title: Citizenship, democracy and social justice: A conversation with Maria Olson

authors: Peters, Michael A.

abstract: Maria Olson is a researcher and lecturer in Education at Stockholm University and the University of Skövde, Sweden. Her areas of interest include democracy and citizenship in relation to education. Her major fields are educational theory and educational philosophy. Her current publications include most recently a series of papers that develop themes of citizenship, democracy and social justice, including: “Citizenship Education without Citizenship? The Migrant in EU Policy on Participatory Citizenship – Toward the Margin through ‘Strangification,’” in R. Hedke and T. Zimenkova (eds.), Education for Civic and Political Participation: A Critical Approach (pp. 155–170). London: Routledge, 2012; “Citizenship ‘in Between’: The Local and the Global Scope of European Citizenship in Swedish Educational Policy,” in S. Goncales and M. A. Carpenter (eds.), Intercultural Policies and Education (pp. 193–203). New York: Peter Lang, 2012; “The European ‘We’: From Citizenship Policy to the Role of Education,” Studies in Philosophy and Education 31(1), 77–89, 2012; “Opening Discourses of Citizenship Education: Theorizing with Foucault” (with Nicoll, K., Fejes, A., Dahlstedt, M. & Biesta, G. J. J.), Journal of Education Policy, 2013 (forthcoming); “Democracy Lessons in Market-oriented Schools: The Case of Swedish Upper Secondary Education,” Education, Citizenship and Social Justice, online first, Doi: 10.1177/17461979134836842013 (with Lundahl, Lisbeth), 2013; “What Counts as Young People’s Civic Engagement in Times of Accountability? On the Importance of Maintaining Openness about Young People’s Civic Engagement in Education,” in M. Olson (ed.), Theme: Citizenship Education under Liberal Democracy. Utbildning & Demokrati [Education & Democracy] 21(1), 29–55, 2012.

text: Citizenship, democracy and social justice: A conversation with Maria Olson Maria Olson is a researcher and lecturer in Education at Stockholm University and the University of Skövde, Sweden. Her areas of interest include democracy and citizenship in relation to education. Her major fields are educational theory and educational philosophy. Her current publications include most recently a series of papers that develop themes of citizenship, democracy and social justice, including: “Citizenship Education without Citizenship? The Migrant in EU Policy on Participatory Citizenship – Toward the Margin through ‘Strangification,’” in R. Hedke and T. Zimenkova (eds.), Education for Civic and Political Participation: A Critical Approach (pp. 155–170). London: Routledge, 2012; “Citizenship ‘in Between’: The Local and the Global Scope of European Citizenship in Swedish Educational Policy,” in S. Goncales and M. A. Carpenter (eds.), Intercultural Policies and Education (pp. 193–203). New York: Peter Lang, 2012; “The European ‘We’: From Citizenship Policy to the Role of Education,” Studies in Philosophy and Education 31(1), 77–89, 2012; “Opening Discourses of Citizenship Education: Theorizing with Foucault” (with Nicoll, K., Fejes, A., Dahlstedt, M. & Biesta, G. J. J.), Journal of Education Policy, 2013 (forthcoming); “Democracy Lessons in Market-oriented Schools: The Case of Swedish Upper Secondary Education,” Education, Citizenship and Social Justice, online first, Doi: 10.1177/17461979134836842013 (with Lundahl, Lisbeth), 2013; “What Counts as Young People’s Civic Engagement in Times of Accountability? On the Importance of Maintaining Openness about Young People’s Civic Engagement in Education,” in M. Olson (ed.), Theme: Citizenship Education under Liberal Democracy. Utbildning & Demokrati [Education & Democracy] 21(1), 29–55, 2012.

year: 2013

title: Contemporary pressures on school-based research: A cautionary tale for school leaders

authors: Smith, Megan

subjects: School-based research

abstract: School-based research has historically played an important role within the education system contributing to our understanding of the organisation and practice of formal education. Supported by relevant literature, this article reports on current challenges in conducting school-based research in Aotearoa New Zealand as experienced by one researcher. It suggests that conducting school-based research is becoming increasingly difficult, with possible explanations for this being the divergent workflows of researcher and school-based participant(s), the volume of demands on teachers and schools, and restricted roles for teachers and parents, which increase the risk of research fatigue. The article argues that although school-based research is rarely an immediate priority for school leaders, it is imperative that they support it if they want to be informed by its insights for policy and practice.

text: Contemporary pressures on school-based research: A cautionary tale for school leaders School-based research has historically played an important role within the education system contributing to our understanding of the organisation and practice of formal education. Supported by relevant literature, this article reports on current challenges in conducting school-based research in Aotearoa New Zealand as experienced by one researcher. It suggests that conducting school-based research is becoming increasingly difficult, with possible explanations for this being the divergent workflows of researcher and school-based participant(s), the volume of demands on teachers and schools, and restricted roles for teachers and parents, which increase the risk of research fatigue. The article argues that although school-based research is rarely an immediate priority for school leaders, it is imperative that they support it if they want to be informed by its insights for policy and practice.

year: 2020

title: Positioning historical trauma theory within Aotearoa New Zealand

authors: Pihama, Leonie

abstract: This article explores the relevance of historical trauma theory for Mäori research. In exploring the impact of historical trauma upon Mäori it has become clear that the terminology associated with historical trauma theory is considered controversial in Aotearoa New Zealand. As such, this article provides an overview of key defi nitions relevant to historical trauma and explores these in relation to recent reporting related to the use of the terms “holocaust” and “genocide” in the context of colonization in Aotearoa New Zealand. It is argued that in order to engage fully with the impacts of colonization on Mäori wellbeing we must articulate fully the impact of historical trauma events and the contribution of those events to the negative health disparities experienced by many of our whänau (extended family), hapü (sub- tribes) and iwi (tribes).

text: Positioning historical trauma theory within Aotearoa New Zealand This article explores the relevance of historical trauma theory for Mäori research. In exploring the impact of historical trauma upon Mäori it has become clear that the terminology associated with historical trauma theory is considered controversial in Aotearoa New Zealand. As such, this article provides an overview of key defi nitions relevant to historical trauma and explores these in relation to recent reporting related to the use of the terms “holocaust” and “genocide” in the context of colonization in Aotearoa New Zealand. It is argued that in order to engage fully with the impacts of colonization on Mäori wellbeing we must articulate fully the impact of historical trauma events and the contribution of those events to the negative health disparities experienced by many of our whänau (extended family), hapü (sub- tribes) and iwi (tribes).

year: 2014