title: Solidarity across generations in New Zealand: Factors influencing parental support for children within a three-generational context

authors: Hillcoat-Nallétamby, Sarah

subjects: mid-life

abstract: Interest in ascertaining the nature and extent of intergenerational exchanges between those in mid-life, and members of their kinship network has arisen because demographic, social and policy changes have brought into question the ability of individuals in this stage of the family and individual life course to respond to what may be the conflicting support needs of older and younger generations. Trends of delayed childbearing for example, suggest that at mid-life, individuals are increasingly likely to be involved in parenting roles. At the same time, as they contemplate their own pre-retirement needs, they may also be more involved with the caring needs of ageing parents who are living longer. It has thus been argued that the mid-life period carries the potential for complex, and perhaps competing intergenerational requirements for support and care, compromising the ability of those in this life stage to show their solidarity towards both younger and older kin. Research on intergenerational relations has focused mainly on the adult child and elderly parent dyad in the context of population ageing and much less work has been done to understand the nature of intergenerational exchanges in the context of more complex structures extending beyond dyads to include triads of three co-surviving generations. This paper addresses this lacuna by establishing whether, in the context of a kinship structure of three co-surviving generations, the likelihood of a child receiving assistance from their mid-life parent is influenced by the characteristics of an ascending generation, the mid-life respondent’s own ageing parent. Empirical investigation draws on the theoretical framework of micro-level, inter-generational solidarity developed by Bengtson and others, in which exchanges of assistance are conceptualised as bonds of functional solidarity. Underlying the analysis is therefore an investigation of the premise that mid-life individuals are at the centre of competing inter-generational requirements. Data are from the 1997 New Zealand survey ‘Transactions in the Mid-Life Family’, a sample of 750 males and females aged between 40 and 54. Analysis is based on a sub-population of 310 respondents with at least one surviving ageing parent or in-law and one child aged over 15, none of whom live together. Multivariate logistic regression techniques are used and the dependant variable of functional solidarity is represented as a three-category variable of emotional, in-kind and financial support. Findings indicate that when an ageing parent’s bond with the mid-life respondent is characterised by emotional support, this also enhances the child’s chances of benefiting from all dimensions of parental support. Likewise, children are more likely to benefit from in-kind help if their own grandparents also receive it. Results do not clearly suggest that a greater number of elderly members in a kin network necessarily represent a drain on the mid-life respondent’s resources, at least not those of an emotional nature. Life-course specific support requirements of younger and older generations may mean that mid-life individuals in fact respond to complementary rather than competing needs.

text: Solidarity across generations in New Zealand: Factors influencing parental support for children within a three-generational context Interest in ascertaining the nature and extent of intergenerational exchanges between those in mid-life, and members of their kinship network has arisen because demographic, social and policy changes have brought into question the ability of individuals in this stage of the family and individual life course to respond to what may be the conflicting support needs of older and younger generations. Trends of delayed childbearing for example, suggest that at mid-life, individuals are increasingly likely to be involved in parenting roles. At the same time, as they contemplate their own pre-retirement needs, they may also be more involved with the caring needs of ageing parents who are living longer. It has thus been argued that the mid-life period carries the potential for complex, and perhaps competing intergenerational requirements for support and care, compromising the ability of those in this life stage to show their solidarity towards both younger and older kin. Research on intergenerational relations has focused mainly on the adult child and elderly parent dyad in the context of population ageing and much less work has been done to understand the nature of intergenerational exchanges in the context of more complex structures extending beyond dyads to include triads of three co-surviving generations. This paper addresses this lacuna by establishing whether, in the context of a kinship structure of three co-surviving generations, the likelihood of a child receiving assistance from their mid-life parent is influenced by the characteristics of an ascending generation, the mid-life respondent’s own ageing parent. Empirical investigation draws on the theoretical framework of micro-level, inter-generational solidarity developed by Bengtson and others, in which exchanges of assistance are conceptualised as bonds of functional solidarity. Underlying the analysis is therefore an investigation of the premise that mid-life individuals are at the centre of competing inter-generational requirements. Data are from the 1997 New Zealand survey ‘Transactions in the Mid-Life Family’, a sample of 750 males and females aged between 40 and 54. Analysis is based on a sub-population of 310 respondents with at least one surviving ageing parent or in-law and one child aged over 15, none of whom live together. Multivariate logistic regression techniques are used and the dependant variable of functional solidarity is represented as a three-category variable of emotional, in-kind and financial support. Findings indicate that when an ageing parent’s bond with the mid-life respondent is characterised by emotional support, this also enhances the child’s chances of benefiting from all dimensions of parental support. Likewise, children are more likely to benefit from in-kind help if their own grandparents also receive it. Results do not clearly suggest that a greater number of elderly members in a kin network necessarily represent a drain on the mid-life respondent’s resources, at least not those of an emotional nature. Life-course specific support requirements of younger and older generations may mean that mid-life individuals in fact respond to complementary rather than competing needs.

