title: Investigating teachers’ lived experiences in teaching Literature in English in Ghana

authors: Adjei Baah, Eric

abstract: This thesis investigates the professional experiences of a group of Literature in English secondary school teachers in Ghanaian schools. At the secondary level, LiE is an elective (optional) subject, and so we could expect that those choosing it would probably do well. However, this thesis investigation arose from a concern about the persistent lack of quality of student achievement in this subject, as noted in the annual Chief Examiner’ Literature in English report. These reports outlined challenges students face in responding to West African Secondary School Certificate Examination (WASSCE) Literature in English questions. I was curious about understanding what might be behind this persistent issue.  

Though English is the official language and medium of instruction from the upper primary to the tertiary level in Ghana, English is a second language. This is important when considering the nature of texts mandated by the West Africa Examination Council (WAEC) Ghana every five years.  

In order to investigate this Literature in English phenomenon, I recruited volunteer teachers from Ashanti Mampong Municipal, using phenomenology as the methodological framework. As part of the investigation, I reviewed teachers’ perspectives about their professional lives through the lens of PCK, since teachers’ knowledge is an important element in teaching specific subjects. I also sought to know more about their professional teaching conditions - both barriers and enablers.  

The findings revealed teachers’ great passion for the subject and what they thought it could provide for students’ learning in terms of reading, critical thinking and writing skills. However, major barriers interfered with their good intentions:  

- the unreliability of having mandated texts available in a timely manner  
- the cost of texts to students and teachers, who must purchase them  
- the language complexity and cultural, social and historical contexts of some set texts  
- class sizes.  

The findings implied that if texts were supplied in a timely manner, and offered for students and teachers to borrow rather than purchase outright, then teachers would not need to find their own workarounds to manage the lack of texts. Also if the West Africa Examination Council (WAEC) chose more contemporary and local texts, students might be more familiar with the language and contexts of the literature, and thus be more able to offer original perspectives. Teachers also had to manage large classes, making it difficult to meet students’ specific learning needs. Such barriers are likely to mitigate against teachers using the kinds of co-constructive, student-centred pedagogical practices known to enhance learning and leverage teachers’ PCK. Instead, they resorted to a range of teacher-centred pedagogies, especially when neither students nor teachers could access copies of the set texts.  

Revealing these barriers to learning can inform WAEC as it makes the next set of mandated literature choices for the next five year term. Should the government also review the status of the subject and how learning materials are provided in a timely manner, this might also benefit both learners and teachers.  

For participant teachers themselves, knowing their experiences - both positive and negative - are shared, may help them develop networks of professional support to mitigate the effects of access, class size, and text difficulty. In the end, these relatively small changes may be significant in positively altering the experiences of students and teachers in classes of Literature in English.

text: Investigating teachers’ lived experiences in teaching Literature in English in Ghana This thesis investigates the professional experiences of a group of Literature in English secondary school teachers in Ghanaian schools. At the secondary level, LiE is an elective (optional) subject, and so we could expect that those choosing it would probably do well. However, this thesis investigation arose from a concern about the persistent lack of quality of student achievement in this subject, as noted in the annual Chief Examiner’ Literature in English report. These reports outlined challenges students face in responding to West African Secondary School Certificate Examination (WASSCE) Literature in English questions. I was curious about understanding what might be behind this persistent issue.  

Though English is the official language and medium of instruction from the upper primary to the tertiary level in Ghana, English is a second language. This is important when considering the nature of texts mandated by the West Africa Examination Council (WAEC) Ghana every five years.  

In order to investigate this Literature in English phenomenon, I recruited volunteer teachers from Ashanti Mampong Municipal, using phenomenology as the methodological framework. As part of the investigation, I reviewed teachers’ perspectives about their professional lives through the lens of PCK, since teachers’ knowledge is an important element in teaching specific subjects. I also sought to know more about their professional teaching conditions - both barriers and enablers.  

The findings revealed teachers’ great passion for the subject and what they thought it could provide for students’ learning in terms of reading, critical thinking and writing skills. However, major barriers interfered with their good intentions:  

- the unreliability of having mandated texts available in a timely manner  
- the cost of texts to students and teachers, who must purchase them  
- the language complexity and cultural, social and historical contexts of some set texts  
- class sizes.  

