title: Ethnic mobility and the spatial distribution of ethnicity in Auckland

authors: Mondal, Mohana

subjects: thesis with publication

abstract: Understanding a country’s past, present and expected future population diversity at sub-national levels is important. Studying changing diversity in terms of the groups that constitute a population and how that varies within regions and between local areas assists in understanding socio-economic and demographic sub-national trends. It is important to project the probable future population diversity in regions for successful policy planning and implementation, group-specific investments in health, education, and community services, as well as the provision of non-government services.
This thesis is a compilation of four inter-related studies that examine the ethnic makeup of the Auckland region of New Zealand. Using New Zealand Census of Populations and Dwellings data (1991, 1996, 2001, 2006 and 2013), the first study identifies and empirically demonstrates the shortcomings in traditional measures commonly used for measuring residential sorting, and instead proposes an alternative preferred measure. Specifically, the study shows that the Entropy Index of Systematic Segregation is the measure of residential sorting that is least biased by group size.
Using the same data, the second study examines the long-term patterns in ethnic and economic residential sorting in Auckland at a fine geographic scale using disaggregated groups. The results show that residential sorting by ethnicity is much more prominent than sorting by economic factors. The results also show that, although residential sorting has been declining over time in Auckland, specific ethnic groups like the Chinese and Indians have become more residentially sorted over time. The New Zealand European, Other European, and New Zealand Māori groups were found to be the least residentially sorted, whereas small ethnic groups like the African, Latin American/Hispanic, Tokelauan, and ‘Other Pacific Island’ groups were the most residentially sorted, over the whole study period. The results also show that the dominant feature of residential sorting in Auckland is the sorting of subgroups (e.g. Chinese, Indian and South East Asian) within broad ethnic groups (e.g. Asian). 
Using the New Zealand Linked Census (NZLC) data, the third study sheds light on the factors that predict the self-identified ethnic affiliation of adolescents in Auckland. The results show statistically significant relationships between the adolescents’ ethnic identity and the ethnic identity assigned to them five to seven years previously by their parents. Additionally, the ethnic affiliation of adolescents is also associated with their age, sex, having been born in New Zealand, the ethnic makeup of the neighbourhood they live in, and their parents’ ethnic identities. The results confirm patterns of complementarity between ethnicities and ethnic groups that are consistent with other research.
Finally, using NZLC data, the fourth study in this thesis describes the construction and calibration of a spatial microsimulation model, which can be used to project the expected future ethnic residential sorting and ethnic diversity in Auckland. Results show that our model is capable of reproducing the dynamics of residential sorting in Auckland with minimum error.

text: Ethnic mobility and the spatial distribution of ethnicity in Auckland Understanding a country’s past, present and expected future population diversity at sub-national levels is important. Studying changing diversity in terms of the groups that constitute a population and how that varies within regions and between local areas assists in understanding socio-economic and demographic sub-national trends. It is important to project the probable future population diversity in regions for successful policy planning and implementation, group-specific investments in health, education, and community services, as well as the provision of non-government services.
This thesis is a compilation of four inter-related studies that examine the ethnic makeup of the Auckland region of New Zealand. Using New Zealand Census of Populations and Dwellings data (1991, 1996, 2001, 2006 and 2013), the first study identifies and empirically demonstrates the shortcomings in traditional measures commonly used for measuring residential sorting, and instead proposes an alternative preferred measure. Specifically, the study shows that the Entropy Index of Systematic Segregation is the measure of residential sorting that is least biased by group size.
Using the same data, the second study examines the long-term patterns in ethnic and economic residential sorting in Auckland at a fine geographic scale using disaggregated groups. The results show that residential sorting by ethnicity is much more prominent than sorting by economic factors. The results also show that, although residential sorting has been declining over time in Auckland, specific ethnic groups like the Chinese and Indians have become more residentially sorted over time. The New Zealand European, Other European, and New Zealand Māori groups were found to be the least residentially sorted, whereas small ethnic groups like the African, Latin American/Hispanic, Tokelauan, and ‘Other Pacific Island’ groups were the most residentially sorted, over the whole study period. The results also show that the dominant feature of residential sorting in Auckland is the sorting of subgroups (e.g. Chinese, Indian and South East Asian) within broad ethnic groups (e.g. Asian). 
Using the New Zealand Linked Census (NZLC) data, the third study sheds light on the factors that predict the self-identified ethnic affiliation of adolescents in Auckland. The results show statistically significant relationships between the adolescents’ ethnic identity and the ethnic identity assigned to them five to seven years previously by their parents. Additionally, the ethnic affiliation of adolescents is also associated with their age, sex, having been born in New Zealand, the ethnic makeup of the neighbourhood they live in, and their parents’ ethnic identities. The results confirm patterns of complementarity between ethnicities and ethnic groups that are consistent with other research.
Finally, using NZLC data, the fourth study in this thesis describes the construction and calibration of a spatial microsimulation model, which can be used to project the expected future ethnic residential sorting and ethnic diversity in Auckland. Results show that our model is capable of reproducing the dynamics of residential sorting in Auckland with minimum error.