year: 2004-10

title: The role of mangrove fringe areas in providing feeding habitat for the New Zealand eagle ray (Myliobatis tenuicaudatus)

authors: Cadwallader, Helen Frances

abstract: This report details the results of an investigation into the use of mangrove fringe habitat by the eagle ray Myliobatis tenuicaudatus. The study was conducted in Matua estuary, Tauranga Harbour, and examined differences in the use of natural mangrove fringe vs. trimmed (mangrove removal and maintenance) mangrove fringe areas by rays. The use of these areas as feeding habitat was determined by quantification of feeding excavations.

text: The role of mangrove fringe areas in providing feeding habitat for the New Zealand eagle ray (Myliobatis tenuicaudatus) This report details the results of an investigation into the use of mangrove fringe habitat by the eagle ray Myliobatis tenuicaudatus. The study was conducted in Matua estuary, Tauranga Harbour, and examined differences in the use of natural mangrove fringe vs. trimmed (mangrove removal and maintenance) mangrove fringe areas by rays. The use of these areas as feeding habitat was determined by quantification of feeding excavations.

year: 2018

title: Kaupapa Māori Science

authors: Stewart, Georgina Marjorie

subjects: Kaupapa Maori

abstract: This thesis investigates how Māori knowledge and language articulate with current discourses of Pūtaiao education, and possible alternative articulations. A Kaupapa Māori version of critical discourse analysis methodology is developed and applied to discourses relevant to Pūtaiao, or Māori-medium science education. This topic represents an intersection between language, science, education, and culture - fields which are all highly politically charged. Therefore, it is essential that a politically robust Kaupapa Māori position be taken in relation to the research topic. Not only the issues being investigated but the underlying research paradigm must be interrogated using Kaupapa Māori theory at each stage of the project.

The goal is to study the range of possible meanings for the notions of 'Pūtaiao' and 'Māori science' by exploring the relevant dialectical issues, critiquing the assumptions and positions taken on language, knowledge, identity and ethos, in order to inform further Pūtaiao curriculum development. The research project is a narration of the larger story of Pūtaiao education: what is the current situation, how did it come about, what theoretical issues have been influential in this process, and what possibilities are there for further development of Pūtaiao curriculum and pedagogy? 

The thesis research consists of a series of discourse analyses of varying levels of focus and intersection with Pūtaiao:
Wāhanga 1: Translated NCEA L1 science and mathematics examinations, and a traditional Taitokerau oral text;
Wāhanga 2: Māori science curriculum policy;
Wāhanga 3: Multicultural science education research;
Wāhanga 4: Curriculum politics, preventive linguistics, language of science;
Wāhanga 5: Mātauranga, rationality, philosophy of science.

Each analysis takes the form of a narrative history, based on a selected corpus of previously published scholarship (in Wāhanga 1, including numerical data and oral tradition) on the issue under examination, from a Kaupapa Māori perspective. Mainly in the first two chapters, analysis at times also draws on 'personal narrative' accounts of previously unpublished details relating to Pūtaiao.
 
