title: Mana whenua, mana tangata: Raukawa ake, Raukawa iho

authors: Peni, Tamati

subjects: Raukawa

abstract: Mā te whakapapa, ngā tohu whenua, ngā pae whenua, ngā mātākōrero, ngā kōrero tuku iho, ka whakatere te takenga mai o ngā ariā me ngā mātāpono o Raukawa.  Ina te matapakinga, ka tīkaro hoki i ngā āhuatanga o tuawhakarere me ngā āhuatanga o te ao hurihuri kia tūhono i ngā matapakinga he aha rānei te Raukawatanga me te pātai he aha hoki ōna pānga ki te ao whai muri ake i te taunaha i ngā take Tiriti.  Nā te whānui rawa me te kaha tīni haere o te taiwhanga nei, ka whakawhāiti te rangahau ki ngā whakamautanga o Raukawa ki ngā pae whenua tawhito, ā, ka whītikihia te aronga ki nāianei, ki te ao hurihuri.

I seek to explore the ideological grounding of Raukawa through whakapapa, land marks, boundaries, oral history, and tradition.  Through this, a simultaneous extraction of traditional and contemporary themes are used to bridge new and old ways of being and what impact this has on being Raukawa in a post-settlement setting.  Because of the vastness and changing nature of this environment, I narrow my focus to how Raukawa maintained traditional boundaries and draw on its relevance to modern Raukawa development today.

text: Mana whenua, mana tangata: Raukawa ake, Raukawa iho Mā te whakapapa, ngā tohu whenua, ngā pae whenua, ngā mātākōrero, ngā kōrero tuku iho, ka whakatere te takenga mai o ngā ariā me ngā mātāpono o Raukawa.  Ina te matapakinga, ka tīkaro hoki i ngā āhuatanga o tuawhakarere me ngā āhuatanga o te ao hurihuri kia tūhono i ngā matapakinga he aha rānei te Raukawatanga me te pātai he aha hoki ōna pānga ki te ao whai muri ake i te taunaha i ngā take Tiriti.  Nā te whānui rawa me te kaha tīni haere o te taiwhanga nei, ka whakawhāiti te rangahau ki ngā whakamautanga o Raukawa ki ngā pae whenua tawhito, ā, ka whītikihia te aronga ki nāianei, ki te ao hurihuri.

I seek to explore the ideological grounding of Raukawa through whakapapa, land marks, boundaries, oral history, and tradition.  Through this, a simultaneous extraction of traditional and contemporary themes are used to bridge new and old ways of being and what impact this has on being Raukawa in a post-settlement setting.  Because of the vastness and changing nature of this environment, I narrow my focus to how Raukawa maintained traditional boundaries and draw on its relevance to modern Raukawa development today.

year: 2013

title: Decolonising Midwifery Education in Aotearoa: A Case Study Approach

authors: Cleaver,  Deanne Lesley

subjects: Decolonisation

abstract: The bicultural nature of Aotearoa (New Zealand) creates a strong foundation for the unique environment that supports the weaving of indigenous knowledge throughout midwifery education, and in turn creating a platform for decolonisation. Te Tiriti o Waitangi/ The Treaty of Waitangi serves to inform the direction that midwifery education and midwifery practice must take by underpinning these frameworks.
The revised midwifery curriculum and reaccreditation that supported the immersion of Indigenous knowledge throughout the midwifery degree at Wintec is currently in its fifth year. It was identified that there needed to be a more explicit focus of cultural safety and responsiveness, therefore in support of this Mātauranga Māori (Māori knowledge) was carefully embedded and linked to learning outcomes. This is in direct support of Te Tiriti o Waitangi and a move towards a Te Tiriti honouring programme. Topics that relate to tikanga Māori (customs), Te Ao Māori (Māori worldview) and Te Reo Māori (language) are respectfully taught, providing opportunities for understanding and growing competencies for midwifery tauira.  
Understanding colonisation in its global context alongside its role in the history of Aotearoa supported by Te Tiriti o Waitangi knowledge, is vital in the process of decolonisation. Tauira are encouraged to explore and reflect on these factors throughout their degree, supporting their growing cultural safety and awareness of relationships.  An anti-racism workshop in the final year of the degree adds another layer to the work of decolonisation and equips tauira with tools to be active in their allyship.
This personal and curricula journey empowers tauira to become culturally safe and responsive midwives, positively impacting the health of whānau Māori.
Through a case study approach the effectiveness of the interweaving of indigenous knowledge, Te Tiriti o Waitangi and Anti-Racism praxis will be explored, with the purpose of unpacking the learnings as a tool for social transformation within the process of decolonisation.
These changes promote the professional development of educators and the empowerment of tauira to uphold Indigenous rights, while providing care in partnership that is respectful. Decolonising Midwifery Education in Aotearoa: A Case Study approach’ will be explored and unpacked.

