title: Principals’ experience of social media  in New Zealand schools

authors: Dunsmore, Stephen

subjects: Education

abstract: This study looks at the penetration of social media into the contemporary educational landscape.  Its aim is to understand the impact of social media on principals in New Zealand schools through the exploration of their experiences and perspectives, in the context of what is undoubtedly a complex and challenging leadership role. 
Social media has emerged as a ubiquitous technology that facilitates exchanges and makes collaborative stake-holder interactions possible (Bryar and Zavattaro (2011, p. 327). The positive and negative impact of this has not gone unnoticed by school principals, who as educational leaders, are expected to keep abreast of contemporary events which might impact on their individual schools.  Principals demonstrate a growing awareness of the power, potential and influence that social media wields.  This study captures some of those issues and challenges. 
This study reflects the experiences of six school principals interviewed from a range of educational settings. The research concern was: How do NZ principals experience and perceive social media? And what strategies can they adopt to address the challenges and impact of social media on their principal roles? 
Key findings from this study comprise insights from principals on their perceptions of social media.  These include a range of motivations for use of social media and their awareness of the need for an online presence, despite the perceived challenges and the dominance of Facebook.  Challenges include the permanence of digital footprints, the right to privacy, managing the misuse of social media platforms and the potential threats to their learning organisation.  Insights of the practical issues of the day-to-day management of social media are explored, including the ‘public vs private persona’ of users, and the higher standard to which principals are held due to the nature of their position.  Principals demonstrate that they are resilient - leadership challenges are discussed as is legislation, policy, practice and training and the nature of available advice and support.
This thesis adds to the limited research literature available about the use of social media by principals in New Zealand schools.  It contributes to the body of knowledge and acknowledges the agility required of principals in their day-to-day management of learning organisations. 
Recommendations to principals include a need to be fully cognisant of their digital footprint and work on the assumption that everything that is ever placed online is public and permanent.  They can learn about the many affordances of social media but also be cautious of the sources of information they choose to rely on.

text: Principals’ experience of social media  in New Zealand schools This study looks at the penetration of social media into the contemporary educational landscape.  Its aim is to understand the impact of social media on principals in New Zealand schools through the exploration of their experiences and perspectives, in the context of what is undoubtedly a complex and challenging leadership role. 
Social media has emerged as a ubiquitous technology that facilitates exchanges and makes collaborative stake-holder interactions possible (Bryar and Zavattaro (2011, p. 327). The positive and negative impact of this has not gone unnoticed by school principals, who as educational leaders, are expected to keep abreast of contemporary events which might impact on their individual schools.  Principals demonstrate a growing awareness of the power, potential and influence that social media wields.  This study captures some of those issues and challenges. 
This study reflects the experiences of six school principals interviewed from a range of educational settings. The research concern was: How do NZ principals experience and perceive social media? And what strategies can they adopt to address the challenges and impact of social media on their principal roles? 
Key findings from this study comprise insights from principals on their perceptions of social media.  These include a range of motivations for use of social media and their awareness of the need for an online presence, despite the perceived challenges and the dominance of Facebook.  Challenges include the permanence of digital footprints, the right to privacy, managing the misuse of social media platforms and the potential threats to their learning organisation.  Insights of the practical issues of the day-to-day management of social media are explored, including the ‘public vs private persona’ of users, and the higher standard to which principals are held due to the nature of their position.  Principals demonstrate that they are resilient - leadership challenges are discussed as is legislation, policy, practice and training and the nature of available advice and support.
This thesis adds to the limited research literature available about the use of social media by principals in New Zealand schools.  It contributes to the body of knowledge and acknowledges the agility required of principals in their day-to-day management of learning organisations. 
Recommendations to principals include a need to be fully cognisant of their digital footprint and work on the assumption that everything that is ever placed online is public and permanent.  They can learn about the many affordances of social media but also be cautious of the sources of information they choose to rely on.

year: 2021

title: A Classical Oversight? The appropriateness and accessibility of Classical Studies to female students in Aotearoa New Zealand

