title: Ka Pū Te Ruha, Ka Hao Te Rangatahi: Maori identities in the twenty-first century

authors: Kukutai, Tahu

abstract: These social divides and problems are at the heart of this text.

text: Ka Pū Te Ruha, Ka Hao Te Rangatahi: Maori identities in the twenty-first century These social divides and problems are at the heart of this text.

year: 2017-02

title: The processes involved in formulating a marae-based Māori language regeneration plan for Whakamārama marae: Outline, analysis and evaluation

authors: Lewis, Roger

subjects: New Zealand

abstract: We provide here a criterion referenced evaluation of the processes involved in the creation of a Māori language regeneration strategy for Whakamārama marae. Working voluntarily and often under difficult circumstances, core group members demonstrated that they possessed the essential characteristics of commitment, motivation and determination. In addition, they demonstrated the willingness and ability to use existing skills and knowledge effectively and to develop further skills and knowledge as the project proceeded. Perhaps most important, they developed a caring and effective working culture. However, the weaknesses of the project included a lack of preparation and planning prior to the commencement of the project which led to delays in producing outcomes and some loss of momentum. This also led, indirectly, to the views of two or three members of the core group being overrepresented in the language planning goals. We believe that the information and analysis provided here are likely to be of interest to any language community involved in micro-level language regeneration activities of a similar type.

text: The processes involved in formulating a marae-based Māori language regeneration plan for Whakamārama marae: Outline, analysis and evaluation We provide here a criterion referenced evaluation of the processes involved in the creation of a Māori language regeneration strategy for Whakamārama marae. Working voluntarily and often under difficult circumstances, core group members demonstrated that they possessed the essential characteristics of commitment, motivation and determination. In addition, they demonstrated the willingness and ability to use existing skills and knowledge effectively and to develop further skills and knowledge as the project proceeded. Perhaps most important, they developed a caring and effective working culture. However, the weaknesses of the project included a lack of preparation and planning prior to the commencement of the project which led to delays in producing outcomes and some loss of momentum. This also led, indirectly, to the views of two or three members of the core group being overrepresented in the language planning goals. We believe that the information and analysis provided here are likely to be of interest to any language community involved in micro-level language regeneration activities of a similar type.

year: 2008

title: Exploring school governance in the context of local values and political influences in Lalitpur, Nepal: A narrative inquiry

authors: Adhikari, Devendra

subjects: school governance

abstract: Nepal is a surreal land of stunning Himalayas, Eastern mystics, and human civilisation rich in
culture, traditions, and architecture. In the country, Hindu values have been predominant in
shaping people's lives, including respect for schooling education. People are keen to manage
schooling education through community effort by joining School Management Committees.
After the implementation of Nepal’s 2015 Constitution, public schools came under the
jurisdiction and management of local governments. As a local in Lalitpur, Nepal, a Hindu
believer, and a former public-school teacher and administrative assistant, I became
interested in researching how people’s local values and the influence of politics build public
school governance. My curiosity was further driven by the literature review related to
school governance in Nepal where I found limited research and scholarship of areas such as
the adoption of Hindu cultural values in school governance in secular Nepal, and the
exercise of power to bring about positive reforms in school management. I formulated the
research questions: What cultural and social values of groups and communities in Lalitpur
encourage working for school governance? How do political influences shape group and
community involvement in school governance in Lalitpur?
For my methodology, I choose narrative research, which lies within a social
constructionist worldview whereby social reality is conceived as the co-creation of human
relations and interactions. I used in-depth interviews and observations of participant
engagement related to school governance, during which I interviewed 43 participants
involved in school-communities and local governments in Lalitpur. These schools were
situated in three local government units in urban, semi-urban, and rural areas with diverse
geographies and socio-cultural settings. I developed a method of thematic analysis to
interpret the participants’ stories by referencing Localism-Eastern Philosophy and New
Public Management-Global Governance theories.
I found that Hinduism connected Nepali communities and schools through religious
sentiments and made the school environments sacred and peaceful. People’s culture of care
prepared the foundation for establishing and developing schools in Nepali communities.
This caring culture has been passed on as a philanthropic value to the present generation,
which aligns with the karma theory in Hinduism. Concerning the political influences in
school governance, exercise of power has brought knowledgeable people into SMCs to
contribute to the managerial reforms and has facilitated decentralised school governance
through local governments. Findings show that locals with conservative values and some
stakeholders in schools have misused political authority to take benefits and hinder the
growth of school education.
Decentralised education governance is a new practice in Nepal, and in 2025 the
country is in a federal transition stage. New education policies are being developed, and my
research findings support the establishment of policies that incorporate people’s values and
the exercise of political authority and power.

text: Exploring school governance in the context of local values and political influences in Lalitpur, Nepal: A narrative inquiry Nepal is a surreal land of stunning Himalayas, Eastern mystics, and human civilisation rich in
culture, traditions, and architecture. In the country, Hindu values have been predominant in
shaping people's lives, including respect for schooling education. People are keen to manage
schooling education through community effort by joining School Management Committees.
After the implementation of Nepal’s 2015 Constitution, public schools came under the
jurisdiction and management of local governments. As a local in Lalitpur, Nepal, a Hindu
believer, and a former public-school teacher and administrative assistant, I became
interested in researching how people’s local values and the influence of politics build public
school governance. My curiosity was further driven by the literature review related to
school governance in Nepal where I found limited research and scholarship of areas such as
the adoption of Hindu cultural values in school governance in secular Nepal, and the
exercise of power to bring about positive reforms in school management. I formulated the
research questions: What cultural and social values of groups and communities in Lalitpur
encourage working for school governance? How do political influences shape group and
community involvement in school governance in Lalitpur?
For my methodology, I choose narrative research, which lies within a social
constructionist worldview whereby social reality is conceived as the co-creation of human
relations and interactions. I used in-depth interviews and observations of participant
engagement related to school governance, during which I interviewed 43 participants
involved in school-communities and local governments in Lalitpur. These schools were
situated in three local government units in urban, semi-urban, and rural areas with diverse
geographies and socio-cultural settings. I developed a method of thematic analysis to
interpret the participants’ stories by referencing Localism-Eastern Philosophy and New
Public Management-Global Governance theories.
I found that Hinduism connected Nepali communities and schools through religious
sentiments and made the school environments sacred and peaceful. People’s culture of care
prepared the foundation for establishing and developing schools in Nepali communities.
This caring culture has been passed on as a philanthropic value to the present generation,
which aligns with the karma theory in Hinduism. Concerning the political influences in
school governance, exercise of power has brought knowledgeable people into SMCs to
contribute to the managerial reforms and has facilitated decentralised school governance
through local governments. Findings show that locals with conservative values and some
stakeholders in schools have misused political authority to take benefits and hinder the
growth of school education.
Decentralised education governance is a new practice in Nepal, and in 2025 the
country is in a federal transition stage. New education policies are being developed, and my
research findings support the establishment of policies that incorporate people’s values and
the exercise of political authority and power.

year: 2024