lacking basic knowledge of the principles of effective administration concepts. 
Practical implications – Identifying the risks and issues associated with the operation of a community-based cultural education institution outside China will assist managers to understand the potential for cross-cultural clashes between their belief in the principles of traditional Chinese education systems and the fit with the local culture. The finding of this study, in identifying the specific issues in relation to operational and professional modes of management, should assist managers to put into place an administrative system which is sufficiently flexible to accommodate both perspectives. 
Originality/value – Although formerly a bi-cultural nation, New Zealand has increasingly become a multicultural society. Interest in Chinese language and culture has also been fuelled by New Zealand's shift in immigration policy from 1974 (to a skills based rather than an ethnicity policy). This study is a first attempt to evaluate the efficacy of a Chinese community-based educational institution in New Zealand.

text: A passion for learning Chinese?: Investigating a community-based Chinese cultural education school in Hamilton, New Zealand Purpose – Following the Olympic Games of 2008 and the World Expo in 2010, many Westerners have increasingly begun to pay attention to China; a country which combines ancient history with modern economic achievements. As a consequence there has been renewed interest in the West in learning about Chinese language and culture. Confucius education schools have even begun to spring up round the world, with the intention of promoting interest in Chinese language and cultural influences. The purpose of this paper is to focus on a community-based Chinese culture education institution, in a provincial city in New Zealand, to understand the issues and risks of operating a cross-cultural education institution business in a foreign country which is physically distant from China and to identify barriers which need to be overcome in order to run such an institution more effectively. 
Design/methodology/approach – This research used a single site case study research design. Qualitative in-depth interviews were used to develop an understanding of the rich, complex and idiosyncratic nature of human phenomena. In total, ten interviews were conducted with the Principal, Board members, teachers, local students of Institute A, students' parents (both Chinese and New Zealand), and institutional “outsiders”. 
Findings – It was found that Institute's management team preferred the traditional Chinese educational methods which conflicted with ways used in the local (New Zealand) teaching system. It also found that the current management style conflicts with the professional style of organization management. The management team had a chaotic management and operational style, while lacking basic knowledge of the principles of effective administration concepts. 
Practical implications – Identifying the risks and issues associated with the operation of a community-based cultural education institution outside China will assist managers to understand the potential for cross-cultural clashes between their belief in the principles of traditional Chinese education systems and the fit with the local culture. The finding of this study, in identifying the specific issues in relation to operational and professional modes of management, should assist managers to put into place an administrative system which is sufficiently flexible to accommodate both perspectives. 
Originality/value – Although formerly a bi-cultural nation, New Zealand has increasingly become a multicultural society. Interest in Chinese language and culture has also been fuelled by New Zealand's shift in immigration policy from 1974 (to a skills based rather than an ethnicity policy). This study is a first attempt to evaluate the efficacy of a Chinese community-based educational institution in New Zealand.

year: 2011

title: Ideological containment: Islamic extremism and the option of theological dialogue

authors: Pratt, Douglas

subjects: Islamic extremism

abstract: Islamic extremism is founded on a dualist worldview: the realm of truth and the sacred (dar al Islam) set in opposition to the realm of falsehood, chaos and war (dar al harb). An ideology of contestation underpins Islamist radicalisation. And Islamic political thought is inherently theological; any response to the political ideology that arises from the dualist worldview must necessarily address allied theological perspectives and presuppositions. 

In October 2007 an ‘Open Letter and Call from Muslim Religious Leaders’ emanating from Jordan, entitled A Common Word Between Us and You, was issued to the Christian Church worldwide. What is at the heart of this ‘call’? What does it suggest with regard to an Islamic theological counter to dualism? What might it portend for the future of relations with Islam? Does it signal a new era for theological dialogue with Islam and co-operative conjoining in the wider struggle against radicalisation and extremism? 

This paper will introduce the letter, review some representative responses to it thus far, note some issues and challenges that are raised and, by way of conclusion, offer a perspective on containing ideological extremism through interfaith theological dialogue. Can the dialogue option enable the addressing of theological factors inherent in the ideological underpinnings of Islamic extremism, thereby acting to contain it?

text: Ideological containment: Islamic extremism and the option of theological dialogue Islamic extremism is founded on a dualist worldview: the realm of truth and the sacred (dar al Islam) set in opposition to the realm of falsehood, chaos and war (dar al harb). An ideology of contestation underpins Islamist radicalisation. And Islamic political thought is inherently theological; any response to the political ideology that arises from the dualist worldview must necessarily address allied theological perspectives and presuppositions. 

In October 2007 an ‘Open Letter and Call from Muslim Religious Leaders’ emanating from Jordan, entitled A Common Word Between Us and You, was issued to the Christian Church worldwide. What is at the heart of this ‘call’? What does it suggest with regard to an Islamic theological counter to dualism? What might it portend for the future of relations with Islam? Does it signal a new era for theological dialogue with Islam and co-operative conjoining in the wider struggle against radicalisation and extremism? 

This paper will introduce the letter, review some representative responses to it thus far, note some issues and challenges that are raised and, by way of conclusion, offer a perspective on containing ideological extremism through interfaith theological dialogue. Can the dialogue option enable the addressing of theological factors inherent in the ideological underpinnings of Islamic extremism, thereby acting to contain it?

year: 2008

title: Beyond Pākehā paralysis: Exploring the journeys & experiences of Pākehā allyship in psychology

authors: Stolte, Ottilie Emma Elisabeth

abstract: The monocultural foundation of psychology is interwoven with the colonial history of Aotearoa New Zealand. Not all of the mahi of decolonising psychology is the responsibility of Māori. In Aotearoa, there is currently less literature around the development of racial justice allyship and how Pākehā (as the dominant majority) can work towards honouring Te Tiriti o Waitangi. This paper draws on interviews with three Pākehā allies who have taken actions towards greater inclusion of Māori and raising awareness of systemic injustices and racial disparities. The objective of this paper is to document the understandings shared by these ‘reluctant allies’, focusing on the challenges, possibilities, and suggestions for a more culturally relevant psychological education and practice for Aotearoa New Zealand.

text: Beyond Pākehā paralysis: Exploring the journeys & experiences of Pākehā allyship in psychology The monocultural foundation of psychology is interwoven with the colonial history of Aotearoa New Zealand. Not all of the mahi of decolonising psychology is the responsibility of Māori. In Aotearoa, there is currently less literature around the development of racial justice allyship and how Pākehā (as the dominant majority) can work towards honouring Te Tiriti o Waitangi. This paper draws on interviews with three Pākehā allies who have taken actions towards greater inclusion of Māori and raising awareness of systemic injustices and racial disparities. The objective of this paper is to document the understandings shared by these ‘reluctant allies’, focusing on the challenges, possibilities, and suggestions for a more culturally relevant psychological education and practice for Aotearoa New Zealand.

year: 2025