title: Reconciling Kastom and Modernity in Contemporary Vanuatu

authors: Mahit, Lavinia Gael Lea

subjects: Vanuatu

abstract: Drawing on fieldwork data and relevant anthropological literature, this thesis examines how potential tensions between the categories of modernity and kastom are reconciled in contemporary Vanuatu. Following an outline of how the category of kastom emerged through colonial encounters, the contemporary ‘mix’ between the indigenous and non-indigenous categories is considered. This research further considers the breakdown of an ‘indigenous/exogenous’, ‘old/new’, or ‘past/present’ dichotomy, and shows how the juxtaposition of these concepts offers a new way of understanding the world - not necessarily in opposition, but not always in agreement.
The analysis is presented in four stages. First is the use of kastom in Vanuatu’s governance systems, highlighting its origin in traditional leadership systems, to its repression in the colonial Condominium era, followed by its integration into the new state at independence (Lini, 1980). Second is the investigation of the use of kastom today, highlighting the ‘wrong’ and ‘unacceptable’ ‘mixing’ in Port Vila. This leads to the third, involving a demonstration of a sort of ‘mixing’ of indigenous and non-indigenous practices in parliamentary politics. The case study of MP Ralph Regenvanu and his recent land reform package is presented and discussed in terms of ‘indigenous cosmopolitanism’ (Goodale 2006), and as an exemplar of a ‘Janus-faced’ approach to modernity in Vanuatu (Taylor 2010). In the Conclusion, the research is considered in relation to the analysis of kastom by White (1993) and Lindstrom (1992) to show the multiple ways in which kastom can be tied together with things ‘not-kastom’ in contemporary Vanuatu.

text: Reconciling Kastom and Modernity in Contemporary Vanuatu Drawing on fieldwork data and relevant anthropological literature, this thesis examines how potential tensions between the categories of modernity and kastom are reconciled in contemporary Vanuatu. Following an outline of how the category of kastom emerged through colonial encounters, the contemporary ‘mix’ between the indigenous and non-indigenous categories is considered. This research further considers the breakdown of an ‘indigenous/exogenous’, ‘old/new’, or ‘past/present’ dichotomy, and shows how the juxtaposition of these concepts offers a new way of understanding the world - not necessarily in opposition, but not always in agreement.
The analysis is presented in four stages. First is the use of kastom in Vanuatu’s governance systems, highlighting its origin in traditional leadership systems, to its repression in the colonial Condominium era, followed by its integration into the new state at independence (Lini, 1980). Second is the investigation of the use of kastom today, highlighting the ‘wrong’ and ‘unacceptable’ ‘mixing’ in Port Vila. This leads to the third, involving a demonstration of a sort of ‘mixing’ of indigenous and non-indigenous practices in parliamentary politics. The case study of MP Ralph Regenvanu and his recent land reform package is presented and discussed in terms of ‘indigenous cosmopolitanism’ (Goodale 2006), and as an exemplar of a ‘Janus-faced’ approach to modernity in Vanuatu (Taylor 2010). In the Conclusion, the research is considered in relation to the analysis of kastom by White (1993) and Lindstrom (1992) to show the multiple ways in which kastom can be tied together with things ‘not-kastom’ in contemporary Vanuatu.

year: 2016

title: Personas revisited: Extending the use of personas to enhance participatory design

authors: Bowen, Judy

subjects: computer science

abstract: Personas are a well-established tool in interactive system development, largely used with designers and developers. They can also be included in work with potential and actual users, particularly in eliciting user needs and concerns. We present three case studies in which personas are part of the research with potential users of interactive systems. Blind participants in research on assistive technologies often spontaneously generated personas who would benefit more from the technology than they themselves would. This was a way of being able to discuss potential needs and concerns, without admitting to having them oneself. Older participants exploring the potential of indoor drones generated personas who were older than themselves and would need the system more. Finally, personas were created to aid discussions with forestry workers about fatigue and safety issues that they might not want to admit to having themselves. From these case studies we draw recommendations for how personas can be deployed in working with potential and actual users of interactive systems in a variety of ways.

text: Personas revisited: Extending the use of personas to enhance participatory design Personas are a well-established tool in interactive system development, largely used with designers and developers. They can also be included in work with potential and actual users, particularly in eliciting user needs and concerns. We present three case studies in which personas are part of the research with potential users of interactive systems. Blind participants in research on assistive technologies often spontaneously generated personas who would benefit more from the technology than they themselves would. This was a way of being able to discuss potential needs and concerns, without admitting to having them oneself. Older participants exploring the potential of indoor drones generated personas who were older than themselves and would need the system more. Finally, personas were created to aid discussions with forestry workers about fatigue and safety issues that they might not want to admit to having themselves. From these case studies we draw recommendations for how personas can be deployed in working with potential and actual users of interactive systems in a variety of ways.

year: 2020

title: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools?

authors: McLocklan, Sue

subjects: Maori student achievement

abstract: The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

text: What is the difference? What factors contribute to the variation of achievement for Year 7 and 8 Māori students in high decile, full primary schools? The educational disparity between indigenous Māori students and those of the majority continue to be a major issue in New Zealand. Attempting to bridge the gap for Māori students has generated focus on Māori student engagement in the classroom, the actions and understanding of the teacher and the relationship and interactions between the teacher and students in their learning environment. Elements of culturally responsive pedagogy have been identified as positive contributing factors to accelerating academic achievement for secondary Māori mainstream students. 
This small-scale cross-cultural exploratory qualitative research project seeks to identify the factors that contribute to student achievement variation for Year 7 and 8 students in high decile full primary schools and the integration of teacher’s cultural competencies in high quality learning opportunities. Within a kaupapa Māori research process, this study uses empirical data collected from a purposive sample through a semi-structured individual interview and a for self-assessment. Voluntary research participants were twelve students and six teachers in three schools in the Bay of Plenty, Waikato and Wellington regions. This research examines the engagement of student and teacher in pedagogical practice, learning variables, cultural knowledge and practices attributable to positive academic achievement for Māori. 
The findings reveal that when teachers place themselves in an agentic position; adopt a professional commitment and willingness to engage in effective relations, interactions and reciprocal practices to support Māori learners, high levels of relational trust and expectations prevail through mutual respect and interdependence to attain successful educational outcomes.
Further teacher professional learning is essential to enlighten and deepen teachers' understanding of culturally responsive pedagogy to enable Māori learners to reach their potential to participate and contribute in their world of choice.

year: 2013