authors: Oswald, Rowan William

abstract: Classical Studies is a subject that has a predetermined ‘canon’ of traditional texts and subjects that are recommended and expected to be studied. It focuses on the men of ancient Greece and Rome, whilst classifying non-Greeks and Romans as ‘barbarians’ or ‘other’. Women of the ancient world live comfortably outside the margins of the Classical Studies curriculum. This perception, and the continuation of teaching from a narrow and biased perspective without rigorous discussion on the impact it has in the classroom, perpetuates the gender and racial stereotypes found within. It begs the question, how can girls see themselves and their values in such a subject? Despite the values of critical thinking facilitated by this curriculum area, the perpetuation of “the dominant values of the culture of power, while at the same time failing to validate those values of minority groups” (Porter- Samuels, 2013, p.19) will continue to hinder the opportunity to diversify and grow Classical Studies as a subject. At the start of 2019, I suggested on the New Zealand Classical Studies teacher page on Facebook that I was contemplating changing my focus from men to women within the ancient world as I thought it would be more appropriate for my students of an all girls’ school. There was some excitement but also pushback, one commentator pointed out that maybe I was teaching “my hobby horses rather than the traditional Classics”. It was implied that I would be doing a disservice to my students by not sticking to the ‘traditional’ topics.
Classical Studies is a Eurocentric subject that focuses on two civilisations that are inherently patriarchal and xenophobic. Two civilisations where the resources are dominated by men and everyone else has been ‘othered’. The purpose of this research is to uncover the lived experiences of female students within Classical Studies, in order to find out whether the subject is appropriate and accessible for them. It is a way to give a voice to the students. It is a way to hear their point of view on things like the curriculum, the pedagogy of their teachers and the environment. It is a way to remove assumptions, and replace them with genuine stories and experiences. It will hopefully be a catalyst for change. A way to give back to the amazing students I have had over the years.
For this research I explored the New Zealand Curriculum and how Classical Studies is presented within it. I have looked at the research around educational achievement of females in secondary schools. To gain an insight into the lived experiences of female students in a Classical Studies classroom in Aotearoa New Zealand, I have had talanoa conversations with ten volunteers from both Year 12 and Year 13.
These talanoa were eye-opening in their honesty and frustration. It is clear there needs to be change within Classical Studies, and the pedagogical approach of teachers. The participants were clear in their desire for women to be more visible.

text: A Classical Oversight? The appropriateness and accessibility of Classical Studies to female students in Aotearoa New Zealand Classical Studies is a subject that has a predetermined ‘canon’ of traditional texts and subjects that are recommended and expected to be studied. It focuses on the men of ancient Greece and Rome, whilst classifying non-Greeks and Romans as ‘barbarians’ or ‘other’. Women of the ancient world live comfortably outside the margins of the Classical Studies curriculum. This perception, and the continuation of teaching from a narrow and biased perspective without rigorous discussion on the impact it has in the classroom, perpetuates the gender and racial stereotypes found within. It begs the question, how can girls see themselves and their values in such a subject? Despite the values of critical thinking facilitated by this curriculum area, the perpetuation of “the dominant values of the culture of power, while at the same time failing to validate those values of minority groups” (Porter- Samuels, 2013, p.19) will continue to hinder the opportunity to diversify and grow Classical Studies as a subject. At the start of 2019, I suggested on the New Zealand Classical Studies teacher page on Facebook that I was contemplating changing my focus from men to women within the ancient world as I thought it would be more appropriate for my students of an all girls’ school. There was some excitement but also pushback, one commentator pointed out that maybe I was teaching “my hobby horses rather than the traditional Classics”. It was implied that I would be doing a disservice to my students by not sticking to the ‘traditional’ topics.
Classical Studies is a Eurocentric subject that focuses on two civilisations that are inherently patriarchal and xenophobic. Two civilisations where the resources are dominated by men and everyone else has been ‘othered’. The purpose of this research is to uncover the lived experiences of female students within Classical Studies, in order to find out whether the subject is appropriate and accessible for them. It is a way to give a voice to the students. It is a way to hear their point of view on things like the curriculum, the pedagogy of their teachers and the environment. It is a way to remove assumptions, and replace them with genuine stories and experiences. It will hopefully be a catalyst for change. A way to give back to the amazing students I have had over the years.
For this research I explored the New Zealand Curriculum and how Classical Studies is presented within it. I have looked at the research around educational achievement of females in secondary schools. To gain an insight into the lived experiences of female students in a Classical Studies classroom in Aotearoa New Zealand, I have had talanoa conversations with ten volunteers from both Year 12 and Year 13.
These talanoa were eye-opening in their honesty and frustration. It is clear there needs to be change within Classical Studies, and the pedagogical approach of teachers. The participants were clear in their desire for women to be more visible.

year: 2024

title: Ōpōtiki Mai Tawhiti

authors: Maxwell, Te Kahautu

abstract: Ōpōtiki Mai Tawhiti competed at the Mātaatua Regional Kapa Haka Competition 2014 to qualify for the Te Matatini World Championship Kapa Haka Competition 2015, Christchurch. Ōpōtiki Mai Tawhiti placed first overall, 1st mōteatea, 1st, Haka, 1st Whakawātea, 1st Female Leader, 1st Male Leader, 1st Waiata Tira, 1st Te Reo, 1st Original Composition, 1st Costume, 2nd Waiata a Ringa, 2nd, Poi, 2nd Whakaeke.

text: Ōpōtiki Mai Tawhiti Ōpōtiki Mai Tawhiti competed at the Mātaatua Regional Kapa Haka Competition 2014 to qualify for the Te Matatini World Championship Kapa Haka Competition 2015, Christchurch. Ōpōtiki Mai Tawhiti placed first overall, 1st mōteatea, 1st, Haka, 1st Whakawātea, 1st Female Leader, 1st Male Leader, 1st Waiata Tira, 1st Te Reo, 1st Original Composition, 1st Costume, 2nd Waiata a Ringa, 2nd, Poi, 2nd Whakaeke.

year: 2014-02-22