title: Strawmen and the decolonisation of the academy

authors: Tauri, Juan Marcellus

subjects: Social justice

abstract: For this piece I take as my point of departure Biko Agozino’s response to a series of questions posed by a member of the audience, to a panel he was a member of during this time in New Zealand. The panel in question was part of the launch of a new journal, Decolonisation of Criminology and Justice, at AUT University, Auckland in June 2018. Biko was invited to give a speech at the launch of the journal, and participate in a panel discussion on the broad theme of ‘decolonising criminology and criminal justice’.

text: Strawmen and the decolonisation of the academy For this piece I take as my point of departure Biko Agozino’s response to a series of questions posed by a member of the audience, to a panel he was a member of during this time in New Zealand. The panel in question was part of the launch of a new journal, Decolonisation of Criminology and Justice, at AUT University, Auckland in June 2018. Biko was invited to give a speech at the launch of the journal, and participate in a panel discussion on the broad theme of ‘decolonising criminology and criminal justice’.

year: 2019-07-10

title: Investigating commentary on the fifth labour-led government’s third way approach

authors: Piercy, Gemma Louise

abstract: After the 1999 election of a Labour-led coalition government in Aotearoa New Zealand, a raft of policy reforms adopted characteristics of the ‘Third Way’ ideology promoted by Anthony Giddens. We argue, however, that Third Way characteristics were not implemented in Aotearoa New Zealand without attracting criticism. This article reviews academic analysis and wider commentary on the Third Way in Aotearoa New Zealand, much of which particularly focused on social policy reforms made by the Labour-led coalition government (1999-2008). We have used this literature to identify the varied ways in which the Third Way was defined and the extent to which Third Way ideology was considered to have influenced policy and practice the Aotearoa New Zealand context. Our semi-systematic literature review shows that many commentators argued that New Zealand did indeed implement a policy platform consistent with Third Way ideological characteristics but these were also adapted to the unique context of Aotearoa New Zealand. We explore in detail two key examples of adaptation di scussed in the literature: the Labour-led government’s early focus on reducing inequalities between Māori and non-Māori and on renewing civil society through subsidiarity and a partnership approach.

text: Investigating commentary on the fifth labour-led government’s third way approach After the 1999 election of a Labour-led coalition government in Aotearoa New Zealand, a raft of policy reforms adopted characteristics of the ‘Third Way’ ideology promoted by Anthony Giddens. We argue, however, that Third Way characteristics were not implemented in Aotearoa New Zealand without attracting criticism. This article reviews academic analysis and wider commentary on the Third Way in Aotearoa New Zealand, much of which particularly focused on social policy reforms made by the Labour-led coalition government (1999-2008). We have used this literature to identify the varied ways in which the Third Way was defined and the extent to which Third Way ideology was considered to have influenced policy and practice the Aotearoa New Zealand context. Our semi-systematic literature review shows that many commentators argued that New Zealand did indeed implement a policy platform consistent with Third Way ideological characteristics but these were also adapted to the unique context of Aotearoa New Zealand. We explore in detail two key examples of adaptation di scussed in the literature: the Labour-led government’s early focus on reducing inequalities between Māori and non-Māori and on renewing civil society through subsidiarity and a partnership approach.

year: 2017

title: Exploring leadership as a phenomenon in an educational leadership paper: An innovative pedagogical approach opens the unexpected

authors: Giles, David

subjects: Educational leadership

abstract: Neoliberal ideologies influence both the content and pedagogical approach of educational leadership programmes. This article proposes an alternate pedagogy, one which privileges the experiential nature of the leadership and challenges students to critique prevailing ideologies within education. The authors describe the reshaping of a compulsory, foundational academic paper within a Masters of educational leadership programme to focus on the phenomenon of leadership more explicitly. They illustrate the use of student stories and hermeneutic interpretation to deepen the appreciation of the contextual nature of educational leadership practice. The authors suggest that the influence of this pedagogical approach resides in the sincerity of the pedagogical comportment of the teaching faculty and the elusiveness of the taken-for-granted nature of leadership. They conclude that pedagogical processes that maintain a centrality of concern for the humanity of leadership experiences are a matter of urgency in our present educational context.

text: Exploring leadership as a phenomenon in an educational leadership paper: An innovative pedagogical approach opens the unexpected Neoliberal ideologies influence both the content and pedagogical approach of educational leadership programmes. This article proposes an alternate pedagogy, one which privileges the experiential nature of the leadership and challenges students to critique prevailing ideologies within education. The authors describe the reshaping of a compulsory, foundational academic paper within a Masters of educational leadership programme to focus on the phenomenon of leadership more explicitly. They illustrate the use of student stories and hermeneutic interpretation to deepen the appreciation of the contextual nature of educational leadership practice. The authors suggest that the influence of this pedagogical approach resides in the sincerity of the pedagogical comportment of the teaching faculty and the elusiveness of the taken-for-granted nature of leadership. They conclude that pedagogical processes that maintain a centrality of concern for the humanity of leadership experiences are a matter of urgency in our present educational context.

year: 2010