title: Conversations with status and power: How Everyday Theatre offers 'spaces of agency' to participants

authors: Aitken, Vivienne Jane

subjects: applied theatre

abstract: This article reviews Everyday Theatre, an interactive applied theatre project from Auckland based company Applied Theatre Consultants Ltd., which explores the dynamics of family relationships and touches obliquely on issues of abuse and violence. The article looks at the form, strategies and processes of Everyday Theatre and explores how the young participants are given opportunities for agency, both aesthetically and in terms of the structure and direction of the event. Beginning with an attempt to offer a critical framework for the discussion of power and status, largely informed by Freirean and Foucaultian principles, the article then traces how the power relations between participants and facilitators are negotiated in each phase of the programme. Whilst asserting that important spaces for agency are created within it, the article also discusses the inevitable limitations of participants' empowerment in any theatre, or pedagogical relationship. The article concludes with the suggestion that by offering deliberately incomplete narratives within a careful process that at once builds and productively constrains participant agency, 'The Family Game' offers a sensitive and fitting approach to the issue of children's agency within families.

text: Conversations with status and power: How Everyday Theatre offers 'spaces of agency' to participants This article reviews Everyday Theatre, an interactive applied theatre project from Auckland based company Applied Theatre Consultants Ltd., which explores the dynamics of family relationships and touches obliquely on issues of abuse and violence. The article looks at the form, strategies and processes of Everyday Theatre and explores how the young participants are given opportunities for agency, both aesthetically and in terms of the structure and direction of the event. Beginning with an attempt to offer a critical framework for the discussion of power and status, largely informed by Freirean and Foucaultian principles, the article then traces how the power relations between participants and facilitators are negotiated in each phase of the programme. Whilst asserting that important spaces for agency are created within it, the article also discusses the inevitable limitations of participants' empowerment in any theatre, or pedagogical relationship. The article concludes with the suggestion that by offering deliberately incomplete narratives within a careful process that at once builds and productively constrains participant agency, 'The Family Game' offers a sensitive and fitting approach to the issue of children's agency within families.

year: 2009

title: Clinician knowledge of driving restrictions following a stroke event.

authors: Stratton, Laura

subjects: Attention

abstract: AIM: To investigate the knowledge and practice of health professionals when advising persons on driving restrictions after a transient ischaemic attack (TIA) or stroke in a tertiary hospital in New Zealand. 
METHODS: Health professionals working in the area of stroke care across the acute and rehabilitation services in a large tertiary hospital were invited to complete an electronic survey around knowledge of driving restrictions based on the New Zealand Transport Agency (NZTA) guidelines. Knowledge was assessed for both private and commercial vehicle use. The other information gathered included participant profession, level of seniority and experience working in stroke care, previous education around medical-related driving restrictions and how and what driving recommendations were discussed with patients. Knowledge of driving restrictions was established by the number and percentage of correct responses for each condition (single TIA, multiple TIA and stroke with full recovery) relating to the recommended restrictions in both private and commercial vehicle use. 
RESULTS: Forty-nine participants' surveys were analysed with representation from across all the health professions (24.5% [12/49] doctors, 38.8% [19/49] nurses and 36.7% [18/49] allied health). Only 38.8% reported having had received training around post-stroke driving restrictions. Knowledge around driving restrictions was highest for a single episode TIA for private vehicle use (73.5% [36/49]). For all other categories, fewer than 50% of participants answered correctly, with knowledge of commercial vehicle restrictions being the least accurate. 
CONCLUSIONS: Many health professionals have discussions with people about driving restrictions following a TIA or stroke. However, there appears to be limited knowledge of all the restrictions for each condition as they relate to either private or commercial vehicle use. Insufficient training and education for clinicians might explain this gap.

