title: Supervision as cultural partnership: Contributions to dialogue

authors: Crocket, Kathie

abstract: The term cultural supervision has been coined as part of a strategy that implicates supervision in the support and development of culturally appropriate therapeutic practice. In Aotearoa New Zealand particular focus has been given to supervision where the client is Māori and the practitioner is a member of the dominant Pākehā culture particularly, or of other non-Māori cultures. However, while the phrase cultural supervision has entered common professional parlance, the practice has had little research attention in counselling/psychotherapy in New Zealand. Cultural supervision appears to encompass a range of understandings, and there is no clear agreement about practice implications. It is unclear what alignment there is between aspirations, regulations, and practice. This article reports on an exploratory qualitative study that investigated how supervision might work in supporting culturally appropriate counselling practice in Aotearoa New Zealand. The study’s findings are presented as a multi-voiced dialogue. This arts-based representational practice enacts the uncertainties of post-colonial experience. Its intention is to make assumptions, ideas, and practices available for discussion. Its contribution is to join current dialogue about supervision and culture, and to raise further questions about how supervision and culturally appropriate practice come together.

text: Supervision as cultural partnership: Contributions to dialogue The term cultural supervision has been coined as part of a strategy that implicates supervision in the support and development of culturally appropriate therapeutic practice. In Aotearoa New Zealand particular focus has been given to supervision where the client is Māori and the practitioner is a member of the dominant Pākehā culture particularly, or of other non-Māori cultures. However, while the phrase cultural supervision has entered common professional parlance, the practice has had little research attention in counselling/psychotherapy in New Zealand. Cultural supervision appears to encompass a range of understandings, and there is no clear agreement about practice implications. It is unclear what alignment there is between aspirations, regulations, and practice. This article reports on an exploratory qualitative study that investigated how supervision might work in supporting culturally appropriate counselling practice in Aotearoa New Zealand. The study’s findings are presented as a multi-voiced dialogue. This arts-based representational practice enacts the uncertainties of post-colonial experience. Its intention is to make assumptions, ideas, and practices available for discussion. Its contribution is to join current dialogue about supervision and culture, and to raise further questions about how supervision and culturally appropriate practice come together.

year: 2015

title: Understanding the Happiness of Māori and the Role of Consumption: Experiences of the Millennial Generation

authors: de Thierry, Ebony

subjects: Māori Well-Being

abstract: Happiness is commonly perceived as the ideal state of being for  all of human kind. Although a universal definition of the term remains elusive, happiness is a goal that everybody wants to achieve. In understanding the different aspects that shape happiness, the literature has shown that this can vary depending on the cultural context. As such, this study investigates the essence of happiness as it is experienced by Māori. In understanding the experiences of the Millennial generation, the role that consumption plays is also explored. This group of young adults have been raised in an era when consumerism and cultural revitalisation are the norm.  

This investigation was guided by hermeneutic phenomenology using a kaupapa Māori research perspective. Through this, thirteen young Māori individuals were interviewed to gain their experiences of happiness. Photo elicitation techniques were utilised as a means to facilitate these interviews. Stories of the participants’ experiences of happiness were crafted and then analysed to explore the role of consumption.

Findings show that the happiness of Māori is shaped by the five themes of; sense of belonging, whānau and relationships, spirituality, achievement and success, and sense of freedom. These themes interrelate as they are underpinned by the collective values of Māori. In particular, the aspects of spirituality and sense of belonging appear to be specific to the Māori realm. These are based on customs, values and beliefs that are inherited from our ancestors yet are still prevalent today. In terms of consumption, happiness can be positively linked to experiential consumption. In this case, it can play three different roles on the happiness of Māori through either; a direct connection, an indirect connection, or a negative connection. For Māori, consumption is more likely to have an indirect connection. This implies that it is able to facilitate, maintain and enhance happiness, but is not essential to creating these feelings. This investigation contributes to the literature in four ways. First, this study serves as a starting point to developing a comprehensive framework of happiness that is specific to the culture, views and values of Māori. This will assist Māori through ensuring that they are accurately represented in policies, frameworks and statistics. Second, it proposes five guidelines for Māori which suggest how they can maximise happiness through consumption. Third, this study provides a more up-to-date understanding of the happiness of Māori at the individual level whilst incorporating the impact of collective values. Marketers, researchers and practitioners can utilise this information in an attempt to aid in improving the happiness of Māori society. Finally, it shows that consumption can continue to be positively related to happiness once basic needs have been met. The positive role that consumption can play on happiness is identified, showing that marketers and consumers can work together to achieve happiness.

text: Understanding the Happiness of Māori and the Role of Consumption: Experiences of the Millennial Generation Happiness is commonly perceived as the ideal state of being for  all of human kind. Although a universal definition of the term remains elusive, happiness is a goal that everybody wants to achieve. In understanding the different aspects that shape happiness, the literature has shown that this can vary depending on the cultural context. As such, this study investigates the essence of happiness as it is experienced by Māori. In understanding the experiences of the Millennial generation, the role that consumption plays is also explored. This group of young adults have been raised in an era when consumerism and cultural revitalisation are the norm.  

