title: Breaking barriers and empowering perspectives: Centering women's voices in the mongrel mob wāhine toa

authors: Arnold, Annaliese

subjects: gang research

abstract: Gang communities in Aotearoa New Zealand have traditionally been sites of masculinity where specific forms of 'maleness' - including resistance to authority, antisocial behaviour, and expressions of violence - are embraced, expressed, and enforced through various internal cultural norms and reactions to the outside world. The dominant narrative that informs public perceptions of New Zealand gangs is often centered on crime, poverty, and Indigeneity. Much less is known about the role of women in these communities, particularly as their voices have only recently emerged from one of the largest gang chapters in the country. This research, conducted in close collaboration with wāhine within the Mongrel Mob Kingdom's first female-only chapter, Mongrel Mob Wāhine Toa, uses a participatory action research approach with photovoice methodology. Drawing on the personal narratives of six wāhine, this study aims to better understand their perspectives and experiences of contributing to a fledgling movement that privileges women within a predominantly male-centered gang environment. Photovoice is used alongside semi-structured interviews to provide depth and breadth to the data, allowing the wāhine to visually and verbally express their experiences and perspectives. Themes include navigating marginality, empowerment, and resistance. The long-range goal of this work is to inform context-sensitive policies and interventions for wāhine in gangs in Aotearoa. By foregrounding the perspective of wāhine, this study contributes to breaking down barriers and reshaping discourses around women in gangs, with implications for well-being and empowerment.

text: Breaking barriers and empowering perspectives: Centering women's voices in the mongrel mob wāhine toa Gang communities in Aotearoa New Zealand have traditionally been sites of masculinity where specific forms of 'maleness' - including resistance to authority, antisocial behaviour, and expressions of violence - are embraced, expressed, and enforced through various internal cultural norms and reactions to the outside world. The dominant narrative that informs public perceptions of New Zealand gangs is often centered on crime, poverty, and Indigeneity. Much less is known about the role of women in these communities, particularly as their voices have only recently emerged from one of the largest gang chapters in the country. This research, conducted in close collaboration with wāhine within the Mongrel Mob Kingdom's first female-only chapter, Mongrel Mob Wāhine Toa, uses a participatory action research approach with photovoice methodology. Drawing on the personal narratives of six wāhine, this study aims to better understand their perspectives and experiences of contributing to a fledgling movement that privileges women within a predominantly male-centered gang environment. Photovoice is used alongside semi-structured interviews to provide depth and breadth to the data, allowing the wāhine to visually and verbally express their experiences and perspectives. Themes include navigating marginality, empowerment, and resistance. The long-range goal of this work is to inform context-sensitive policies and interventions for wāhine in gangs in Aotearoa. By foregrounding the perspective of wāhine, this study contributes to breaking down barriers and reshaping discourses around women in gangs, with implications for well-being and empowerment.

year: 2025

title: Experiencing cultural tourism: Visitors at the Maori Arts and Crafts Institute, New Zealand

authors: Ryan, Chris

subjects: indigenous tourism

abstract: This study reports results derived from semistructured interviews with 40 visitors to the Maori Arts and Crafts Institute in Rotorua, New Zealand. The article discusses briefly the mode of data capture used and adopts an approach of identifying classifications of a primarily functional nature to list reasons why people visit such a site and what it is they seek. In general, visitors reported high levels of satisfaction, yet the cultural component of their experience was primarily reported in terms of the visit being informative and entertaining. Additionally, whereas modest levels of interest in things Maori seemed to motivate visits to other Maori sites, the actual list of other locations being nominated was few in number. The impression results that visits are made to Maori sites because this is a "done thing" when visiting New Zealand, but overall, the level of interest shown by most visitors in indigenous culture is modest.

text: Experiencing cultural tourism: Visitors at the Maori Arts and Crafts Institute, New Zealand This study reports results derived from semistructured interviews with 40 visitors to the Maori Arts and Crafts Institute in Rotorua, New Zealand. The article discusses briefly the mode of data capture used and adopts an approach of identifying classifications of a primarily functional nature to list reasons why people visit such a site and what it is they seek. In general, visitors reported high levels of satisfaction, yet the cultural component of their experience was primarily reported in terms of the visit being informative and entertaining. Additionally, whereas modest levels of interest in things Maori seemed to motivate visits to other Maori sites, the actual list of other locations being nominated was few in number. The impression results that visits are made to Maori sites because this is a "done thing" when visiting New Zealand, but overall, the level of interest shown by most visitors in indigenous culture is modest.

year: 2006

title: The Process of English Language Teaching and Learning experienced by Teachers and Students in Two Contexts: China and New Zealand

authors: Wang, Xiufang

subjects: ESL

abstract: This study investigated the process of tertiary English language teaching and learning as experienced by teachers of English as a foreign language (EFL) and English as a second language (ESL) and their Chinese EFL and ESL students in the two contexts: China and New Zealand. Specifically, it explored classroom practice in terms of six key perspectives: instructional approaches, language pedagogy, use of textbooks, student modalities, error correction and classroom tasks by means of questionnaires, the Adapted Communicative Orientation of Language Teaching (COLT) Observation Scheme, stimulated recall interviews (SRIs) and interviews. 

