title: Raising Māori Student Achievement - Journeys of Success

authors: Kaumoana, Cadence

abstract: Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

text: Raising Māori Student Achievement - Journeys of Success Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

year: 2013

title: Supervision as cultural partnership: Contributions to dialogue

authors: Crocket, Kathie

abstract: The term cultural supervision has been coined as part of a strategy that implicates supervision in the support and development of culturally appropriate therapeutic practice. In Aotearoa New Zealand particular focus has been given to supervision where the client is Māori and the practitioner is a member of the dominant Pākehā culture particularly, or of other non-Māori cultures. However, while the phrase cultural supervision has entered common professional parlance, the practice has had little research attention in counselling/psychotherapy in New Zealand. Cultural supervision appears to encompass a range of understandings, and there is no clear agreement about practice implications. It is unclear what alignment there is between aspirations, regulations, and practice. This article reports on an exploratory qualitative study that investigated how supervision might work in supporting culturally appropriate counselling practice in Aotearoa New Zealand. The study’s findings are presented as a multi-voiced dialogue. This arts-based representational practice enacts the uncertainties of post-colonial experience. Its intention is to make assumptions, ideas, and practices available for discussion. Its contribution is to join current dialogue about supervision and culture, and to raise further questions about how supervision and culturally appropriate practice come together.

text: Supervision as cultural partnership: Contributions to dialogue The term cultural supervision has been coined as part of a strategy that implicates supervision in the support and development of culturally appropriate therapeutic practice. In Aotearoa New Zealand particular focus has been given to supervision where the client is Māori and the practitioner is a member of the dominant Pākehā culture particularly, or of other non-Māori cultures. However, while the phrase cultural supervision has entered common professional parlance, the practice has had little research attention in counselling/psychotherapy in New Zealand. Cultural supervision appears to encompass a range of understandings, and there is no clear agreement about practice implications. It is unclear what alignment there is between aspirations, regulations, and practice. This article reports on an exploratory qualitative study that investigated how supervision might work in supporting culturally appropriate counselling practice in Aotearoa New Zealand. The study’s findings are presented as a multi-voiced dialogue. This arts-based representational practice enacts the uncertainties of post-colonial experience. Its intention is to make assumptions, ideas, and practices available for discussion. Its contribution is to join current dialogue about supervision and culture, and to raise further questions about how supervision and culturally appropriate practice come together.

year: 2015

title: Global influences and local environments: Forestry and forest conservation in New Zealand, 1850s-1925.

authors: Beattie, James John

subjects: New Zealand

abstract: This article examines the multiple factors that shaped the establishment of forest conservation and tree-planting in the colony of New Zealand. It presents a new perspective on forest history in New Zealand from the 1850s to the 1920s by examining the interplay of local and global factors in the development of forestry, while also suggesting future research topics in this area. Using the case-study of New Zealand, as an ancillary focus the article presents new interpretations of the exchange and introduction of forestry ideas, suggesting a need to re-examine the importance of locality in the period leading up to the emergence of ‘empire forestry’ in the twentieth century. With this in mind, it takes as one of its perspectives the work of historian of science David Livingstone, who has emphasised the importance of local factors in shaping the spread of scientific ideas. In light of Livingstone’s ideas, we demonstrate that while it makes sense to consider New Zealand forest policy both nationally and internationally, there were also significant local variations in policy according to geography, politics and other factors. These included uneven forest distribution throughout the country, slower growth-rates of indigenous trees and the impact of geography on forest removal and conservation. As well, long-standing political aversion to government interference in society restricted the role of the state in active forest management, giving greater latitude to private tree-planters. Meanwhile, New Zealand’ smaller government and population offered greater power to individuals than perhaps would be open to those living in larger societies with bigger government bureaucracies.

text: Global influences and local environments: Forestry and forest conservation in New Zealand, 1850s-1925. This article examines the multiple factors that shaped the establishment of forest conservation and tree-planting in the colony of New Zealand. It presents a new perspective on forest history in New Zealand from the 1850s to the 1920s by examining the interplay of local and global factors in the development of forestry, while also suggesting future research topics in this area. Using the case-study of New Zealand, as an ancillary focus the article presents new interpretations of the exchange and introduction of forestry ideas, suggesting a need to re-examine the importance of locality in the period leading up to the emergence of ‘empire forestry’ in the twentieth century. With this in mind, it takes as one of its perspectives the work of historian of science David Livingstone, who has emphasised the importance of local factors in shaping the spread of scientific ideas. In light of Livingstone’s ideas, we demonstrate that while it makes sense to consider New Zealand forest policy both nationally and internationally, there were also significant local variations in policy according to geography, politics and other factors. These included uneven forest distribution throughout the country, slower growth-rates of indigenous trees and the impact of geography on forest removal and conservation. As well, long-standing political aversion to government interference in society restricted the role of the state in active forest management, giving greater latitude to private tree-planters. Meanwhile, New Zealand’ smaller government and population offered greater power to individuals than perhaps would be open to those living in larger societies with bigger government bureaucracies.

year: 2010