title: Indigenous epistemology in a national curriculum framework?

authors: Macfarlane, Angus

subjects: curriculum competencies

abstract: In this article, a group of four indigenous Māori educators and one non-Māori educator comment on a proposed amendment to the New Zealand National Curriculum Framework to replace the current separate sets of skills, values and attitudes with five generic performance-based key competencies. The paper discusses important parallels between western/European sociocultural theorizing on human development and learning (on which the key competencies seemed to be based), and the values, beliefs and preferred practices that are embodied within an indigenous Māori cultural worldview (Te Ao Māori). A Māori worldview is characterized by an abiding concern for the quality of human relationships that need to be established and maintained if learning contexts are to be effective for Māori students, and for these relationships to balance individual learning and achievement against responsibilities for the well-being and achievement of the group. Within such a worldview, education is understood as holistic, collective, experiential and dependent upon a free exchanging of teaching and learning roles. The article describes five specific cultural constructs within this worldview that highlight Māori traditional understandings of human development and learning and teaching, and aligns and compares these constructs with the five key competencies proposed. The article argues that the worldviews of Māori people in New Zealand provide an extensive and coherent framework for theorizing about human development and education, and are able to contribute strongly and positively to the development of a national school curriculum for the benefit all students. Implications for other contexts can also be drawn.

text: Indigenous epistemology in a national curriculum framework? In this article, a group of four indigenous Māori educators and one non-Māori educator comment on a proposed amendment to the New Zealand National Curriculum Framework to replace the current separate sets of skills, values and attitudes with five generic performance-based key competencies. The paper discusses important parallels between western/European sociocultural theorizing on human development and learning (on which the key competencies seemed to be based), and the values, beliefs and preferred practices that are embodied within an indigenous Māori cultural worldview (Te Ao Māori). A Māori worldview is characterized by an abiding concern for the quality of human relationships that need to be established and maintained if learning contexts are to be effective for Māori students, and for these relationships to balance individual learning and achievement against responsibilities for the well-being and achievement of the group. Within such a worldview, education is understood as holistic, collective, experiential and dependent upon a free exchanging of teaching and learning roles. The article describes five specific cultural constructs within this worldview that highlight Māori traditional understandings of human development and learning and teaching, and aligns and compares these constructs with the five key competencies proposed. The article argues that the worldviews of Māori people in New Zealand provide an extensive and coherent framework for theorizing about human development and education, and are able to contribute strongly and positively to the development of a national school curriculum for the benefit all students. Implications for other contexts can also be drawn.

year: 2008

title: The state of the Rotorua Lakes in 2017

authors: Hamilton, David P.

abstract: I have been asked to give an overview of the Rotorua Te Arawa Lakes and then focus on just four of the lakes. Chris McBride will pick up other lakes.  I would like to acknowledge Warwick Silvester who set up the Lakes Chair, Simon Stuart who is working outside the rohe, on Lake Taupō, but has a great body of knowledge on the food chain in that lake, with potential applications to the Te Arawa lakes. Also to Kohji Muraoka who helped me over the last 24 hours, putting data together which enabled me to synthesise my thoughts on these lakes.

text: The state of the Rotorua Lakes in 2017 I have been asked to give an overview of the Rotorua Te Arawa Lakes and then focus on just four of the lakes. Chris McBride will pick up other lakes.  I would like to acknowledge Warwick Silvester who set up the Lakes Chair, Simon Stuart who is working outside the rohe, on Lake Taupō, but has a great body of knowledge on the food chain in that lake, with potential applications to the Te Arawa lakes. Also to Kohji Muraoka who helped me over the last 24 hours, putting data together which enabled me to synthesise my thoughts on these lakes.

year: 2017

title: When it's not safe to be me: employee authenticity mediates the effect of perceived manager psychopathy on employee well-being.

authors: Sutton, Anna

subjects: Authenticity

abstract: BACKGROUND: Psychopathy in managers is often measured on global scales and associated with detrimental outcomes for subordinates, such as bullying and reduced well-being. Yet some features of psychopathy, like boldness, appear to have beneficial outcomes. Using the triarchic model of psychopathy, we differentiate between adaptive and maladaptive traits in managers and model their effects on employee engagement and burnout. In addition, we test the extent to which authenticity, known to ameliorate the effect of some negative experiences on well-being, might mediate the influence of managers' perceived psychopathic traits on employee well-being. METHODS: In a two-wave study, full-time employees (N = 246) reported on their manager's psychopathic traits (boldness, meanness, disinhibition), their own authenticity and, six weeks later, their engagement and burnout. RESULTS: In support of our hypotheses, manager boldness enhanced engagement and reduced burnout while meanness and disinhibition reduced engagement and increased burnout. Additionally, employee authenticity was a partial mediator of the effect of managerial psychopathy on engagement and burnout. CONCLUSIONS: Perceived psychopathic traits in managers have the potential to influence whether employees feel able to be their authentic selves at work, which consequently affects their well-being. A work culture that values authenticity can directly improve well-being and help employees to deal with managerial behaviour that stems from maladaptive psychopathic traits. We also highlight the importance of discriminating between constituent psychopathic traits to identify the potentially adaptive nature of the boldness element of psychopathy.

text: When it's not safe to be me: employee authenticity mediates the effect of perceived manager psychopathy on employee well-being. BACKGROUND: Psychopathy in managers is often measured on global scales and associated with detrimental outcomes for subordinates, such as bullying and reduced well-being. Yet some features of psychopathy, like boldness, appear to have beneficial outcomes. Using the triarchic model of psychopathy, we differentiate between adaptive and maladaptive traits in managers and model their effects on employee engagement and burnout. In addition, we test the extent to which authenticity, known to ameliorate the effect of some negative experiences on well-being, might mediate the influence of managers' perceived psychopathic traits on employee well-being. METHODS: In a two-wave study, full-time employees (N = 246) reported on their manager's psychopathic traits (boldness, meanness, disinhibition), their own authenticity and, six weeks later, their engagement and burnout. RESULTS: In support of our hypotheses, manager boldness enhanced engagement and reduced burnout while meanness and disinhibition reduced engagement and increased burnout. Additionally, employee authenticity was a partial mediator of the effect of managerial psychopathy on engagement and burnout. CONCLUSIONS: Perceived psychopathic traits in managers have the potential to influence whether employees feel able to be their authentic selves at work, which consequently affects their well-being. A work culture that values authenticity can directly improve well-being and help employees to deal with managerial behaviour that stems from maladaptive psychopathic traits. We also highlight the importance of discriminating between constituent psychopathic traits to identify the potentially adaptive nature of the boldness element of psychopathy.

year: 2023-10-09