Data for this study were collected from six regular scheduled lessons randomly selected and videotaped in the two tertiary contexts, as well as from the perspectives of 120 Chinese students (104 EFL and 16 ESL) and their 6 teachers (3 in each context) who experienced and/or viewed these videotaped lessons. 

This thesis uses three theoretical strands: (1) English language teaching (ELT) contexts - definitions and distinguishing EFL and ESL; (2) ELT approaches - the Grammar-Translation method (GTM), Communicative Language Teaching (CLT) and the Task-Based Language Teaching (TBLT); and (3) ELT classroom practice - instructional approaches, language pedagogy, use of textbooks, student modality, error correction and classroom tasks. It revisits the background of Chinese traditional educational culture and its influences on Chinese English education, discusses the GTM and CLT in the Chinese EFL context, and covers the literature on ELT classroom practice in both contexts. These strands are used in theorizing the current research.

This research aims to enable the views of Chinese EFL and ESL tertiary students and their EFL and ESL teachers on ELT in these two contexts to be heard or studied. It is an attempt to better comprehend the various factors which might aid or hinder the development of Chinese EFL and ESL students' English communicative competence in these English language classes. This includes addressing how EFL and ESL teachers might best help their Chinese students to achieve communicative competence in the classroom setting and which teaching approaches are the most effective in doing so.

The findings showed that a conventional teacher-centred instructional approach continues to have considerable purchase for Chinese EFL and ESL students in both contexts. The findings suggest that it is important and also necessary, to some extent, to have teacher-centred instruction and grammar teaching according to students' needs and students' language levels. Nonetheless, it also revealed that the Chinese ESL students who shared the same Chinese culture and English education background as the Chinese EFL students had different perspectives on classroom tasks conducted in the Chinese EFL context after they experienced the Western English education for a short time in New Zealand. Another finding of this study was that age-appropriateness should be taken into consideration by ESL teachers when they design their classroom tasks for Chinese ESL tertiary students.

text: The Process of English Language Teaching and Learning experienced by Teachers and Students in Two Contexts: China and New Zealand This study investigated the process of tertiary English language teaching and learning as experienced by teachers of English as a foreign language (EFL) and English as a second language (ESL) and their Chinese EFL and ESL students in the two contexts: China and New Zealand. Specifically, it explored classroom practice in terms of six key perspectives: instructional approaches, language pedagogy, use of textbooks, student modalities, error correction and classroom tasks by means of questionnaires, the Adapted Communicative Orientation of Language Teaching (COLT) Observation Scheme, stimulated recall interviews (SRIs) and interviews. 

Data for this study were collected from six regular scheduled lessons randomly selected and videotaped in the two tertiary contexts, as well as from the perspectives of 120 Chinese students (104 EFL and 16 ESL) and their 6 teachers (3 in each context) who experienced and/or viewed these videotaped lessons. 

This thesis uses three theoretical strands: (1) English language teaching (ELT) contexts - definitions and distinguishing EFL and ESL; (2) ELT approaches - the Grammar-Translation method (GTM), Communicative Language Teaching (CLT) and the Task-Based Language Teaching (TBLT); and (3) ELT classroom practice - instructional approaches, language pedagogy, use of textbooks, student modality, error correction and classroom tasks. It revisits the background of Chinese traditional educational culture and its influences on Chinese English education, discusses the GTM and CLT in the Chinese EFL context, and covers the literature on ELT classroom practice in both contexts. These strands are used in theorizing the current research.

This research aims to enable the views of Chinese EFL and ESL tertiary students and their EFL and ESL teachers on ELT in these two contexts to be heard or studied. It is an attempt to better comprehend the various factors which might aid or hinder the development of Chinese EFL and ESL students' English communicative competence in these English language classes. This includes addressing how EFL and ESL teachers might best help their Chinese students to achieve communicative competence in the classroom setting and which teaching approaches are the most effective in doing so.

The findings showed that a conventional teacher-centred instructional approach continues to have considerable purchase for Chinese EFL and ESL students in both contexts. The findings suggest that it is important and also necessary, to some extent, to have teacher-centred instruction and grammar teaching according to students' needs and students' language levels. Nonetheless, it also revealed that the Chinese ESL students who shared the same Chinese culture and English education background as the Chinese EFL students had different perspectives on classroom tasks conducted in the Chinese EFL context after they experienced the Western English education for a short time in New Zealand. Another finding of this study was that age-appropriateness should be taken into consideration by ESL teachers when they design their classroom tasks for Chinese ESL tertiary students.

year: 2009