title: Listening and Learning from Rangatahi Māori: the Voices of Māori Youth

authors: Berryman, Mere

subjects: student self-determination

abstract: This paper presents three stories-over-time of the secondary schooling experiences of New Zealand’s rangatahi Māori–or Māori youth. The stories span fifteen years of New Zealand schooling and are told from three perspectives: the experiences of the students as told in their own words; the voices of youth within the prevailing political contexts of government policy; and, the reframing and repositioning of researchers listening to the experiences of rangatahi Māori who believe they have succeeded as Māori. In reality, the stories are interwoven, however, in an effort to make sense of the various methodological dilemmas, risks, and entanglements across the three points of learning, we have endeavored to disentangle these different threads from the whole and follow these independent of each other. We then weave these threads together again, as we sense-make across this complexity to identify implications for other educators, policy makers and researchers.

text: Listening and Learning from Rangatahi Māori: the Voices of Māori Youth This paper presents three stories-over-time of the secondary schooling experiences of New Zealand’s rangatahi Māori–or Māori youth. The stories span fifteen years of New Zealand schooling and are told from three perspectives: the experiences of the students as told in their own words; the voices of youth within the prevailing political contexts of government policy; and, the reframing and repositioning of researchers listening to the experiences of rangatahi Māori who believe they have succeeded as Māori. In reality, the stories are interwoven, however, in an effort to make sense of the various methodological dilemmas, risks, and entanglements across the three points of learning, we have endeavored to disentangle these different threads from the whole and follow these independent of each other. We then weave these threads together again, as we sense-make across this complexity to identify implications for other educators, policy makers and researchers.

year: 2017

title: Incidental teacher<->student moments in an Aotearoa New Zealand secondary school: Entangled encounters with key competencies

authors: Graham, Judith Ann

subjects: key competencies

abstract: This study focuses on the performance of Key Competencies of the New Zealand curriculum in incidental teacher<->student moments. It makes visible a significant and often taken-for-granted portion of teachers’ daily work. Situated in one Aotearoa New Zealand secondary school, the research material of this study was generated in two cycles of conversations with teachers. In these conversations the teachers spoke about ordinary, unplanned moments with students. As the school is composed of more than 50% Māori students, I spoke first with individual Māori teachers at the school, inquiring into their knowledge of key competencies, and how that pedagogical knowledge related to knowledge and practice from whakaaro Māori. In the second cycle of generating research material, a collaborative group of Māori and Pākehā teachers engaged in a recursive process of inquiring together into stories participants told of everyday encounters with students. In this inquiry the names of key competency categories were put in the background as the group focused their inquiry on the teacher’s values, knowledges and beliefs that were contributing to action in the moment.
My analysis of the research material is situated in the field of posthuman philosophy and relational<->materialist theorising. Drawing on the work of Deleuze and Guattari, Massumi, Barad and Bennett, I applied Barad’s methodology of diffractive analysis and paid attention to multiple material and discursive forces and intensities at play in each story. In this analysis, diverse forces such as colonised histories, educational discourse, human and more-than-human materialities, whakaaro Māori, hope and belief, were evidenced intra-acting together. I noticed how these forces invited the mobilisation and performance of key competency actions in the service of becoming and relating with the world.
This study shifts thinking with key competencies from the reductionist territory of the individual human and re-territorialises them as dynamic performances of becoming. It contributes to a re-thinking of subjectivity and potentiality in the place of schooling in Aotearoa New Zealand. As the multi-dimensional entangled complexity of day-to-day pedagogical encounters is disclosed, teacher<->student intra-actions become known as ripe opportunities for performances of actions that come under the umbrella of key competencies. The study opens new ways of thinking about how key competency learning is produced in secondary schools, and how the placetimemattering of the school shapes that learning.
I explore diffractive patterns as key competencies entangle with posthumanism and with whakaaro Māori in everyday teacher<->student encounters. I present a way of thinking with key competencies that aligns closely with whakaaro Māori and posthumanism, and offers a creative and ethical orientation to life and learning. I think with the teacher<->student relational moment as a significant site of learning, and how knowledge of affect and relational-practices of knowing and recognition might contribute to teachers’ professional adaptive expertise.