text: Decolonising Midwifery Education in Aotearoa: A Case Study Approach The bicultural nature of Aotearoa (New Zealand) creates a strong foundation for the unique environment that supports the weaving of indigenous knowledge throughout midwifery education, and in turn creating a platform for decolonisation. Te Tiriti o Waitangi/ The Treaty of Waitangi serves to inform the direction that midwifery education and midwifery practice must take by underpinning these frameworks.
The revised midwifery curriculum and reaccreditation that supported the immersion of Indigenous knowledge throughout the midwifery degree at Wintec is currently in its fifth year. It was identified that there needed to be a more explicit focus of cultural safety and responsiveness, therefore in support of this Mātauranga Māori (Māori knowledge) was carefully embedded and linked to learning outcomes. This is in direct support of Te Tiriti o Waitangi and a move towards a Te Tiriti honouring programme. Topics that relate to tikanga Māori (customs), Te Ao Māori (Māori worldview) and Te Reo Māori (language) are respectfully taught, providing opportunities for understanding and growing competencies for midwifery tauira.  
Understanding colonisation in its global context alongside its role in the history of Aotearoa supported by Te Tiriti o Waitangi knowledge, is vital in the process of decolonisation. Tauira are encouraged to explore and reflect on these factors throughout their degree, supporting their growing cultural safety and awareness of relationships.  An anti-racism workshop in the final year of the degree adds another layer to the work of decolonisation and equips tauira with tools to be active in their allyship.
This personal and curricula journey empowers tauira to become culturally safe and responsive midwives, positively impacting the health of whānau Māori.
Through a case study approach the effectiveness of the interweaving of indigenous knowledge, Te Tiriti o Waitangi and Anti-Racism praxis will be explored, with the purpose of unpacking the learnings as a tool for social transformation within the process of decolonisation.
These changes promote the professional development of educators and the empowerment of tauira to uphold Indigenous rights, while providing care in partnership that is respectful. Decolonising Midwifery Education in Aotearoa: A Case Study approach’ will be explored and unpacked.

year: 2023

title: How is teacher evaluation policy enacted?-The workings of performativity and micro-politics in Japanese schools

authors: Katsuno, Masaaki

subjects: teacher evaluation

abstract: This thesis is concerned with the extent to which new teacher evaluation policies and practices in Japan are about controlling teachers or represent opportunities for authentic professional development. It seeks to examine how the new teacher evaluation policies are embedded within the wider policy formation, what perspectives teachers have on the new policies and what their experiences are, and how the new teacher evaluation policies are actually being enacted in schools. 
The thesis uses a range of methods to explore these concerns. For the purpose of macro analysis of the new teacher evaluation policies, it examines both primary and secondary documentation around policy development. For studying the impact of the policy in schools, it draws on data from a national survey and in-depth interviews with a sample of teachers and head teachers. In this way, it employs a mixed methods approach in which quantitative data is used to provide a general picture of how teachers experience and perceive the new teacher evaluation policies and practices and qualitative data is used to provide the depth of analysis required to look at the nature of performativity in schools. 
The concept of performativity has been central to the overall investigation. The study argues for a particular reading of performativity — a work through, as opposed to work upon, perspective. This analytical lens illustrates how the new teacher evaluation policies have played a role in producing or reinforcing the mutually policing relations that lead to destabilisation of teacher’s identities. 
This thesis concludes that the enactment of new teacher evaluation policies has had significant indirect impacts on teachers and teachers’ work by affecting modes of school management and teachers’ relationships. By illustrating the usefulness of the work through perspective of performativity, it has enabled theorizing of performativity to advance. It also illuminates both congruence and variance between teacher evaluation policies as enacted in Japan and other countries. Japan’s teacher evaluation is no less effective as a measure of political control than its counterparts in other countries, but it can work in a more subtle way: teacher evaluation affects, repositions, and reconstructs teachers’ work and identities through affected relationships as mentioned above. This implies that teachers as well as policymakers should develop a more broad, macro-political and critical perspective on teacher evaluation.

text: How is teacher evaluation policy enacted?-The workings of performativity and micro-politics in Japanese schools This thesis is concerned with the extent to which new teacher evaluation policies and practices in Japan are about controlling teachers or represent opportunities for authentic professional development. It seeks to examine how the new teacher evaluation policies are embedded within the wider policy formation, what perspectives teachers have on the new policies and what their experiences are, and how the new teacher evaluation policies are actually being enacted in schools. 
The thesis uses a range of methods to explore these concerns. For the purpose of macro analysis of the new teacher evaluation policies, it examines both primary and secondary documentation around policy development. For studying the impact of the policy in schools, it draws on data from a national survey and in-depth interviews with a sample of teachers and head teachers. In this way, it employs a mixed methods approach in which quantitative data is used to provide a general picture of how teachers experience and perceive the new teacher evaluation policies and practices and qualitative data is used to provide the depth of analysis required to look at the nature of performativity in schools. 
The concept of performativity has been central to the overall investigation. The study argues for a particular reading of performativity — a work through, as opposed to work upon, perspective. This analytical lens illustrates how the new teacher evaluation policies have played a role in producing or reinforcing the mutually policing relations that lead to destabilisation of teacher’s identities. 
This thesis concludes that the enactment of new teacher evaluation policies has had significant indirect impacts on teachers and teachers’ work by affecting modes of school management and teachers’ relationships. By illustrating the usefulness of the work through perspective of performativity, it has enabled theorizing of performativity to advance. It also illuminates both congruence and variance between teacher evaluation policies as enacted in Japan and other countries. Japan’s teacher evaluation is no less effective as a measure of political control than its counterparts in other countries, but it can work in a more subtle way: teacher evaluation affects, repositions, and reconstructs teachers’ work and identities through affected relationships as mentioned above. This implies that teachers as well as policymakers should develop a more broad, macro-political and critical perspective on teacher evaluation.

year: 2013