title: Academic success amongst a cohort of gifted and talented Māori and Pasifika secondary school boys: Elements that have contributed to their achievement

authors: Miller, Graeme Oliver

subjects: Māori

abstract: In recent years Māori and Pasifika students have been the focus of much discussion and a significant amount of research relating to underachievement. Despite this, many Māori and Pasifika secondary school boys are achieving highly in the academic sphere within the context of mainstream boys’ state secondary schools in New Zealand. Achievement aside, evidence shows that Māori and Pasifika secondary school boys are seriously under-represented in programmes for the gifted and talented. This enquiry examines factors in relation to identifying gifted and talented students, and investigates how their abilities are forged and nurtured. The reasons for student success merit serious investigation because of how the multiple elements contributing to their achievement are likely to be applicable to others, and are a pressing concern for academic attainment in the New Zealand education system. 
 
This qualitative study examines why 30 academically successful Māori and Pasifika secondary school boys achieved highly in the mainstream education system. The boys ranged from 13 to 19 years, the youngest being in his first year at high school as a Year 9 student, and the oldest being in his second year at university. The thesis argues their academic success was due to the complex interplay of home and school environmental elements, and the boys’ intrapersonal characteristics. The study explored the boys’ and parents’ narratives to explain why students had achieved highly, and examined both the parents’ and boys’ perceptions of how well the schools had provided for their intellectual, emotional and cultural needs. Sociocultural learning theory is the main theoretical lens through which the findings are viewed. The methodology is primarily built upon narrative inquiry. The main method of data collection was by semi-structured interview, both individually and in focus groups. Supplementary methods utilised were questionnaires and observation.  
  
An issue in the research was the disparity between the cultural and ethnic background of the participants and myself as the researcher. However, an endeavour was made to mitigate this by consulting with Māori and Pasifika educators, a kaumatua (elder) and iwi (tribal) representative prior to the research commencing. In addition, models developed through this study were submitted to Māori and Pasifika educators for their comment and approval prior to being included. 
 
With its focus specifically on highly-achieving Māori and Pasifika secondary school boys, this thesis makes an original contribution to the national and international discussion about raising student achievement. It provides a platform for further research to 	address the particular concerns around the underachievement of Māori and Pasifika secondary school boys. 
 
While there are several implications arising from the research, all are linked to the need for policy makers and educators to address the issue of the underrepresentation of Māori and Pasifika students in programmes for the gifted and talented. Policies, practices and relationships need to be examined to evaluate how effectively they contribute to gifted and talented Māori and Pasifika students receiving the academic opportunities they deserve. A key part of this examination will need to include consultation with students and their whānau.

text: Academic success amongst a cohort of gifted and talented Māori and Pasifika secondary school boys: Elements that have contributed to their achievement In recent years Māori and Pasifika students have been the focus of much discussion and a significant amount of research relating to underachievement. Despite this, many Māori and Pasifika secondary school boys are achieving highly in the academic sphere within the context of mainstream boys’ state secondary schools in New Zealand. Achievement aside, evidence shows that Māori and Pasifika secondary school boys are seriously under-represented in programmes for the gifted and talented. This enquiry examines factors in relation to identifying gifted and talented students, and investigates how their abilities are forged and nurtured. The reasons for student success merit serious investigation because of how the multiple elements contributing to their achievement are likely to be applicable to others, and are a pressing concern for academic attainment in the New Zealand education system. 
 
This qualitative study examines why 30 academically successful Māori and Pasifika secondary school boys achieved highly in the mainstream education system. The boys ranged from 13 to 19 years, the youngest being in his first year at high school as a Year 9 student, and the oldest being in his second year at university. The thesis argues their academic success was due to the complex interplay of home and school environmental elements, and the boys’ intrapersonal characteristics. The study explored the boys’ and parents’ narratives to explain why students had achieved highly, and examined both the parents’ and boys’ perceptions of how well the schools had provided for their intellectual, emotional and cultural needs. Sociocultural learning theory is the main theoretical lens through which the findings are viewed. The methodology is primarily built upon narrative inquiry. The main method of data collection was by semi-structured interview, both individually and in focus groups. Supplementary methods utilised were questionnaires and observation.  
  