text: Incidental teacher<->student moments in an Aotearoa New Zealand secondary school: Entangled encounters with key competencies This study focuses on the performance of Key Competencies of the New Zealand curriculum in incidental teacher<->student moments. It makes visible a significant and often taken-for-granted portion of teachers’ daily work. Situated in one Aotearoa New Zealand secondary school, the research material of this study was generated in two cycles of conversations with teachers. In these conversations the teachers spoke about ordinary, unplanned moments with students. As the school is composed of more than 50% Māori students, I spoke first with individual Māori teachers at the school, inquiring into their knowledge of key competencies, and how that pedagogical knowledge related to knowledge and practice from whakaaro Māori. In the second cycle of generating research material, a collaborative group of Māori and Pākehā teachers engaged in a recursive process of inquiring together into stories participants told of everyday encounters with students. In this inquiry the names of key competency categories were put in the background as the group focused their inquiry on the teacher’s values, knowledges and beliefs that were contributing to action in the moment.
My analysis of the research material is situated in the field of posthuman philosophy and relational<->materialist theorising. Drawing on the work of Deleuze and Guattari, Massumi, Barad and Bennett, I applied Barad’s methodology of diffractive analysis and paid attention to multiple material and discursive forces and intensities at play in each story. In this analysis, diverse forces such as colonised histories, educational discourse, human and more-than-human materialities, whakaaro Māori, hope and belief, were evidenced intra-acting together. I noticed how these forces invited the mobilisation and performance of key competency actions in the service of becoming and relating with the world.
This study shifts thinking with key competencies from the reductionist territory of the individual human and re-territorialises them as dynamic performances of becoming. It contributes to a re-thinking of subjectivity and potentiality in the place of schooling in Aotearoa New Zealand. As the multi-dimensional entangled complexity of day-to-day pedagogical encounters is disclosed, teacher<->student intra-actions become known as ripe opportunities for performances of actions that come under the umbrella of key competencies. The study opens new ways of thinking about how key competency learning is produced in secondary schools, and how the placetimemattering of the school shapes that learning.
I explore diffractive patterns as key competencies entangle with posthumanism and with whakaaro Māori in everyday teacher<->student encounters. I present a way of thinking with key competencies that aligns closely with whakaaro Māori and posthumanism, and offers a creative and ethical orientation to life and learning. I think with the teacher<->student relational moment as a significant site of learning, and how knowledge of affect and relational-practices of knowing and recognition might contribute to teachers’ professional adaptive expertise.

year: 2019

title: Corporate governance and correlation in corporate defaults

authors: Fernando, Jayasuriya Mahapatabendige Ruwani

abstract: Manuscript Type
Empirical
Research Question/Issue
This study examines the effect of weak corporate governance in terms of concentrated ownership, low board effectiveness, low financial transparency and higher shareholder rights on default correlation when firms have different credit qualities.

Research Findings/Insights
Using historical default data in the United States from 2000 to 2015, we find that the degree of default correlation increases disproportionately for firms with concentrated ownership, low board effectiveness, low financial transparency and disclosures, and higher shareholder rights. More importantly, the effect of weak corporate governance on default correlation is high during a financial crisis.

Theoretical/Academic Implications
This is one of the first studies testing the impact of corporate governance on the correlation in corporate defaults. It indicates new avenues of research for both corporate governance and credit risk management in relation to why joint default probabilities vary among firms.

Practitioner/Policy Implications
Our results imply that good corporate governance is essential for credit risk management because poor corporate governance may increase individual default risk and create the domino effect of credit defaults. Practitioners and policy makers should enhance control over poor governance practices to reduce the probabilities of default. Moreover, the impact of corporate governance on correlation in corporate defaults is more pronounced in financial crises and warrants consideration from policy makers to take steps toward cushioning its effects.

text: Corporate governance and correlation in corporate defaults Manuscript Type
Empirical
Research Question/Issue
This study examines the effect of weak corporate governance in terms of concentrated ownership, low board effectiveness, low financial transparency and higher shareholder rights on default correlation when firms have different credit qualities.

Research Findings/Insights
Using historical default data in the United States from 2000 to 2015, we find that the degree of default correlation increases disproportionately for firms with concentrated ownership, low board effectiveness, low financial transparency and disclosures, and higher shareholder rights. More importantly, the effect of weak corporate governance on default correlation is high during a financial crisis.

Theoretical/Academic Implications
This is one of the first studies testing the impact of corporate governance on the correlation in corporate defaults. It indicates new avenues of research for both corporate governance and credit risk management in relation to why joint default probabilities vary among firms.

Practitioner/Policy Implications
Our results imply that good corporate governance is essential for credit risk management because poor corporate governance may increase individual default risk and create the domino effect of credit defaults. Practitioners and policy makers should enhance control over poor governance practices to reduce the probabilities of default. Moreover, the impact of corporate governance on correlation in corporate defaults is more pronounced in financial crises and warrants consideration from policy makers to take steps toward cushioning its effects.

year: 2019