title: A rationale for trauma-informed postgraduate supervision

authors: McChesney, Katrina

abstract: Doctoral researchers are our present and future knowledge-makers. Social justice requires democratic opportunities for knowledge creation, and to this end doctoral supervision theory and practice have become increasingly inclusive, flexible, culturally responsive, and person-centred over time. However, consideration of trauma and trauma-informed practice has remained absent from this work. This conceptual paper signals the need to recognise that doctoral cohorts will include those with lived experiences of trauma. The paper then presents a rationale for developing trauma-informed approaches to doctoral supervision, theorising this approach in relation to wider inclusive education efforts in higher education, Universal Design for Learning, and the social model of disability. Intersections with current trends in doctoral supervision literature and practice are considered, and core principles of trauma-informed practice are identified that can inform work in the specific context of doctoral supervision. The paper offers a fresh perspective on inclusive doctoral education and directions for future work.

text: A rationale for trauma-informed postgraduate supervision Doctoral researchers are our present and future knowledge-makers. Social justice requires democratic opportunities for knowledge creation, and to this end doctoral supervision theory and practice have become increasingly inclusive, flexible, culturally responsive, and person-centred over time. However, consideration of trauma and trauma-informed practice has remained absent from this work. This conceptual paper signals the need to recognise that doctoral cohorts will include those with lived experiences of trauma. The paper then presents a rationale for developing trauma-informed approaches to doctoral supervision, theorising this approach in relation to wider inclusive education efforts in higher education, Universal Design for Learning, and the social model of disability. Intersections with current trends in doctoral supervision literature and practice are considered, and core principles of trauma-informed practice are identified that can inform work in the specific context of doctoral supervision. The paper offers a fresh perspective on inclusive doctoral education and directions for future work.

year: 2022

title: Sugar and spice: Wealth accumulation and the labour of Indian women in Fiji, 1879-1930

authors: Shameem, Shaista

subjects: women - Fiji

abstract: This thesis examines the connection between the fact of 'femininity' of Indian women workers and the accumulation of wealth in Fiji over a period of fifty-one years, 1879-1930. This was the period during which sugar became the country's number one revenue earner. It is argued that Indian women's centrality to the (re)production of capital and labour stemmed from the exploitation of their labour on plantations and farms. As coloured indentured workers Indian women produced surplus for white industrial planters, and as unpaid domestic workers, they produced goods and services for Indian men. In turn, the surplus that women produced for free in the domestic arena enabled the white planter and miller to depress the wages paid to Indian men in the sugar sector and to create stability for male workers. Thus Indian women's labour in both public and private spheres created wealth which accumulated in the hands of both a class of non-producers and men. 
Using an array of theoretical debates derived from Marxist Thought, Feminist Theories and Race/Third World Analyses, and fieldwork examples I argue that between 1879 and 1930 the awareness that Indian women possessed certain physiological and social attributes encouraged both white and Indian men in Fiji to exploit these women in such a way that money was made out of exchanging the products of their labour as well as their bodies as merchandise. These exploitative practices were submerged under a multitude of oppressive ideological messages, much of which had originated in other social and spatial contexts. The recipients absorbed messages of dependency that extolled the virtues of heterosexual coupling within which male dominance was seen to be in the interests of women. The private/public split, which relegated men and women to different areas of work, was maintained on the basis of power, violence and control over paid work by men. Despite these obstacles however, Indian women in Fiji continually resisted all attempts to control their bodies and wrest the products of their labour from them. The struggle between men in the Colony and Indian women for the possession of Indian women and the products of their labour forms the substance of this thesis.

text: Sugar and spice: Wealth accumulation and the labour of Indian women in Fiji, 1879-1930 This thesis examines the connection between the fact of 'femininity' of Indian women workers and the accumulation of wealth in Fiji over a period of fifty-one years, 1879-1930. This was the period during which sugar became the country's number one revenue earner. It is argued that Indian women's centrality to the (re)production of capital and labour stemmed from the exploitation of their labour on plantations and farms. As coloured indentured workers Indian women produced surplus for white industrial planters, and as unpaid domestic workers, they produced goods and services for Indian men. In turn, the surplus that women produced for free in the domestic arena enabled the white planter and miller to depress the wages paid to Indian men in the sugar sector and to create stability for male workers. Thus Indian women's labour in both public and private spheres created wealth which accumulated in the hands of both a class of non-producers and men. 
Using an array of theoretical debates derived from Marxist Thought, Feminist Theories and Race/Third World Analyses, and fieldwork examples I argue that between 1879 and 1930 the awareness that Indian women possessed certain physiological and social attributes encouraged both white and Indian men in Fiji to exploit these women in such a way that money was made out of exchanging the products of their labour as well as their bodies as merchandise. These exploitative practices were submerged under a multitude of oppressive ideological messages, much of which had originated in other social and spatial contexts. The recipients absorbed messages of dependency that extolled the virtues of heterosexual coupling within which male dominance was seen to be in the interests of women. The private/public split, which relegated men and women to different areas of work, was maintained on the basis of power, violence and control over paid work by men. Despite these obstacles however, Indian women in Fiji continually resisted all attempts to control their bodies and wrest the products of their labour from them. The struggle between men in the Colony and Indian women for the possession of Indian women and the products of their labour forms the substance of this thesis.

year: 1990

title: The Te Kotahitanga observation tool: Development, use, reliability and validity

authors: Berryman, Mere

subjects: School reform

abstract: Te Kotahitanga is a New Zealand school reform project aimed at improving the pedagogical contexts in mainstream classrooms in which the indigenous Māori students have traditionally been marginalised. It does this by assisting teachers to implement an Effective Teaching Profile. Part of this process uses an observation tool to monitor the degree to which participating teachers are incorporating the interactions and relationships described in the Effective Teaching Profile into their day-to-day teaching. Given the central importance of these tasks, the Te Kotahitanga team undertook to test the observation tool for measurement reliability and validity. In order to undertake this study, the team conducted synchronous observations amongst trainers (the Professional Development Coordinator and Regional Coordinators) to ascertain their level of consistency when using the tool. The team then conducted synchronous observations between trainers and 38 in-school facilitators in the 12 schools involved in Phase 3 of the project. In total 41 teachers were observed and over 200 Māori students were involved in these observations. This study suggests that the tool can produce consistent and reliable results when observers have been effectively trained.

text: The Te Kotahitanga observation tool: Development, use, reliability and validity Te Kotahitanga is a New Zealand school reform project aimed at improving the pedagogical contexts in mainstream classrooms in which the indigenous Māori students have traditionally been marginalised. It does this by assisting teachers to implement an Effective Teaching Profile. Part of this process uses an observation tool to monitor the degree to which participating teachers are incorporating the interactions and relationships described in the Effective Teaching Profile into their day-to-day teaching. Given the central importance of these tasks, the Te Kotahitanga team undertook to test the observation tool for measurement reliability and validity. In order to undertake this study, the team conducted synchronous observations amongst trainers (the Professional Development Coordinator and Regional Coordinators) to ascertain their level of consistency when using the tool. The team then conducted synchronous observations between trainers and 38 in-school facilitators in the 12 schools involved in Phase 3 of the project. In total 41 teachers were observed and over 200 Māori students were involved in these observations. This study suggests that the tool can produce consistent and reliable results when observers have been effectively trained.

year: 2015