title: Reflective practice and inquiry: Let’s talk more about inquiry

authors: Earl Rinehart, (Suzanne) Kerry

abstract: Reflective practice and inquiry are aspects of teacher professional practice that characterise teachers as learners. Reflective practice in some form is considered in contemporary education as an essential activity for teachers and teacher educators. ‘Inquiry as professional development’ and ‘inquiry as research’, on the other hand, are forms of reflective practice designed and intended to go beyond the personal. We explore the following three research and two inquiry approaches that teachers can use to inform their practice and contribute to our collective knowledge about teaching: the research methods of self-study, autoethnography and action research, and the inquiry approaches ‘teaching as inquiry’, and ‘spiral of inquiry’. Any research or inquiry approach used needs to fit purpose, language use, positioning as a researcher and writer, degree of reflexivity and the degree of public critique of the project. When the chosen approach fits, our research work has a better chance of improving teaching, student progress and achievement, in short: being useful to others.

text: Reflective practice and inquiry: Let’s talk more about inquiry Reflective practice and inquiry are aspects of teacher professional practice that characterise teachers as learners. Reflective practice in some form is considered in contemporary education as an essential activity for teachers and teacher educators. ‘Inquiry as professional development’ and ‘inquiry as research’, on the other hand, are forms of reflective practice designed and intended to go beyond the personal. We explore the following three research and two inquiry approaches that teachers can use to inform their practice and contribute to our collective knowledge about teaching: the research methods of self-study, autoethnography and action research, and the inquiry approaches ‘teaching as inquiry’, and ‘spiral of inquiry’. Any research or inquiry approach used needs to fit purpose, language use, positioning as a researcher and writer, degree of reflexivity and the degree of public critique of the project. When the chosen approach fits, our research work has a better chance of improving teaching, student progress and achievement, in short: being useful to others.

year: 2016

title: A Historical Analysis of the Status of Women in New Zealand: Has CEDAW had an Impact?

authors: Jones, Heidi

subjects: women

abstract: This thesis analyses the current and historical status of women in New Zealand for the purpose of discovering why full equality between men and women has not yet been achieved. This object will be accomplished by analysing, comparing and contrasting the international Convention on the Elimination of all forms of Discrimination Against Women (“CEDAW”) with changes successive New Zealand Governments have made to the status of women so as to discover the degree of intent such Governments have had to implement equality.
This thesis is in chronological order, beginning from an analysis of the creation of the status of women dating pre 1300 B.C., detailing degradations, changes and improvements in the status up until 2012 A.D. The main divisions are based on general periods of importance for women; chapter one investigates how the secondary status of women originated and evolved in ancient eras. Chapter two examines the significant international and domestic women’s rights movements during the mid-twentieth century. Chapter three discusses the importance of an international instrument as a comparative tool; illustrated by CEDAW’s contrast to the New Zealand status of women during the mid-1980s. Chapter four analyses the Governmental changes made over the next quarter century to discover whether New Zealand was moving closer towards a reflection of the international instrument. Chapter five evaluates the contemporary status of women in New Zealand; and finally, chapter six details recommendations for the State with the intention of raising the status of women to full equality.
The conclusions reached are, first; that the current status of women in New Zealand is not one of equality with men because their original status was seen as secondary. Therefore the goal of attaining equal (formal) legal rights to gain equality is not appropriate as it merely gives women what were considered “men’s rights” without giving them the opportunity to practice them in full equality. Secondly; the use of CEDAW as a comparative instrument is shown to provide a more effective strategy of gaining equality that does not always involve giving women gender-neutral “men’s rights” but needs to be given greater power to be proved effective.
The comparison with an instrument that provides for perfect equality contributes to a thorough understanding of the status of women in New Zealand as the comparison provides a clear and objective view of why the original premise that formal rights would achieve substantive equality was an incorrect supposition. The thesis also contributes alternative action to be undertaken by the Government to effectively achieve equality for women.