The findings implied that if texts were supplied in a timely manner, and offered for students and teachers to borrow rather than purchase outright, then teachers would not need to find their own workarounds to manage the lack of texts. Also if the West Africa Examination Council (WAEC) chose more contemporary and local texts, students might be more familiar with the language and contexts of the literature, and thus be more able to offer original perspectives. Teachers also had to manage large classes, making it difficult to meet students’ specific learning needs. Such barriers are likely to mitigate against teachers using the kinds of co-constructive, student-centred pedagogical practices known to enhance learning and leverage teachers’ PCK. Instead, they resorted to a range of teacher-centred pedagogies, especially when neither students nor teachers could access copies of the set texts.  

Revealing these barriers to learning can inform WAEC as it makes the next set of mandated literature choices for the next five year term. Should the government also review the status of the subject and how learning materials are provided in a timely manner, this might also benefit both learners and teachers.  

For participant teachers themselves, knowing their experiences - both positive and negative - are shared, may help them develop networks of professional support to mitigate the effects of access, class size, and text difficulty. In the end, these relatively small changes may be significant in positively altering the experiences of students and teachers in classes of Literature in English.

year: 2024

title: Towards a framework of deep diversity: Identity and invisibility in the Indian diaspora in New Zealand

authors: Nachowitz, Todd

subjects: Indian diaspora

abstract: Using the Indian diaspora in New Zealand as a case study, this thesis examines how state categorisation practices and nation building narratives have constructed and racialised migrant minorities, such as Indians, in particular ways. It does so through a review of the historical settlement narrative and census records that have tended to erase early ethnic minority presence from what is seen as a predominantly bicultural encounter. 

Aotearoan colonial society has tended to render early Indian presence in New Zealand invisible. This pattern remains perceptible in the prolonged use of homogenising ethnic categories utilised throughout the history of the New Zealand census that obfuscate the extent of ethnic minority diversification with specific reference to the Indian community. 

The thesis critiques state constructions of ethnic identity through (1) the presentation of alternative historical narratives that more appropriately demonstrate the presence of non-Māori non-European minorities at first contact; (2) an examination of minority reporting in the New Zealand census during the period of early European settlement; and (3) an analysis of data from a survey of the Indian community in New Zealand. The survey data on self-reported experiences of discrimination underscore the importance of ethnic self-identification and the use of more heterogeneous categories for appropriate minority recognition. 

At a theoretical level, the thesis outlines a novel framework for diversity governance, known as deep diversity, which is informed by an interdisciplinary methodological and theoretical approach that draws on the disciplines of anthropology, demography, history, and policy studies. This framework rethinks current policy approaches that position minorities as beneficiaries of policies designed for their social uplift and integration into majority society, and instead places the onus of social integration on both minorities and majorities. The framework is applied to an analysis of qualitative data from historical sources that fundamentally question New Zealand’s existing bicultural settlement narrative; to quantitative data from both historical and contemporary census records; and to a self-administered predominantly web-based survey of 1,124 Indian respondents using a snowball sampling method.

This thesis presents an alternative historical settlement narrative that positions Indians as participating, along with Europeans, in first contact encounters with Māori in Aotearoa. Past and present census analysis also reveals the extent of historic Indian invisibility, and demonstrates continued state use of enumeration techniques that obscure and homogenise the diversity that exists within the Indian population. The survey results focus on the themes of identity and discrimination, the analysis of which offers insights about the importance of ethnic self-identification, the continued presence of discrimination, and the use of more heterogeneous categories for appropriate minority recognition. Specific survey results show that respondents, while identifying as ‘Indian’ on the census, favour terms that cite hyphenated nationality or ethnicity (e.g. Kiwi-Indian, Indo-Fijian) or regional, religious, linguistic and country of birth identifiers, as significant forms of self-identification. Results on discrimination demonstrate that 48.4% of survey respondents reported being the target of a discrimination event in New Zealand (86.9% of whom are migrants, while 13.1% were born in New Zealand). When queried about the presence of discrimination, 90.7% of respondents believe that racism and discrimination currently exist within New Zealand society, while only 9.3% believe that it does not exist. 