year: 2020

title: Promoting pedagogical content knowledge development for early career secondary teachers in science and technology using content representations

authors: Williams, P. John

subjects: CoRE

abstract: Background: This research addressed the key area of early career teacher education and aimed to explore the use of a 'content representation' (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound teacher knowledge is particularly important to student engagement.Purpose: The study was designed to examine whether such a tool (a CoRe), co-designed by an early career secondary teacher with expert content and pedagogy specialists, can enhance the PCK of early career teachers. The research questions were: How can experts in content and pedagogy work together with early career teachers to develop one science topic CoRe and one technology topic CoRe to support the development of PCK for early career secondary teachers? How does the use of a collaboratively designed CoRe affect the planning of an early career secondary teacher in science or technology? How has engagement in the development and use of an expert-informed CoRe developed an early career teacher's PCK?Sample: The research design incorporated a unique partnership between two expert classroom teachers, two content experts, four early career teachers, and four researchers experienced in science and technology education.Design: This study employed an interpretivist-based methodology and an action research approach within a four-case study design. Data were gathered using qualitative research methods focused on semi-structured interviews, observations and document analysis.Results: The study indicated that CoRes, developed through this collaborative process, helped the early career teachers focus on the big picture of the topic, emphasize particularly relevant areas of content and consider alternative ways of planning for their teaching.Conclusions: This paper presents an analysis of the process of CoRe development by the teacher-expert partnerships and the effect that had on the early career teachers' PCK. In addition, as the same tools and methodology were applied to both a science and a technology teaching context, differences between the two learning areas are discussed.

text: Promoting pedagogical content knowledge development for early career secondary teachers in science and technology using content representations Background: This research addressed the key area of early career teacher education and aimed to explore the use of a 'content representation' (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound teacher knowledge is particularly important to student engagement.Purpose: The study was designed to examine whether such a tool (a CoRe), co-designed by an early career secondary teacher with expert content and pedagogy specialists, can enhance the PCK of early career teachers. The research questions were: How can experts in content and pedagogy work together with early career teachers to develop one science topic CoRe and one technology topic CoRe to support the development of PCK for early career secondary teachers? How does the use of a collaboratively designed CoRe affect the planning of an early career secondary teacher in science or technology? How has engagement in the development and use of an expert-informed CoRe developed an early career teacher's PCK?Sample: The research design incorporated a unique partnership between two expert classroom teachers, two content experts, four early career teachers, and four researchers experienced in science and technology education.Design: This study employed an interpretivist-based methodology and an action research approach within a four-case study design. Data were gathered using qualitative research methods focused on semi-structured interviews, observations and document analysis.Results: The study indicated that CoRes, developed through this collaborative process, helped the early career teachers focus on the big picture of the topic, emphasize particularly relevant areas of content and consider alternative ways of planning for their teaching.Conclusions: This paper presents an analysis of the process of CoRe development by the teacher-expert partnerships and the effect that had on the early career teachers' PCK. In addition, as the same tools and methodology were applied to both a science and a technology teaching context, differences between the two learning areas are discussed.

