title: Supervision and culture: Meetings at thresholds

authors: Crocket, Kathie

subjects: supervision

abstract: Counsellors are required to engage in supervision in order to reflect on, reflexively review, and extend their practice. Supervision, then, might be understood as a partnership in which the focus of practitioners and supervisors is on ethical and effective practice with all clients. In Aotearoa/New Zealand, there has recently been interest in the implications for supervision of cultural difference, particularly in terms of the Treaty of Waitangi as a practice metaphor, and when non-Māori practitioners counsel Māori clients. This article offers an account of a qualitative investigation by a group of counsellors/supervisors into their experiences of supervision as cultural partnership. Based on interviews and then using writing-as-research, the article explores the playing out of supervision’s contribution to practitioners’ effective and ethical practice in the context of Aotearoa/New Zealand, showing a range of possible accounts and strategies and discussing their effects. Employing the metaphor of threshold, the article includes a series of reflections and considerations for supervision practice when attention is drawn to difference.

text: Supervision and culture: Meetings at thresholds Counsellors are required to engage in supervision in order to reflect on, reflexively review, and extend their practice. Supervision, then, might be understood as a partnership in which the focus of practitioners and supervisors is on ethical and effective practice with all clients. In Aotearoa/New Zealand, there has recently been interest in the implications for supervision of cultural difference, particularly in terms of the Treaty of Waitangi as a practice metaphor, and when non-Māori practitioners counsel Māori clients. This article offers an account of a qualitative investigation by a group of counsellors/supervisors into their experiences of supervision as cultural partnership. Based on interviews and then using writing-as-research, the article explores the playing out of supervision’s contribution to practitioners’ effective and ethical practice in the context of Aotearoa/New Zealand, showing a range of possible accounts and strategies and discussing their effects. Employing the metaphor of threshold, the article includes a series of reflections and considerations for supervision practice when attention is drawn to difference.

year: 2013

title: Kia reo Māori anahe te reo karanga

authors: Puke, Haupai

subjects: Karanga

abstract: Mā taku karanga o runga ake nei tēnei tuhinga e wāwāhi. Ahakoa he aha te ahurea ōna tikanga me ōna kawa, kua hurihia i roto i ngā rautau. Ko ngētehi kei te pupuruhia tonutia hāunga anō he hou ōna āhuatanga. Ko te kaupapa rangahau o tēnei tuhinga ko te karanga me ngētehi āhuatanga ōna hei tautoko i te whakahau kia noho reo Māori anahe te reo karanga. He aha e pēnei na ai te whakaaro mō tēnei o ngā tikanga o te ao Māori? I runga anō i ngā āhuatanga hou, i ngā whakarerekētanga tikanga o te karanga i roto i tēnei ao hurihuri kāore e tautāwhina te take. Ko ngā kōrero, ngā whakaaro hoki e whai ake nei e wānangahia ai hei tautoko i tēnei whakapae āku.

text: Kia reo Māori anahe te reo karanga Mā taku karanga o runga ake nei tēnei tuhinga e wāwāhi. Ahakoa he aha te ahurea ōna tikanga me ōna kawa, kua hurihia i roto i ngā rautau. Ko ngētehi kei te pupuruhia tonutia hāunga anō he hou ōna āhuatanga. Ko te kaupapa rangahau o tēnei tuhinga ko te karanga me ngētehi āhuatanga ōna hei tautoko i te whakahau kia noho reo Māori anahe te reo karanga. He aha e pēnei na ai te whakaaro mō tēnei o ngā tikanga o te ao Māori? I runga anō i ngā āhuatanga hou, i ngā whakarerekētanga tikanga o te karanga i roto i tēnei ao hurihuri kāore e tautāwhina te take. Ko ngā kōrero, ngā whakaaro hoki e whai ake nei e wānangahia ai hei tautoko i tēnei whakapae āku.

year: 2012-05

title: Maximising the potential of ICT to provide authentic summative assessment opportunities

authors: Williams, P. John

subjects: ICT

abstract: This paper reports on elements of a study that was conducted in Western Australia to explore the potential of various forms of digitally based external assessments for senior secondary school courses. One problem that needed addressing was how to provide students with authentic assessment opportunities, particularly in subjects in which performance is an integral component. Traditionally, assessment in many of these subjects was by way of a three-hour paper examination. This established a dichotomy for teachers in which the pedagogy of the subject was very different from the method of assessment. In wanting to maximise their student’s potential for success, many teachers taught to the examination, consequently sacrificing a practical performance approach to the subject for a more theoretical form of delivery.

text: Maximising the potential of ICT to provide authentic summative assessment opportunities This paper reports on elements of a study that was conducted in Western Australia to explore the potential of various forms of digitally based external assessments for senior secondary school courses. One problem that needed addressing was how to provide students with authentic assessment opportunities, particularly in subjects in which performance is an integral component. Traditionally, assessment in many of these subjects was by way of a three-hour paper examination. This established a dichotomy for teachers in which the pedagogy of the subject was very different from the method of assessment. In wanting to maximise their student’s potential for success, many teachers taught to the examination, consequently sacrificing a practical performance approach to the subject for a more theoretical form of delivery.

year: 2012