text: A Historical Analysis of the Status of Women in New Zealand: Has CEDAW had an Impact? This thesis analyses the current and historical status of women in New Zealand for the purpose of discovering why full equality between men and women has not yet been achieved. This object will be accomplished by analysing, comparing and contrasting the international Convention on the Elimination of all forms of Discrimination Against Women (“CEDAW”) with changes successive New Zealand Governments have made to the status of women so as to discover the degree of intent such Governments have had to implement equality.
This thesis is in chronological order, beginning from an analysis of the creation of the status of women dating pre 1300 B.C., detailing degradations, changes and improvements in the status up until 2012 A.D. The main divisions are based on general periods of importance for women; chapter one investigates how the secondary status of women originated and evolved in ancient eras. Chapter two examines the significant international and domestic women’s rights movements during the mid-twentieth century. Chapter three discusses the importance of an international instrument as a comparative tool; illustrated by CEDAW’s contrast to the New Zealand status of women during the mid-1980s. Chapter four analyses the Governmental changes made over the next quarter century to discover whether New Zealand was moving closer towards a reflection of the international instrument. Chapter five evaluates the contemporary status of women in New Zealand; and finally, chapter six details recommendations for the State with the intention of raising the status of women to full equality.
The conclusions reached are, first; that the current status of women in New Zealand is not one of equality with men because their original status was seen as secondary. Therefore the goal of attaining equal (formal) legal rights to gain equality is not appropriate as it merely gives women what were considered “men’s rights” without giving them the opportunity to practice them in full equality. Secondly; the use of CEDAW as a comparative instrument is shown to provide a more effective strategy of gaining equality that does not always involve giving women gender-neutral “men’s rights” but needs to be given greater power to be proved effective.
The comparison with an instrument that provides for perfect equality contributes to a thorough understanding of the status of women in New Zealand as the comparison provides a clear and objective view of why the original premise that formal rights would achieve substantive equality was an incorrect supposition. The thesis also contributes alternative action to be undertaken by the Government to effectively achieve equality for women.

year: 2013

title: ‘He reka te wai o te hua pango: The darker the berry the sweeter the juice.' The experiences of Māori women in educational leadership in mainstream secondary schools.

authors: Taukamo, Trudy

subjects: New Zealand leadership

abstract: Although there has been a growing interest in Māori women in educational leadership, the research base in New Zealand is still limited. This study provides insights into the challenges and experiences of four Māori women who occupy a formal leadership position in a mainstream secondary school. It used a qualitative kaupapa Māori research framework. Data were collected using semi-structured one-on-one interview with open-ended questions. The four women were selected from Māori women who currently hold a formal leadership position at a senior management level in a mainstream secondary school and who identify as Māori. The reason for the purposive sample was the critical under-representation of Māori women in formal educational leadership roles. This study revealed three important aspects. Firstly, a person’s upbringing and background has a significant impact on the principles and values which underpin leadership. Secondly, it was evident that a support system whether personal or professional was crucial in a leadership position. Finally, the influences of opportunities and appointments to leadership were important in educational leadership. Clearly, the findings point to a need for a stronger mentoring programme and effective networking of Māori women. Tertiary studies and leadership programs can aid the career pathways for aspiring leaders. However, what is clear is the need for more research specific to the New Zealand context and Māori women.

text: ‘He reka te wai o te hua pango: The darker the berry the sweeter the juice.' The experiences of Māori women in educational leadership in mainstream secondary schools. Although there has been a growing interest in Māori women in educational leadership, the research base in New Zealand is still limited. This study provides insights into the challenges and experiences of four Māori women who occupy a formal leadership position in a mainstream secondary school. It used a qualitative kaupapa Māori research framework. Data were collected using semi-structured one-on-one interview with open-ended questions. The four women were selected from Māori women who currently hold a formal leadership position at a senior management level in a mainstream secondary school and who identify as Māori. The reason for the purposive sample was the critical under-representation of Māori women in formal educational leadership roles. This study revealed three important aspects. Firstly, a person’s upbringing and background has a significant impact on the principles and values which underpin leadership. Secondly, it was evident that a support system whether personal or professional was crucial in a leadership position. Finally, the influences of opportunities and appointments to leadership were important in educational leadership. Clearly, the findings point to a need for a stronger mentoring programme and effective networking of Māori women. Tertiary studies and leadership programs can aid the career pathways for aspiring leaders. However, what is clear is the need for more research specific to the New Zealand context and Māori women.

year: 2011