title: Indigenous Wellbeing and Colonisation [Editorial]

authors: Axelsson, Per

abstract: Among countries in the circumpolar north1 there are persistent and substantial differences in health and wellbeing. Norway, for example, was at the top of the global 2015 Human Development Index compiled by the United Nations, while Russia ranked just 50th (United Nations Development Programme 2015). In addition to differences in human development and wellbeing between countries, there are also significant regional and sub-population disparities within countries. One of the most enduring areas of inequality relates to the circumstances of Indigenous peoples. The recent Arctic Human Development Report (AHDR-II) underscored the disproportionate burden of preventable death and disease borne by Indigenous peoples in the region. However, other than urging policymakers and health service providers to monitor and pay attention to the issues, it did not make any clear recommendations on actions to address the situation, either regionally or within specific countries (Nymand Larsen & Fondahl [eds.] 2014).

text: Indigenous Wellbeing and Colonisation [Editorial] Among countries in the circumpolar north1 there are persistent and substantial differences in health and wellbeing. Norway, for example, was at the top of the global 2015 Human Development Index compiled by the United Nations, while Russia ranked just 50th (United Nations Development Programme 2015). In addition to differences in human development and wellbeing between countries, there are also significant regional and sub-population disparities within countries. One of the most enduring areas of inequality relates to the circumstances of Indigenous peoples. The recent Arctic Human Development Report (AHDR-II) underscored the disproportionate burden of preventable death and disease borne by Indigenous peoples in the region. However, other than urging policymakers and health service providers to monitor and pay attention to the issues, it did not make any clear recommendations on actions to address the situation, either regionally or within specific countries (Nymand Larsen & Fondahl [eds.] 2014).

year: 2016

title: Response to George Parker

authors: van Zyl, Liezl

abstract: George Parker quite rightly claims that the focus of the debate about ARTs needs to be on women’s health, rather than on abstract philosophical questions regarding for instance the personhood of embryos, as this is a central moral concern that is not always taken as seriously as it should be when it comes to surrogate motherhood and egg donation. We also think reproductive justice is a helpful framework for evaluating current practices in these matters. In particular, we share Parker’s concerns about the import of gametes from less regulated jurisdictions. The risk that the gametes have been gained in coercive or exploitative situations is a real one. The right of any child born of donated gametes to know his or her genetic origins also precludes sourcing anonymous gametes. Willing, registered donors are required regardless of whether gametes are imported or donated locally. It may be possible to extend the range of potential donors beyond New Zealand borders if a similarly regulated system was willing to export gametes.

text: Response to George Parker George Parker quite rightly claims that the focus of the debate about ARTs needs to be on women’s health, rather than on abstract philosophical questions regarding for instance the personhood of embryos, as this is a central moral concern that is not always taken as seriously as it should be when it comes to surrogate motherhood and egg donation. We also think reproductive justice is a helpful framework for evaluating current practices in these matters. In particular, we share Parker’s concerns about the import of gametes from less regulated jurisdictions. The risk that the gametes have been gained in coercive or exploitative situations is a real one. The right of any child born of donated gametes to know his or her genetic origins also precludes sourcing anonymous gametes. Willing, registered donors are required regardless of whether gametes are imported or donated locally. It may be possible to extend the range of potential donors beyond New Zealand borders if a similarly regulated system was willing to export gametes.

year: 2015

title: Ngā Whanaketanga: Minimising contradictions and maximising opportunities for teacher learning.

authors: Hohepa, Margie Kahukura

subjects: Māori medium teacher professional development

abstract: In 2010 the assessment of student progress and achievement against National Standards became mandatory in English medium schooling in Aotearoa New Zealand. In that same year information gathering and revision work was carried out on the then draft Whanaketanga, developed in 2009. The Whanaketanga are deemed to be the equivalent to National Standards for classrooms implementing Te Marautanga o Aotearoa, the curriculum for immersion Māori medium settings. The information gathering and revision work was carried out in readiness for mandatory implementation of the Whanaketanga in 2011. The work also provided important opportunities for Māori medium teacher professional learning and development. The introduction of National Standards has been controversial. The development of Whanaketanga has also been controversial and challenging in nature. The first half of this paper provides an overview of Whanaketanga development and the challenges its developers worked hard to address. The second part discusses implications for Māori medium teacher professional learning and development, drawn from findings from research case studies of the information gathering and revision work.

text: Ngā Whanaketanga: Minimising contradictions and maximising opportunities for teacher learning. In 2010 the assessment of student progress and achievement against National Standards became mandatory in English medium schooling in Aotearoa New Zealand. In that same year information gathering and revision work was carried out on the then draft Whanaketanga, developed in 2009. The Whanaketanga are deemed to be the equivalent to National Standards for classrooms implementing Te Marautanga o Aotearoa, the curriculum for immersion Māori medium settings. The information gathering and revision work was carried out in readiness for mandatory implementation of the Whanaketanga in 2011. The work also provided important opportunities for Māori medium teacher professional learning and development. The introduction of National Standards has been controversial. The development of Whanaketanga has also been controversial and challenging in nature. The first half of this paper provides an overview of Whanaketanga development and the challenges its developers worked hard to address. The second part discusses implications for Māori medium teacher professional learning and development, drawn from findings from research case studies of the information gathering and revision work.

year: 2012