year: 2012

title: Fragmentation and Restoration: Generational Legacies of 21st Century Māori

authors: Malcolm-Buchanan, Vincent Alan

subjects: Maori

abstract: The content of this thesis is premised on a reflexive examination of some historical juxtapositions culminating in critical aspects of being Māori in the twenty first century and how such aspects have informed contemporary indigenous identity. That is, the continuing acknowledgement and exponential public recognition of critical concepts which inextricably link indigenous and civic identity. 

The theoretical sources for this research are, in the main, derived from anthropological and religious studies, particularly on the significance of mythologies and oral histories, as well as from the oral theorising of elders in Aotearoa New Zealand. A very significant contribution from one such elder, a senior Māori woman academic, has been included in the form of the transcript of an interview. She herself had collected the views of a number of elders on myth, creating a rare and valuable resource.  In the interview she married her reflections on these with her own experiences and her cogent analyses. 

From the outset, it was necessary to be discerning so as to ensure the thesis workload was manageable and realistic.  For this reason the selected critical aspects that have been used to frame this research are (1) a developing Western validation (that is, acknowledgement and respect) of Māori, Māori culture and their mythology; (2) oral history (genealogy) and traditions that have remained constant despite the influences of modernity; and (3) notions of fluidity, negotiation and pragmatism regarding kinship legacies and cultural heritage. The thesis is comprised of six chapters starting from a subjective narrative leading through increasingly objective discourses that culminate in a conclusion which supports a belief that modern Māori require a balancing of critical aspects of cultural heritage, with a broad understanding of the world of the 'other', in order to realise and develop their contemporary indigenous identity.

Ultimately, indigenous ideologies, practices and knowledge recorded and examined in the world of academia today, become potential resources for tomorrow. The intention of this research is to aggregate and discuss intrinsic aspects of the Māori past as well as developing aspects of the present, in order to better understand the significance of the future, and to add to the growing corpus of indigenous worldviews.

text: Fragmentation and Restoration: Generational Legacies of 21st Century Māori The content of this thesis is premised on a reflexive examination of some historical juxtapositions culminating in critical aspects of being Māori in the twenty first century and how such aspects have informed contemporary indigenous identity. That is, the continuing acknowledgement and exponential public recognition of critical concepts which inextricably link indigenous and civic identity. 

The theoretical sources for this research are, in the main, derived from anthropological and religious studies, particularly on the significance of mythologies and oral histories, as well as from the oral theorising of elders in Aotearoa New Zealand. A very significant contribution from one such elder, a senior Māori woman academic, has been included in the form of the transcript of an interview. She herself had collected the views of a number of elders on myth, creating a rare and valuable resource.  In the interview she married her reflections on these with her own experiences and her cogent analyses. 

From the outset, it was necessary to be discerning so as to ensure the thesis workload was manageable and realistic.  For this reason the selected critical aspects that have been used to frame this research are (1) a developing Western validation (that is, acknowledgement and respect) of Māori, Māori culture and their mythology; (2) oral history (genealogy) and traditions that have remained constant despite the influences of modernity; and (3) notions of fluidity, negotiation and pragmatism regarding kinship legacies and cultural heritage. The thesis is comprised of six chapters starting from a subjective narrative leading through increasingly objective discourses that culminate in a conclusion which supports a belief that modern Māori require a balancing of critical aspects of cultural heritage, with a broad understanding of the world of the 'other', in order to realise and develop their contemporary indigenous identity.

Ultimately, indigenous ideologies, practices and knowledge recorded and examined in the world of academia today, become potential resources for tomorrow. The intention of this research is to aggregate and discuss intrinsic aspects of the Māori past as well as developing aspects of the present, in order to better understand the significance of the future, and to add to the growing corpus of indigenous worldviews.

year: 2009