title: Academic activism in the wake of a pandemic: A collective self-reflection from Aotearoa/New Zealand

authors: Roy, Rituparna

abstract: The COVID-19 pandemic intensified anxieties among temporary workers in New Zealand tertiary education, particularly those affiliated with universities reliant on the lucrative market for international fee-paying students. As national borders closed and states started looking inward, these same learning institutions began to more visibly express the language of market logics for which they had been remodeled in recent decades, adapting to declining revenue through austerity-like budget cuts. The communication of these cuts to the academic precariat has been mixed, with some institutions resorting to cold, forceful determinations delivered as matter-of-fact restructurings, while others have preferred an oblique recasting of the pandemic's disruption as an opportunity for social responsibility. This paper is a collective self-reflection on the activism undertaken by the newly formed Tertiary Education Action Group Aotearoa during the COVID-19 pandemic. It begins by contextualizing the reforms rolled out in response to the pandemic in relation to the “neoliberal turn” of higher education and examines how career pathways for early career academics have transformed into a continuous cycle of precarious employment. We argue that the idealized “early career” identity has been lost and that through a process of mourning we can regather ourselves and embrace our lived realities as members of the academic precariat. We detail how the pandemic acted as a catalyst for this “productive mourning” and enabled us to begin mobilizing discontent among the academic precariat. Finally, we reflect on the extent to which we were able to challenge existing structures that are responsible for the exploitative nature of precarious academic work.

text: Academic activism in the wake of a pandemic: A collective self-reflection from Aotearoa/New Zealand The COVID-19 pandemic intensified anxieties among temporary workers in New Zealand tertiary education, particularly those affiliated with universities reliant on the lucrative market for international fee-paying students. As national borders closed and states started looking inward, these same learning institutions began to more visibly express the language of market logics for which they had been remodeled in recent decades, adapting to declining revenue through austerity-like budget cuts. The communication of these cuts to the academic precariat has been mixed, with some institutions resorting to cold, forceful determinations delivered as matter-of-fact restructurings, while others have preferred an oblique recasting of the pandemic's disruption as an opportunity for social responsibility. This paper is a collective self-reflection on the activism undertaken by the newly formed Tertiary Education Action Group Aotearoa during the COVID-19 pandemic. It begins by contextualizing the reforms rolled out in response to the pandemic in relation to the “neoliberal turn” of higher education and examines how career pathways for early career academics have transformed into a continuous cycle of precarious employment. We argue that the idealized “early career” identity has been lost and that through a process of mourning we can regather ourselves and embrace our lived realities as members of the academic precariat. We detail how the pandemic acted as a catalyst for this “productive mourning” and enabled us to begin mobilizing discontent among the academic precariat. Finally, we reflect on the extent to which we were able to challenge existing structures that are responsible for the exploitative nature of precarious academic work.

year: 2021

title: Living a useful life: Physically disabled children in New Zealand 1935 - 1980s

authors: Pooley, Emma

abstract: This dissertation examines the history of physically disabled children in New Zealand between 1935 and the mid 1980s. It is designed to provide an insight into a dimension of history that has been missing from mainstream histories. It examines official and popular attitudes towards disabled people and the changes to these over the period discussed here.
Using a range of primary and secondary materials, this study indicates the ways the notion of 'social utility' has given way to discussions about equality with regards to the role of disabled children in New Zealand society. The dissertation introduces ideas and theories about the study of disability in a general sense and applies them in a New Zealand context. It also introduces ideas about childhood and applies these to disabled children in New Zealand. This dissertation explores events that have been pivotal in the study of disability, for example, the emergence of the Crippled Children Society (later CCS) and changes in the fields of rehabilitation and special education. Events such as the beginning of Social Security are discussed in the light of their impact upon childhood disability.
Other developments in the health sector such as the increase in orthopaedic practice have had an impact upon the lives of disabled children. This dissertation explores the relationship between the field of Orthopaedics and the Crippled Children Society which was the main agency providing for the needs of disabled children. A further area that is explored is the influence of visiting specialist Dr Earl Carlson as well as parental guides upon the treatment of disabled children. The final section looks at the changes in special education including ideas about inclusion and mainstreaming. It discusses the notion that education changed from a focus on utility to one of equality. It also explores the role of the family with regards to education.

