title: Precariat Māori households today

authors: Rua, Mohi

abstract: Aotearoa New Zealand is now the fifth most unequal economy in the OECD. To highlight the human cost of this situation, the concept of “the precariat” offers more informed and contextualised understandings of the situations of socio-economically marginalised people in Aotearoa. Significant societal and policy change is required for Māori whānau to be truly free from the cycle of precarity.

text: Precariat Māori households today Aotearoa New Zealand is now the fifth most unequal economy in the OECD. To highlight the human cost of this situation, the concept of “the precariat” offers more informed and contextualised understandings of the situations of socio-economically marginalised people in Aotearoa. Significant societal and policy change is required for Māori whānau to be truly free from the cycle of precarity.

year: 2019

title: Cultural Conversations in a Counselling Context

authors: Harkness, Jane

subjects: counselling

abstract: This research project focuses on counselling practice with Māori women who have engaged in counselling in relation to overcoming the effects of both historic and recent sexual abuse. The researcher / counsellor is pakeha. The counsellor / researcher, researches her practice and its possible effects through research interviews with three women. The project offers a reflection on her practice ethics and on what she learns from the women. In particular, she explores the intentions and effects of an orientation to counselling that includes offering and taking up conversations about aspects of cultural identity. She explores the effect of the counselling conversations where aspects of ethno-cultural identity have been included on the women‟s sense of identity. She explores what she draws on as a Pakeha counsellor when offering and taking up conversations about aspects of cultural identity. She also explores the effects of offering and taking up conversations about aspects of cultural identity for the work of counselling. The project shows the researcher‟s responses to the research meetings and the learning she takes to her ongoing counselling practice.

text: Cultural Conversations in a Counselling Context This research project focuses on counselling practice with Māori women who have engaged in counselling in relation to overcoming the effects of both historic and recent sexual abuse. The researcher / counsellor is pakeha. The counsellor / researcher, researches her practice and its possible effects through research interviews with three women. The project offers a reflection on her practice ethics and on what she learns from the women. In particular, she explores the intentions and effects of an orientation to counselling that includes offering and taking up conversations about aspects of cultural identity. She explores the effect of the counselling conversations where aspects of ethno-cultural identity have been included on the women‟s sense of identity. She explores what she draws on as a Pakeha counsellor when offering and taking up conversations about aspects of cultural identity. She also explores the effects of offering and taking up conversations about aspects of cultural identity for the work of counselling. The project shows the researcher‟s responses to the research meetings and the learning she takes to her ongoing counselling practice.

year: 2008

title: Making use of action learning in business schools: The UK and New Zealand experience

authors: Hand, Leonard

subjects: business school

abstract: INTRODUCTION Most business schools originated in the latter half of the twentieth century. Often they were staffed by individuals from the business environment who were not skilled in teaching or research methods. The new academics were required to facilitate the learning of students in an academic environment. Often they adopted a narrowly focused approach to knowledge creation, scientific positivism, because the approach was well accepted in society generally and they believed such an approach was expected of them.
METHOD We provide details from our personal histories, and from the literature, to demonstrate that scientific positivism has often provided an unsuitable base for the development of teaching, learning, and critical thinking skills in business graduates. We are critical of our broad working environment during the last decades of the twentieth century, because it has been dominated by the scientific positivism approach to understanding.
ANALYSIS We argue that any search for universal solutions to problems of learning, as encouraged by scientific positivism, is futile because such universals do not exist. However, much energy is being expended business academics seeking to improve the learning environments in their classrooms. A more accommodating approach to educational research is required.
CONCLUSION Business academics may benefit, from the employment of an action learning methodology.

text: Making use of action learning in business schools: The UK and New Zealand experience INTRODUCTION Most business schools originated in the latter half of the twentieth century. Often they were staffed by individuals from the business environment who were not skilled in teaching or research methods. The new academics were required to facilitate the learning of students in an academic environment. Often they adopted a narrowly focused approach to knowledge creation, scientific positivism, because the approach was well accepted in society generally and they believed such an approach was expected of them.
METHOD We provide details from our personal histories, and from the literature, to demonstrate that scientific positivism has often provided an unsuitable base for the development of teaching, learning, and critical thinking skills in business graduates. We are critical of our broad working environment during the last decades of the twentieth century, because it has been dominated by the scientific positivism approach to understanding.
ANALYSIS We argue that any search for universal solutions to problems of learning, as encouraged by scientific positivism, is futile because such universals do not exist. However, much energy is being expended business academics seeking to improve the learning environments in their classrooms. A more accommodating approach to educational research is required.
CONCLUSION Business academics may benefit, from the employment of an action learning methodology.

year: 2006