title: National Standards 2016: Retrospective insights, continuing uncertainties and new questions

authors: Thrupp, Martin

subjects: national standards

abstract: New Zealand’s National Standards policy has been deeply controversial in the education sector, especially amongst primary teachers and principals. This article provides a view of the National Standards from their introduction up until 2016, nearly a decade after they were first mooted. The issues covered: (i) offer retrospective insights, (ii) acknowledge continuing uncertainties, or (iii) ask questions that had become newly relevant by 2016. They include processes within the Ministry of Education, the role of advisory groups, the public release of National Standards data, and the origins and impact of the National Standards. They also include whether teachers and principals have been gradually won over to the National Standards, use of the National Standards in ‘social investment’, the Progress and Consistency Tool and possible wider political purposes of headline policies like the National Standards. A theme that connects the issues is concern about policy processes. The article concludes by calling for a more genuine commitment by Government to evidence-informed policy.

text: National Standards 2016: Retrospective insights, continuing uncertainties and new questions New Zealand’s National Standards policy has been deeply controversial in the education sector, especially amongst primary teachers and principals. This article provides a view of the National Standards from their introduction up until 2016, nearly a decade after they were first mooted. The issues covered: (i) offer retrospective insights, (ii) acknowledge continuing uncertainties, or (iii) ask questions that had become newly relevant by 2016. They include processes within the Ministry of Education, the role of advisory groups, the public release of National Standards data, and the origins and impact of the National Standards. They also include whether teachers and principals have been gradually won over to the National Standards, use of the National Standards in ‘social investment’, the Progress and Consistency Tool and possible wider political purposes of headline policies like the National Standards. A theme that connects the issues is concern about policy processes. The article concludes by calling for a more genuine commitment by Government to evidence-informed policy.

year: 2017

title: Feeling at home? Former Bhutanese refugee women and girls in New Zealand

authors: Basnet, Sunita

abstract: This article explores the meaning of home and homemaking practices for former Bhutanese refugees, especially women and girls living in Auckland, Christchurch, Nelson, and Palmerston North in New Zealand under the refugees’ quota programme. I examine how and in what ways these women and girls experience New Zealand as ‘home’ and explore their feelings of (not) belonging. The fieldwork is part of my PhD research and was conducted between February and September 2015. A total of 42 in-depth semi-structured interviews with former Bhutanese refugees were conducted. These were mainly with women and girls, but eight men were also interviewed. In addition to individual interviews, I used a focus group interview with four girls aged between 12-15 who sketched images of their actual or imagine home. The findings are that just providing a ‘house’ to refugees does not necessarily mean that they feel at home in New Zealand. Many participants reported that family is their home. Another finding is that strong neighborhood ties contributed to feeling at home (or not). Participants also discussed what it means to be a citizen in New Zealand. Finally, I argue that researching former refugees’ home and homemaking everyday practices is useful for understanding resettlement processes and senses of belonging in New Zealand.

text: Feeling at home? Former Bhutanese refugee women and girls in New Zealand This article explores the meaning of home and homemaking practices for former Bhutanese refugees, especially women and girls living in Auckland, Christchurch, Nelson, and Palmerston North in New Zealand under the refugees’ quota programme. I examine how and in what ways these women and girls experience New Zealand as ‘home’ and explore their feelings of (not) belonging. The fieldwork is part of my PhD research and was conducted between February and September 2015. A total of 42 in-depth semi-structured interviews with former Bhutanese refugees were conducted. These were mainly with women and girls, but eight men were also interviewed. In addition to individual interviews, I used a focus group interview with four girls aged between 12-15 who sketched images of their actual or imagine home. The findings are that just providing a ‘house’ to refugees does not necessarily mean that they feel at home in New Zealand. Many participants reported that family is their home. Another finding is that strong neighborhood ties contributed to feeling at home (or not). Participants also discussed what it means to be a citizen in New Zealand. Finally, I argue that researching former refugees’ home and homemaking everyday practices is useful for understanding resettlement processes and senses of belonging in New Zealand.

year: 2016

title: Kua takoto te maanuka: Te tiimatanga o teetahi Kura Kaupapa Maaori

authors: Douglas, Vianney Gaye

subjects: Kura Kaupapa Maori

abstract: There is a paucity of literature on the establishment of new schools, and more particularly, the establishment of Kura Kaupapa Maaori. In addition, there is even less literature concerning the experiences and perspectives of whaanau and hapuu within Kaupapa Maaori initiatives. 

This thesis, therefore, illustrates the experience of a whaanau in the establishment of their Kura Kaupapa Maaori. The assertion within this thesis is that there are unique issues and challenges that Maaori communities encounter when pursuing the establishment of a Kura Kaupapa Maaori. Furthermore, a key factor in the success of establishing and sustaining the school is in the leadership.

Thus, the cognisance of Kaupapa Maaori and the development of Kura Kaupapa Maaori are explored. In addition, the key characteristics, roles and responsibilities of Maaori leadership both within the wider community and within schools are explored.

This case study included an interview with the Principal, and several focus group interviews with parents, staff and students of the new Kura Kaupapa who were involved with the school’s establishment during its first three years. In 2013, in its eleventh year, the school was identified as one of the top five successful Kura Kaupapa Maaori. 

The findings of this research will assist whaanau and leaders within schools to develop an understanding and appreciation of five key issues and challenges that a new school may face, and avenues that may take to address these.

text: Kua takoto te maanuka: Te tiimatanga o teetahi Kura Kaupapa Maaori There is a paucity of literature on the establishment of new schools, and more particularly, the establishment of Kura Kaupapa Maaori. In addition, there is even less literature concerning the experiences and perspectives of whaanau and hapuu within Kaupapa Maaori initiatives. 

This thesis, therefore, illustrates the experience of a whaanau in the establishment of their Kura Kaupapa Maaori. The assertion within this thesis is that there are unique issues and challenges that Maaori communities encounter when pursuing the establishment of a Kura Kaupapa Maaori. Furthermore, a key factor in the success of establishing and sustaining the school is in the leadership.

Thus, the cognisance of Kaupapa Maaori and the development of Kura Kaupapa Maaori are explored. In addition, the key characteristics, roles and responsibilities of Maaori leadership both within the wider community and within schools are explored.

This case study included an interview with the Principal, and several focus group interviews with parents, staff and students of the new Kura Kaupapa who were involved with the school’s establishment during its first three years. In 2013, in its eleventh year, the school was identified as one of the top five successful Kura Kaupapa Maaori. 

The findings of this research will assist whaanau and leaders within schools to develop an understanding and appreciation of five key issues and challenges that a new school may face, and avenues that may take to address these.

year: 2014