Minority invisibility contributes to social discrimination, and helps perpetuate the shallow diversity management practices in use today. More attention to the importance of appropriate minority self-identification and accommodation, involving majorities in minority integration programmes, and institutional support for a shared national identity, could all help facilitate and promote vital social cohesion strategies in New Zealand. The deep diversity framework articulated in this thesis offers an alternative vision for diversity governance and social cohesion that is appropriate for western liberal democracies with highly pluralised societies such as New Zealand.

text: Towards a framework of deep diversity: Identity and invisibility in the Indian diaspora in New Zealand Using the Indian diaspora in New Zealand as a case study, this thesis examines how state categorisation practices and nation building narratives have constructed and racialised migrant minorities, such as Indians, in particular ways. It does so through a review of the historical settlement narrative and census records that have tended to erase early ethnic minority presence from what is seen as a predominantly bicultural encounter. 

Aotearoan colonial society has tended to render early Indian presence in New Zealand invisible. This pattern remains perceptible in the prolonged use of homogenising ethnic categories utilised throughout the history of the New Zealand census that obfuscate the extent of ethnic minority diversification with specific reference to the Indian community. 

The thesis critiques state constructions of ethnic identity through (1) the presentation of alternative historical narratives that more appropriately demonstrate the presence of non-Māori non-European minorities at first contact; (2) an examination of minority reporting in the New Zealand census during the period of early European settlement; and (3) an analysis of data from a survey of the Indian community in New Zealand. The survey data on self-reported experiences of discrimination underscore the importance of ethnic self-identification and the use of more heterogeneous categories for appropriate minority recognition. 

At a theoretical level, the thesis outlines a novel framework for diversity governance, known as deep diversity, which is informed by an interdisciplinary methodological and theoretical approach that draws on the disciplines of anthropology, demography, history, and policy studies. This framework rethinks current policy approaches that position minorities as beneficiaries of policies designed for their social uplift and integration into majority society, and instead places the onus of social integration on both minorities and majorities. The framework is applied to an analysis of qualitative data from historical sources that fundamentally question New Zealand’s existing bicultural settlement narrative; to quantitative data from both historical and contemporary census records; and to a self-administered predominantly web-based survey of 1,124 Indian respondents using a snowball sampling method.

This thesis presents an alternative historical settlement narrative that positions Indians as participating, along with Europeans, in first contact encounters with Māori in Aotearoa. Past and present census analysis also reveals the extent of historic Indian invisibility, and demonstrates continued state use of enumeration techniques that obscure and homogenise the diversity that exists within the Indian population. The survey results focus on the themes of identity and discrimination, the analysis of which offers insights about the importance of ethnic self-identification, the continued presence of discrimination, and the use of more heterogeneous categories for appropriate minority recognition. Specific survey results show that respondents, while identifying as ‘Indian’ on the census, favour terms that cite hyphenated nationality or ethnicity (e.g. Kiwi-Indian, Indo-Fijian) or regional, religious, linguistic and country of birth identifiers, as significant forms of self-identification. Results on discrimination demonstrate that 48.4% of survey respondents reported being the target of a discrimination event in New Zealand (86.9% of whom are migrants, while 13.1% were born in New Zealand). When queried about the presence of discrimination, 90.7% of respondents believe that racism and discrimination currently exist within New Zealand society, while only 9.3% believe that it does not exist. 

Minority invisibility contributes to social discrimination, and helps perpetuate the shallow diversity management practices in use today. More attention to the importance of appropriate minority self-identification and accommodation, involving majorities in minority integration programmes, and institutional support for a shared national identity, could all help facilitate and promote vital social cohesion strategies in New Zealand. The deep diversity framework articulated in this thesis offers an alternative vision for diversity governance and social cohesion that is appropriate for western liberal democracies with highly pluralised societies such as New Zealand.

year: 2015

title: Waiwharangi

authors: Maxwell, Te Kahautu

abstract: Haka. Lyrics/Musical score composed by Te Kahautu Maxwell. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (4mins)

Waiata: Tira Aroha
Whakaeke: Haere mai rā
Mōteatea: Te Pātere a Te Turuki
Poi: Iarararararī
Waiata ā ringa: Taku Mana Māori Motuhake
Haka: Waiwharangi
Whakawātea: Āio

text: Waiwharangi Haka. Lyrics/Musical score composed by Te Kahautu Maxwell. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (4mins)

Waiata: Tira Aroha
Whakaeke: Haere mai rā
Mōteatea: Te Pātere a Te Turuki
Poi: Iarararararī
Waiata ā ringa: Taku Mana Māori Motuhake
Haka: Waiwharangi
Whakawātea: Āio

year: 2020-02-06