title: Stories from the inside: A narrative analysis investigating the professional lives of three New Zealand secondary school heads of English departments

authors: Wright, Noeline

subjects: Head of department

abstract: This research is a narrative analysis based on an investigation into the professional lives of heads of English departments (HODs) in three New Zealand secondary schools. The main data collection methods of interviews and observations used in this study, fall within an interpretive paradigm.
The research breaks through prevailing silences about the realities of three HODs' professional lives. I propose that while these HODs play a pivotal role in secondary schools, their ability to engage in not only effective curriculum and pedagogical leadership but also effective classroom teaching, is seriously constrained. These constraints have occurred partly as a result of the accumulating effects of over a decade of continual educational reforms in New Zealand, partly because there have been Jew changes to staffing ratios to accommodate intensified workloads, and partly because secondary schools' basic timetable structures have not been able to change sufficiently to reflect other changes. Because consequences of the reforms on the work of these HODs have been largely ignored, I also contend that effective teaching and learning, which is the core focus of schools, is compromised.
Emotions and relationships, coupled with the effects of time constraints and complexity, are highlighted as major concerns and significant hindrances to the three HODs' work. In order to demonstrate the impact of such effects, a fictionalised short story 'from the inside' makes the personal political, exposing some of the human costs to HODs' professional lives.
This fictional story is from the inside' for at least two important reasons: the data from participants plus my own prior knowledge and experiences as an HOD. The effect of this on the research is also discussed.
Essentially, the circumstances in which the three participant English H0Ds work, may be symptomatic of an educational crisis that requires urgent attention, particularly in relation to the amount of time available for HODs to carry out their leadership roles. This research may be one step towards promoting that attention.

text: Stories from the inside: A narrative analysis investigating the professional lives of three New Zealand secondary school heads of English departments This research is a narrative analysis based on an investigation into the professional lives of heads of English departments (HODs) in three New Zealand secondary schools. The main data collection methods of interviews and observations used in this study, fall within an interpretive paradigm.
The research breaks through prevailing silences about the realities of three HODs' professional lives. I propose that while these HODs play a pivotal role in secondary schools, their ability to engage in not only effective curriculum and pedagogical leadership but also effective classroom teaching, is seriously constrained. These constraints have occurred partly as a result of the accumulating effects of over a decade of continual educational reforms in New Zealand, partly because there have been Jew changes to staffing ratios to accommodate intensified workloads, and partly because secondary schools' basic timetable structures have not been able to change sufficiently to reflect other changes. Because consequences of the reforms on the work of these HODs have been largely ignored, I also contend that effective teaching and learning, which is the core focus of schools, is compromised.
Emotions and relationships, coupled with the effects of time constraints and complexity, are highlighted as major concerns and significant hindrances to the three HODs' work. In order to demonstrate the impact of such effects, a fictionalised short story 'from the inside' makes the personal political, exposing some of the human costs to HODs' professional lives.
This fictional story is from the inside' for at least two important reasons: the data from participants plus my own prior knowledge and experiences as an HOD. The effect of this on the research is also discussed.
Essentially, the circumstances in which the three participant English H0Ds work, may be symptomatic of an educational crisis that requires urgent attention, particularly in relation to the amount of time available for HODs to carry out their leadership roles. This research may be one step towards promoting that attention.

year: 2002

title: Discursive positioning in theory and practice: a case for narrative mediation

