title: Education’s ‘inconvenient truth’: Part two- The middle classes have too many friends in education

authors: Thrupp, Martin

subjects: education

abstract: This is the second part of an article about how schooling, long geared to the concerns and interests of the middle classes, remains so, and is becoming increasingly so in some ways. In Part One, published in the last issue, I drew a parallel with Al Gore’s well-known film about climate change to argue for middle class advantage as education’s ‘inconvenient truth’. This is because while it is now pretty clear that education policies of recent decades have benefited the middle classes rather than the poor, there is at various points public, practitioner and policy denial of the problem. This denial reflects the self-interest of the middle classes and those who serve them. I focussed in Part One on the likely advantages provided by predominantly middle class school settings and how the middle classes have long targeted such schools for their children. This problem continues: indeed Part One showed how the New Zealand middle classes have been able to secure and in some ways improve their access to schools with a predominantly middle class mix under the zoning policies introduced in 2000.

text: Education’s ‘inconvenient truth’: Part two- The middle classes have too many friends in education This is the second part of an article about how schooling, long geared to the concerns and interests of the middle classes, remains so, and is becoming increasingly so in some ways. In Part One, published in the last issue, I drew a parallel with Al Gore’s well-known film about climate change to argue for middle class advantage as education’s ‘inconvenient truth’. This is because while it is now pretty clear that education policies of recent decades have benefited the middle classes rather than the poor, there is at various points public, practitioner and policy denial of the problem. This denial reflects the self-interest of the middle classes and those who serve them. I focussed in Part One on the likely advantages provided by predominantly middle class school settings and how the middle classes have long targeted such schools for their children. This problem continues: indeed Part One showed how the New Zealand middle classes have been able to secure and in some ways improve their access to schools with a predominantly middle class mix under the zoning policies introduced in 2000.

year: 2008

title: Assessing vulnerability of New Zealand lakes to loss of conservation value from invasive fish impacts

authors: Collier, Kevin J.

subjects: lake

abstract: 1. Predictions of invasion risk for seven non-indigenous fish species, ecological impact scores for individual species, and lake conservation rankings were linked to develop Invasion Risk Impact (IRI) and Lake Vulnerability (LV) indices that help identify New Zealand lakes most at risk of loss of conservation value from potential multi-species invasions.
2. Species-specific IRI scores (the product of predicted invasion risk and species impact) highlighted Eurasian perch (Perca fluviatilis) and the brown bullhead (Ameiurus nebulosus), as the species most likely to spread and cause ecological harm in lakes. For 3431 lakes >1 ha throughout New Zealand, total IRI tended to be highest for lowland riverine and dune lakes most of which are already colonized by multiple invasive fish species.
3. The LV index indicated that lakes most at risk of loss of conservation value from invasive fish impacts were predominantly (i) in the northern half of the North Island where several uncommon lake types occur, and (ii) along the west coast of the South Island where conservation value is often greater, largely because of low catchment modification.
4. The IRI and LV indices can be used to assist with setting priorities for surveillance monitoring, advocacy, and response planning targeted at preventing the establishment of invasive fish in moderate-to-high value lakes most susceptible to ecological impacts. Both indices can be adapted to accommodate alternative impact and conservation scoring systems, providing a flexible tool for local- and national-scale assessments of lake vulnerability to fish invasion impacts.

text: Assessing vulnerability of New Zealand lakes to loss of conservation value from invasive fish impacts 1. Predictions of invasion risk for seven non-indigenous fish species, ecological impact scores for individual species, and lake conservation rankings were linked to develop Invasion Risk Impact (IRI) and Lake Vulnerability (LV) indices that help identify New Zealand lakes most at risk of loss of conservation value from potential multi-species invasions.
2. Species-specific IRI scores (the product of predicted invasion risk and species impact) highlighted Eurasian perch (Perca fluviatilis) and the brown bullhead (Ameiurus nebulosus), as the species most likely to spread and cause ecological harm in lakes. For 3431 lakes >1 ha throughout New Zealand, total IRI tended to be highest for lowland riverine and dune lakes most of which are already colonized by multiple invasive fish species.
3. The LV index indicated that lakes most at risk of loss of conservation value from invasive fish impacts were predominantly (i) in the northern half of the North Island where several uncommon lake types occur, and (ii) along the west coast of the South Island where conservation value is often greater, largely because of low catchment modification.
4. The IRI and LV indices can be used to assist with setting priorities for surveillance monitoring, advocacy, and response planning targeted at preventing the establishment of invasive fish in moderate-to-high value lakes most susceptible to ecological impacts. Both indices can be adapted to accommodate alternative impact and conservation scoring systems, providing a flexible tool for local- and national-scale assessments of lake vulnerability to fish invasion impacts.

year: 2016

title: Developing community and social psychology for Aotearoa: Experiences from a New Zealand programme of indigenization

authors: Thomas, David R.

subjects: indigenous psychology

abstract: Experiences related to developing an indigenous community and social psychology
in the teaching of psychology at the University of Waikato in Aotearoa/New Zealand
are described. The process of localization emphasizes the need to interpret
"universal" concepts in terms of local cultural patterns and to elaborate psychological
concepts derived from the cultures of indigenous peoples. The localization of
psychology in New Zealand involves: (a) differences between the dominant United
States cultural pattern, in which much English-language psychology is embedded,
and New Zealand cultural patterns; and (b) differences between the dominant
Pakeha (Anglo-New Zealander) cultural patterns and the cultural patterns of
indigenous Maori peoples. These cultural differences involve contrasts between
individualistic and collective conceptions of self-identities and social identities, and
alternative conceptions of community needs.
Three processes relevant to localization are outlined: socio-cultural contextualization,
agenda-setting, and knowledge of cultural styles. Socio-cultural contextualization
refers to the relevance of psychological knowledge, taught in dominant national
institutions, to local social, cultural and political systems. Agenda-setting focuses on
how the dominant themes in teaching and research within psychology are selected,
and the relevance of these themes to community needs. Knowledge of local cultural
styles is required to describe and teach professional roles that are congruent with
such cultural styles.

text: Developing community and social psychology for Aotearoa: Experiences from a New Zealand programme of indigenization Experiences related to developing an indigenous community and social psychology
in the teaching of psychology at the University of Waikato in Aotearoa/New Zealand
are described. The process of localization emphasizes the need to interpret
"universal" concepts in terms of local cultural patterns and to elaborate psychological
concepts derived from the cultures of indigenous peoples. The localization of
psychology in New Zealand involves: (a) differences between the dominant United
States cultural pattern, in which much English-language psychology is embedded,
and New Zealand cultural patterns; and (b) differences between the dominant
Pakeha (Anglo-New Zealander) cultural patterns and the cultural patterns of
indigenous Maori peoples. These cultural differences involve contrasts between
individualistic and collective conceptions of self-identities and social identities, and
alternative conceptions of community needs.
Three processes relevant to localization are outlined: socio-cultural contextualization,
agenda-setting, and knowledge of cultural styles. Socio-cultural contextualization
refers to the relevance of psychological knowledge, taught in dominant national
institutions, to local social, cultural and political systems. Agenda-setting focuses on
how the dominant themes in teaching and research within psychology are selected,
and the relevance of these themes to community needs. Knowledge of local cultural
styles is required to describe and teach professional roles that are congruent with
such cultural styles.

year: 1994-08