text: Clinician knowledge of driving restrictions following a stroke event. AIM: To investigate the knowledge and practice of health professionals when advising persons on driving restrictions after a transient ischaemic attack (TIA) or stroke in a tertiary hospital in New Zealand. 
METHODS: Health professionals working in the area of stroke care across the acute and rehabilitation services in a large tertiary hospital were invited to complete an electronic survey around knowledge of driving restrictions based on the New Zealand Transport Agency (NZTA) guidelines. Knowledge was assessed for both private and commercial vehicle use. The other information gathered included participant profession, level of seniority and experience working in stroke care, previous education around medical-related driving restrictions and how and what driving recommendations were discussed with patients. Knowledge of driving restrictions was established by the number and percentage of correct responses for each condition (single TIA, multiple TIA and stroke with full recovery) relating to the recommended restrictions in both private and commercial vehicle use. 
RESULTS: Forty-nine participants' surveys were analysed with representation from across all the health professions (24.5% [12/49] doctors, 38.8% [19/49] nurses and 36.7% [18/49] allied health). Only 38.8% reported having had received training around post-stroke driving restrictions. Knowledge around driving restrictions was highest for a single episode TIA for private vehicle use (73.5% [36/49]). For all other categories, fewer than 50% of participants answered correctly, with knowledge of commercial vehicle restrictions being the least accurate. 
CONCLUSIONS: Many health professionals have discussions with people about driving restrictions following a TIA or stroke. However, there appears to be limited knowledge of all the restrictions for each condition as they relate to either private or commercial vehicle use. Insufficient training and education for clinicians might explain this gap.

year: 2021

title: Listening to the voices of Year 13 Māori students: A case study in a New Zealand secondary school

authors: Kay, Joan-Marie

subjects: Maori Achievement

abstract: This research focuses on listening to the voices of Year 13 academically successful Māori students in a large, urban, mainstream, co-educational, decile 4, New Zealand secondary school. Traditionally, researchers have tended to emphasise the poor academic performance of Māori students in New Zealand. In contrast, this qualitative case study, however, seeks to understand what influences and motivates the academically successful Year 13 Māori students who have gained the National Certificate of Educational Achievement (NCEA) Level 2 and who returned to school to study for NCEA Level 3.

Semi structured interviews as conversations with all thirteen Māori students who had achieved NCEA Level 2 formed the basis of this research. Five of their parents, seven of their teachers and the principal were also interviewed.

The findings show that these students all stress the importance of their family, in particular, one family member or significant adult in their lives who valued education and supported the student, influencing and encouraging their motivation and self-efficacy. Building positive relationships with their teachers was the next strongest influence on their academic success followed closely by the positive influence of their friends. Self-motivation was mainly extrinsic. The students perceived that the principal had little effect on their individual achievement.

The teachers also acknowledge the importance of building positive relationships with their students and acknowledge the benefits of the reflective practice provided by the Te Kotahitanga project in highlighting this factor.

The findings suggest the excellent initiatives currently taking place in the school need to be continued or strengthened and that further interventions which target particular Māori students, rather than are global across the school, should be introduced.

text: Listening to the voices of Year 13 Māori students: A case study in a New Zealand secondary school This research focuses on listening to the voices of Year 13 academically successful Māori students in a large, urban, mainstream, co-educational, decile 4, New Zealand secondary school. Traditionally, researchers have tended to emphasise the poor academic performance of Māori students in New Zealand. In contrast, this qualitative case study, however, seeks to understand what influences and motivates the academically successful Year 13 Māori students who have gained the National Certificate of Educational Achievement (NCEA) Level 2 and who returned to school to study for NCEA Level 3.

Semi structured interviews as conversations with all thirteen Māori students who had achieved NCEA Level 2 formed the basis of this research. Five of their parents, seven of their teachers and the principal were also interviewed.

The findings show that these students all stress the importance of their family, in particular, one family member or significant adult in their lives who valued education and supported the student, influencing and encouraging their motivation and self-efficacy. Building positive relationships with their teachers was the next strongest influence on their academic success followed closely by the positive influence of their friends. Self-motivation was mainly extrinsic. The students perceived that the principal had little effect on their individual achievement.

The teachers also acknowledge the importance of building positive relationships with their students and acknowledge the benefits of the reflective practice provided by the Te Kotahitanga project in highlighting this factor.

The findings suggest the excellent initiatives currently taking place in the school need to be continued or strengthened and that further interventions which target particular Māori students, rather than are global across the school, should be introduced.

year: 2008