title: Fraternity and Equality

authors: Cupit, Geoffrey

subjects: fraternity

abstract: Is there a connection between the values of fraternity and outcome equality? Is inequality at odds with fraternity? There are reasons to doubt that it is. First, fraternity requires us to want our ‘brothers’ and ‘sisters’ to fare well even when they are already better off than we are and their doing better will increase inequality. Second, fraternity seems not to require equality as a matter of fairness. Fairness requires (a certain) equality, but fraternity does not require fairness.
In examining what fraternity requires I discuss Rawls' suggestion that the difference principle corresponds to a natural meaning of fraternity, arguing that fraternity may be even more tolerant of inequality than the difference principle. Nevertheless, I defend the claim that fraternity and equality are linked, albeit not in such a way as to make inequality inconsistent with fraternity. Fraternity is related to equality since equalizing expresses the connectedness at the core of fraternity; but inequality is consistent with fraternity since there are other ways of expressing that connectedness.

text: Fraternity and Equality Is there a connection between the values of fraternity and outcome equality? Is inequality at odds with fraternity? There are reasons to doubt that it is. First, fraternity requires us to want our ‘brothers’ and ‘sisters’ to fare well even when they are already better off than we are and their doing better will increase inequality. Second, fraternity seems not to require equality as a matter of fairness. Fairness requires (a certain) equality, but fraternity does not require fairness.
In examining what fraternity requires I discuss Rawls' suggestion that the difference principle corresponds to a natural meaning of fraternity, arguing that fraternity may be even more tolerant of inequality than the difference principle. Nevertheless, I defend the claim that fraternity and equality are linked, albeit not in such a way as to make inequality inconsistent with fraternity. Fraternity is related to equality since equalizing expresses the connectedness at the core of fraternity; but inequality is consistent with fraternity since there are other ways of expressing that connectedness.

year: 2013

title: Women as prosecutors and judges in Kuwait: Aspirations and obstacles

authors: Williamson, Myra Elsie Jane Bell

subjects: women judges

abstract: This is the Powerpoint presentation (27 slides) that accompanied and supported my full paper presentation at the ICASS conference, an international gathering to share social science research. My slides and my paper focused on the obstacles facing Kuwaiti women-from the law, society and Shari'a- as they try to fulfill their ambitions to become prosecutors and judges.

text: Women as prosecutors and judges in Kuwait: Aspirations and obstacles This is the Powerpoint presentation (27 slides) that accompanied and supported my full paper presentation at the ICASS conference, an international gathering to share social science research. My slides and my paper focused on the obstacles facing Kuwaiti women-from the law, society and Shari'a- as they try to fulfill their ambitions to become prosecutors and judges.

year: 2015

title: Te Kotahitanga Phase 3 School Reform: The impact of a professional development programme within a large, multi-cultural, secondary school in New Zealand.

authors: Cranston, Shirley Ann

subjects: Te Kotahitanga Phase 3

abstract: This thesis examines the impact of Te Kotahitanga on leaders, teachers and Māori students within the context of a large, multi-cultural, secondary school in New Zealand. This school was one of twelve secondary schools invited to join Phase 3 of the Te Kotahitanga Research and Development Project from 2003 to 2010. This initiative aimed to work with teachers and school leaders to improve the engagement and success of Māori students. 
This thesis presents and reflects on qualitative evidence from interviews with the leaders, the Te Kotahitanga facilitation team and teachers in this school. Evidence from the Rongohia te Hau survey and teachers’ classroom walkthroughs provide further qualitative and quantitative evidence.  To observe some of the results of teachers’ work with Māori students, it then discusses Māori students’ Rongohia te Hau survey data and their NCEA results from 2004 – 2010, and post 2010 up to the reactivation of Te Kotahitanga in this school in 2013.
There are three themes that emerged from my findings. The first theme identifies leadership as a key emerging concept and the important role of Rangatira (school leaders) in bringing people together around a common vision. The spread of the programme across the school clearly emerged as the second theme, where this education reform was spread through relationships of whānautanga. Thirdly, the theme of ownership towards sustainability emerged from the findings. Ownership required working as one towards the common unity of purpose (Kotahitanga). The evidence shows that when Te Kotahitanga was fully implemented in this school and it did work during the period of this study and again when Te Kotahitanga was reactivated in 2013. However, although the school had been working on ownership towards sustainability of positive changes, sustainability did not ensue.
This thesis suggests that once a school has established a common vision that is clearly understood by all the leaders and teachers in the school, everyone has to remain committed to that vision. To be successful the moral imperative for any reform towards social justice has to be fully committed to and understood by the leaders of the school and all the teachers.  
This thesis hopes to contribute to the journey other schools might take in their commitment to raising the participation and academic achievement of Māori students.

text: Te Kotahitanga Phase 3 School Reform: The impact of a professional development programme within a large, multi-cultural, secondary school in New Zealand. This thesis examines the impact of Te Kotahitanga on leaders, teachers and Māori students within the context of a large, multi-cultural, secondary school in New Zealand. This school was one of twelve secondary schools invited to join Phase 3 of the Te Kotahitanga Research and Development Project from 2003 to 2010. This initiative aimed to work with teachers and school leaders to improve the engagement and success of Māori students. 
This thesis presents and reflects on qualitative evidence from interviews with the leaders, the Te Kotahitanga facilitation team and teachers in this school. Evidence from the Rongohia te Hau survey and teachers’ classroom walkthroughs provide further qualitative and quantitative evidence.  To observe some of the results of teachers’ work with Māori students, it then discusses Māori students’ Rongohia te Hau survey data and their NCEA results from 2004 – 2010, and post 2010 up to the reactivation of Te Kotahitanga in this school in 2013.
There are three themes that emerged from my findings. The first theme identifies leadership as a key emerging concept and the important role of Rangatira (school leaders) in bringing people together around a common vision. The spread of the programme across the school clearly emerged as the second theme, where this education reform was spread through relationships of whānautanga. Thirdly, the theme of ownership towards sustainability emerged from the findings. Ownership required working as one towards the common unity of purpose (Kotahitanga). The evidence shows that when Te Kotahitanga was fully implemented in this school and it did work during the period of this study and again when Te Kotahitanga was reactivated in 2013. However, although the school had been working on ownership towards sustainability of positive changes, sustainability did not ensue.
This thesis suggests that once a school has established a common vision that is clearly understood by all the leaders and teachers in the school, everyone has to remain committed to that vision. To be successful the moral imperative for any reform towards social justice has to be fully committed to and understood by the leaders of the school and all the teachers.  
This thesis hopes to contribute to the journey other schools might take in their commitment to raising the participation and academic achievement of Māori students.

year: 2018