This investigation was guided by hermeneutic phenomenology using a kaupapa Māori research perspective. Through this, thirteen young Māori individuals were interviewed to gain their experiences of happiness. Photo elicitation techniques were utilised as a means to facilitate these interviews. Stories of the participants’ experiences of happiness were crafted and then analysed to explore the role of consumption.

Findings show that the happiness of Māori is shaped by the five themes of; sense of belonging, whānau and relationships, spirituality, achievement and success, and sense of freedom. These themes interrelate as they are underpinned by the collective values of Māori. In particular, the aspects of spirituality and sense of belonging appear to be specific to the Māori realm. These are based on customs, values and beliefs that are inherited from our ancestors yet are still prevalent today. In terms of consumption, happiness can be positively linked to experiential consumption. In this case, it can play three different roles on the happiness of Māori through either; a direct connection, an indirect connection, or a negative connection. For Māori, consumption is more likely to have an indirect connection. This implies that it is able to facilitate, maintain and enhance happiness, but is not essential to creating these feelings. This investigation contributes to the literature in four ways. First, this study serves as a starting point to developing a comprehensive framework of happiness that is specific to the culture, views and values of Māori. This will assist Māori through ensuring that they are accurately represented in policies, frameworks and statistics. Second, it proposes five guidelines for Māori which suggest how they can maximise happiness through consumption. Third, this study provides a more up-to-date understanding of the happiness of Māori at the individual level whilst incorporating the impact of collective values. Marketers, researchers and practitioners can utilise this information in an attempt to aid in improving the happiness of Māori society. Finally, it shows that consumption can continue to be positively related to happiness once basic needs have been met. The positive role that consumption can play on happiness is identified, showing that marketers and consumers can work together to achieve happiness.

year: 2012

title: The development of a national curriculum in technology for New Zealand

authors: Jones, Alister

abstract: New Zealand under went major curriculum reforms in the early 1990's. These reforms were determined by the New Zealand Curriculum Framework which provides an overarching framework for the development of curricula in New Zealand and which defines seven broad essential learning areas rather than subject areas. Technology is important and should be part of the education of all students. Six grounds for developing technology education were given, namely: economic, pedagogic, motivational, cultural, environmental, and personal. This paper reports on the development of a technology curriculum in schools. The philosophy of the curriculum will be discussed, particularly crucial aspects such as inclusiveness. The way in which the technology curriculum has attempted to meet the needs of a New Zealand technological society will be examined. The general aims of technology education in Technology in the New Zealand Curriculum are to develop: technological knowledge and understanding; an understanding and awareness of the interrelationship between technology and society; technological capability. The development of seven technological areas for all students will be highlighted. This paper will discuss in detail the development of the national technology education policy and the way in which the curriculum was developed. The last section of the paper will consider issues related to teacher development programmes and areas of future research.

text: The development of a national curriculum in technology for New Zealand New Zealand under went major curriculum reforms in the early 1990's. These reforms were determined by the New Zealand Curriculum Framework which provides an overarching framework for the development of curricula in New Zealand and which defines seven broad essential learning areas rather than subject areas. Technology is important and should be part of the education of all students. Six grounds for developing technology education were given, namely: economic, pedagogic, motivational, cultural, environmental, and personal. This paper reports on the development of a technology curriculum in schools. The philosophy of the curriculum will be discussed, particularly crucial aspects such as inclusiveness. The way in which the technology curriculum has attempted to meet the needs of a New Zealand technological society will be examined. The general aims of technology education in Technology in the New Zealand Curriculum are to develop: technological knowledge and understanding; an understanding and awareness of the interrelationship between technology and society; technological capability. The development of seven technological areas for all students will be highlighted. This paper will discuss in detail the development of the national technology education policy and the way in which the curriculum was developed. The last section of the paper will consider issues related to teacher development programmes and areas of future research.

year: 2003