text: Living a useful life: Physically disabled children in New Zealand 1935 - 1980s This dissertation examines the history of physically disabled children in New Zealand between 1935 and the mid 1980s. It is designed to provide an insight into a dimension of history that has been missing from mainstream histories. It examines official and popular attitudes towards disabled people and the changes to these over the period discussed here.
Using a range of primary and secondary materials, this study indicates the ways the notion of 'social utility' has given way to discussions about equality with regards to the role of disabled children in New Zealand society. The dissertation introduces ideas and theories about the study of disability in a general sense and applies them in a New Zealand context. It also introduces ideas about childhood and applies these to disabled children in New Zealand. This dissertation explores events that have been pivotal in the study of disability, for example, the emergence of the Crippled Children Society (later CCS) and changes in the fields of rehabilitation and special education. Events such as the beginning of Social Security are discussed in the light of their impact upon childhood disability.
Other developments in the health sector such as the increase in orthopaedic practice have had an impact upon the lives of disabled children. This dissertation explores the relationship between the field of Orthopaedics and the Crippled Children Society which was the main agency providing for the needs of disabled children. A further area that is explored is the influence of visiting specialist Dr Earl Carlson as well as parental guides upon the treatment of disabled children. The final section looks at the changes in special education including ideas about inclusion and mainstreaming. It discusses the notion that education changed from a focus on utility to one of equality. It also explores the role of the family with regards to education.

year: 2001

title: Examining the effects of Ki-o-Rahi on the development of fundamental movement skills by children in Aotearoa New Zealand

authors: Daveta, Wiliame

subjects: fundamental movement skills

abstract: Children with poor fundamental movement skills might have challenges when engaging in activities that require specific skills to help them perform effectively. Development of those skills through targeted training has the potential to build the foundation for fundamental movement skills. This study examined whether Ki-o-Rahi can enhance learning fundamental movement skills (FMS) and cognitive and social skills in Aotearoa New Zealand children. A quasi-experimental pre-post design was conducted over 8 weeks with 86 primary school children from five separate classes that were allocated to treatment conditions via cluster sampling: two classes to the intervention group, two to the control group, and one to the legend-only control group. The intervention group learned the legend and played Ki-o-Rahi over 8 sessions, whereas the control groups continued with their regular physical activities, but only one of the control groups learned the legend. FMS were measured using the Test of Gross Motor Development—Third Edition (TGMD-3) and the Motor Assessment Battery for Children (MABC-2). Cognitive skills were measured using the Head-Toes-Knees-Shoulders test (HTKS), forward and backward digit span, and forward and backward corsi block. Researchers measured social skills using the Early Childhood Social Relationship with Peers (ECSRP) teacher-proxy questionnaire. The results demonstrated that the intervention and control group gained improvements in the FMS and social skills but not cognitive skills. The legend-only group showed no significant changes. The findings suggest that Ki-o-rahi can contribute to developing FMS, cognitive, and social skills in Aotearoa New Zealand children. Future research should consider extending the duration of the study to assess long-term effects and include a larger cohort of Pacific or Māori children to explore potential benefits of Ki-o-Rahi in greater depth.

text: Examining the effects of Ki-o-Rahi on the development of fundamental movement skills by children in Aotearoa New Zealand Children with poor fundamental movement skills might have challenges when engaging in activities that require specific skills to help them perform effectively. Development of those skills through targeted training has the potential to build the foundation for fundamental movement skills. This study examined whether Ki-o-Rahi can enhance learning fundamental movement skills (FMS) and cognitive and social skills in Aotearoa New Zealand children. A quasi-experimental pre-post design was conducted over 8 weeks with 86 primary school children from five separate classes that were allocated to treatment conditions via cluster sampling: two classes to the intervention group, two to the control group, and one to the legend-only control group. The intervention group learned the legend and played Ki-o-Rahi over 8 sessions, whereas the control groups continued with their regular physical activities, but only one of the control groups learned the legend. FMS were measured using the Test of Gross Motor Development—Third Edition (TGMD-3) and the Motor Assessment Battery for Children (MABC-2). Cognitive skills were measured using the Head-Toes-Knees-Shoulders test (HTKS), forward and backward digit span, and forward and backward corsi block. Researchers measured social skills using the Early Childhood Social Relationship with Peers (ECSRP) teacher-proxy questionnaire. The results demonstrated that the intervention and control group gained improvements in the FMS and social skills but not cognitive skills. The legend-only group showed no significant changes. The findings suggest that Ki-o-rahi can contribute to developing FMS, cognitive, and social skills in Aotearoa New Zealand children. Future research should consider extending the duration of the study to assess long-term effects and include a larger cohort of Pacific or Māori children to explore potential benefits of Ki-o-Rahi in greater depth.

year: 2024