authors: Winslade, John

abstract: This is a study of the usefulness of the concept of ‘discursive positioning’ in the practice of mediation and in the analysis of what happens in mediation. Mediation, as typically practised, has developed within the general philosophical framework of modernist thought, exemplified in mediation by the problem-solving method. Several foundational assumptions of the problem-solving method are identified: a) the idea of the mediator as a neutral facilitator; b) the idea of negotiating on the basis of underlying interests or needs rather than polarised positions; c) the idea of a win-win resolution in the form of an agreement. In this study, these foundational concepts are examined first in terms of the critiques that have been raised against them. They are further examined through the lens of postmodern and social constructionist thought and found inadequate in their accounting for the cultural conditions that give rise to people’s interests. A theory of discourse and discursive positioning is outlined which explains how people take up positions in relation to discourse in the process of making an utterance in conversation. Such utterances also implicitly or explicitly call others into position in relations within discourse. The concept of discursive positioning is used in this study as a theoretical tool, a practical tool and a research tool. For the research purpose, Critical Discourse Analysis is adapted to include attention to the negotiation of discursive positions in conversation. This study uses this method of discourse analysis to demonstrate therapeutic change by tracking shifts in discursive positioning. Two transcripts of role-played mediation conversations are examined. One of these is used to demonstrate how a narrative mediator can make use of discursive positioning as a conceptual tool for practice. The second role-play is analysed to show the shifts in discursive positioning negotiated in the course of the conversation. The analysis of conversation through using the concept of discursive positioning as a research tool makes cultural influences visible in discourse in the very moment of their utterance. An approach to mediation that takes discursive power relations into account is then articulated. While a single conversation cannot change a pervasive social discourse, people can, in conversation, re-position themselves within discourse. This kind of analysis avoids constructing people as determined within discourse and supports a conceptualisation of personal agency achieved through discursive positioning. This study demonstrates the effect of using discursive positioning as a conceptual tool in practice through tracking the discursive shifts that take place in mediation. In the process, it establishes claims for narrative mediation as an ethical and effective practice that addresses power relations and cultural influences on relationships. The analysis of discursive positioning makes the effects of this practice visible and enables a theoretically robust account to be given of this practice.

text: Discursive positioning in theory and practice: a case for narrative mediation This is a study of the usefulness of the concept of ‘discursive positioning’ in the practice of mediation and in the analysis of what happens in mediation. Mediation, as typically practised, has developed within the general philosophical framework of modernist thought, exemplified in mediation by the problem-solving method. Several foundational assumptions of the problem-solving method are identified: a) the idea of the mediator as a neutral facilitator; b) the idea of negotiating on the basis of underlying interests or needs rather than polarised positions; c) the idea of a win-win resolution in the form of an agreement. In this study, these foundational concepts are examined first in terms of the critiques that have been raised against them. They are further examined through the lens of postmodern and social constructionist thought and found inadequate in their accounting for the cultural conditions that give rise to people’s interests. A theory of discourse and discursive positioning is outlined which explains how people take up positions in relation to discourse in the process of making an utterance in conversation. Such utterances also implicitly or explicitly call others into position in relations within discourse. The concept of discursive positioning is used in this study as a theoretical tool, a practical tool and a research tool. For the research purpose, Critical Discourse Analysis is adapted to include attention to the negotiation of discursive positions in conversation. This study uses this method of discourse analysis to demonstrate therapeutic change by tracking shifts in discursive positioning. Two transcripts of role-played mediation conversations are examined. One of these is used to demonstrate how a narrative mediator can make use of discursive positioning as a conceptual tool for practice. The second role-play is analysed to show the shifts in discursive positioning negotiated in the course of the conversation. The analysis of conversation through using the concept of discursive positioning as a research tool makes cultural influences visible in discourse in the very moment of their utterance. An approach to mediation that takes discursive power relations into account is then articulated. While a single conversation cannot change a pervasive social discourse, people can, in conversation, re-position themselves within discourse. This kind of analysis avoids constructing people as determined within discourse and supports a conceptualisation of personal agency achieved through discursive positioning. This study demonstrates the effect of using discursive positioning as a conceptual tool in practice through tracking the discursive shifts that take place in mediation. In the process, it establishes claims for narrative mediation as an ethical and effective practice that addresses power relations and cultural influences on relationships. The analysis of discursive positioning makes the effects of this practice visible and enables a theoretically robust account to be given of this practice.

year: 2003

title: Māori & Psychology Research Unit Annual Report 2014

authors: Waitoki, Waikaremoana

abstract: Annual report of the Māori and Psychology Research Unit (MPRU) 2014. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Maori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Faculty of Arts and Social Sciences, the University, and the wider community.

text: Māori & Psychology Research Unit Annual Report 2014 Annual report of the Māori and Psychology Research Unit (MPRU) 2014. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Maori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Faculty of Arts and Social Sciences, the University, and the wider community.

year: 2014