Additionally, an investigation of various qualified notions of 'science' is undertaken, beginning in Wāhanga 2, concluding in Wāhanga 5, in order to explore the nature and boundaries of science as a system of knowledge, and its relationship to other types or systems of knowledge. 

Synopses are included of the following concepts and theoretical issues impacting on the discourses under analysis: 
Wāhanga 1: Ethnicity, 'race', critical theory, Kaupapa Māori theory. 
Wāhanga 2: Science, scientism, science ideology and anti-science.
Wāhanga 4: Identity, linguistic purism, the Sapir-Whorf hypothesis.

Informed by this research, in Wāhanga 5 an original model for the relationship between mātauranga and science is proposed, and the notion of Kaupapa Māori science/epistemology is explored. An analogy between the Sapir-Whorf hypothesis and multicultural science is used to draw together the cultural debates in language and knowledge, which are surmised to intersect at the level of discourse. 

The final chapter presents a re-articulation of Pūtaiao as the notion of Kaupapa Māori science education, and some recommendations for language and content knowledge in further development of Pūtaiao curriculum policy.

text: Kaupapa Māori Science This thesis investigates how Māori knowledge and language articulate with current discourses of Pūtaiao education, and possible alternative articulations. A Kaupapa Māori version of critical discourse analysis methodology is developed and applied to discourses relevant to Pūtaiao, or Māori-medium science education. This topic represents an intersection between language, science, education, and culture - fields which are all highly politically charged. Therefore, it is essential that a politically robust Kaupapa Māori position be taken in relation to the research topic. Not only the issues being investigated but the underlying research paradigm must be interrogated using Kaupapa Māori theory at each stage of the project.

The goal is to study the range of possible meanings for the notions of 'Pūtaiao' and 'Māori science' by exploring the relevant dialectical issues, critiquing the assumptions and positions taken on language, knowledge, identity and ethos, in order to inform further Pūtaiao curriculum development. The research project is a narration of the larger story of Pūtaiao education: what is the current situation, how did it come about, what theoretical issues have been influential in this process, and what possibilities are there for further development of Pūtaiao curriculum and pedagogy? 

The thesis research consists of a series of discourse analyses of varying levels of focus and intersection with Pūtaiao:
Wāhanga 1: Translated NCEA L1 science and mathematics examinations, and a traditional Taitokerau oral text;
Wāhanga 2: Māori science curriculum policy;
Wāhanga 3: Multicultural science education research;
Wāhanga 4: Curriculum politics, preventive linguistics, language of science;
Wāhanga 5: Mātauranga, rationality, philosophy of science.

Each analysis takes the form of a narrative history, based on a selected corpus of previously published scholarship (in Wāhanga 1, including numerical data and oral tradition) on the issue under examination, from a Kaupapa Māori perspective. Mainly in the first two chapters, analysis at times also draws on 'personal narrative' accounts of previously unpublished details relating to Pūtaiao.
 
Additionally, an investigation of various qualified notions of 'science' is undertaken, beginning in Wāhanga 2, concluding in Wāhanga 5, in order to explore the nature and boundaries of science as a system of knowledge, and its relationship to other types or systems of knowledge. 

Synopses are included of the following concepts and theoretical issues impacting on the discourses under analysis: 
Wāhanga 1: Ethnicity, 'race', critical theory, Kaupapa Māori theory. 
Wāhanga 2: Science, scientism, science ideology and anti-science.
Wāhanga 4: Identity, linguistic purism, the Sapir-Whorf hypothesis.

Informed by this research, in Wāhanga 5 an original model for the relationship between mātauranga and science is proposed, and the notion of Kaupapa Māori science/epistemology is explored. An analogy between the Sapir-Whorf hypothesis and multicultural science is used to draw together the cultural debates in language and knowledge, which are surmised to intersect at the level of discourse. 

The final chapter presents a re-articulation of Pūtaiao as the notion of Kaupapa Māori science education, and some recommendations for language and content knowledge in further development of Pūtaiao curriculum policy.

year: 2007