An issue in the research was the disparity between the cultural and ethnic background of the participants and myself as the researcher. However, an endeavour was made to mitigate this by consulting with Māori and Pasifika educators, a kaumatua (elder) and iwi (tribal) representative prior to the research commencing. In addition, models developed through this study were submitted to Māori and Pasifika educators for their comment and approval prior to being included. 
 
With its focus specifically on highly-achieving Māori and Pasifika secondary school boys, this thesis makes an original contribution to the national and international discussion about raising student achievement. It provides a platform for further research to 	address the particular concerns around the underachievement of Māori and Pasifika secondary school boys. 
 
While there are several implications arising from the research, all are linked to the need for policy makers and educators to address the issue of the underrepresentation of Māori and Pasifika students in programmes for the gifted and talented. Policies, practices and relationships need to be examined to evaluate how effectively they contribute to gifted and talented Māori and Pasifika students receiving the academic opportunities they deserve. A key part of this examination will need to include consultation with students and their whānau.

year: 2015

title: The alienation of the Opuatia block: A GIS case study report written for Counting our Tūpuna

authors: Whitehead, Jesse

abstract: This report provides an analysis and visualisation of the fragmentation and alienation of the Opuatia block (Opuatia hereafter), as well as changes in its ownership and geographic structure since 1866.
The three main aims are to quantify the amount of Opuatia remaining in Ngāti Tiipa ownership at the end of each decade, identifying critical moments in time, and highlighting the processes through which Opuatia was alienated and fragmented. These questions are addressed through a bespoke method that was developed to link data from several sources. These include (but are not limited to) historic records of land alienation, held by the Māori Land Court, and geospatial information available through Land Information New Zealand.
The key findings show that approximately 94% of the original Opuatia has been alienated, with only small parcles of land remaining in Ngāti Tiipa ownership. The late 1890s and early 1900s were a criticial period where over 80% of alienations were carried out. The results inidcate that the Crown was a key driver of this process, directly alienating more than 18,000 acres from Opuatia, much of which was taken on a single day in 1896. Individual settlers were responsible for most other alienations, and some of the same names appear several times in the historical record as settler families alienated clusters of land to build up significant stakes in the area. Finally, another result of this report is the method itself, which outlines an approach for tracing a defined block of land through the Native Land Court and linking this information to geospatial datasets.
The limitations of this report include the poor interoperability of key data sources, and the barriers that this presents to other hapū or organisations who may want to replicate this work. A more detailed investigation of archival records is required to examine the specific reasons behind why each parent block, and the subdivisions with them, was alienated from Ngāti Tiipa ownership.

text: The alienation of the Opuatia block: A GIS case study report written for Counting our Tūpuna This report provides an analysis and visualisation of the fragmentation and alienation of the Opuatia block (Opuatia hereafter), as well as changes in its ownership and geographic structure since 1866.
The three main aims are to quantify the amount of Opuatia remaining in Ngāti Tiipa ownership at the end of each decade, identifying critical moments in time, and highlighting the processes through which Opuatia was alienated and fragmented. These questions are addressed through a bespoke method that was developed to link data from several sources. These include (but are not limited to) historic records of land alienation, held by the Māori Land Court, and geospatial information available through Land Information New Zealand.
The key findings show that approximately 94% of the original Opuatia has been alienated, with only small parcles of land remaining in Ngāti Tiipa ownership. The late 1890s and early 1900s were a criticial period where over 80% of alienations were carried out. The results inidcate that the Crown was a key driver of this process, directly alienating more than 18,000 acres from Opuatia, much of which was taken on a single day in 1896. Individual settlers were responsible for most other alienations, and some of the same names appear several times in the historical record as settler families alienated clusters of land to build up significant stakes in the area. Finally, another result of this report is the method itself, which outlines an approach for tracing a defined block of land through the Native Land Court and linking this information to geospatial datasets.
The limitations of this report include the poor interoperability of key data sources, and the barriers that this presents to other hapū or organisations who may want to replicate this work. A more detailed investigation of archival records is required to examine the specific reasons behind why each parent block, and the subdivisions with them, was alienated from Ngāti Tiipa ownership.

year: 2021

title: Stitching hope through loss in celebration

authors: Brink, Ashlie

abstract: This chapter focuses on the revisiting and re-storying of hopeful actions and practices in the face of emotional hurt, physical pain, sorrow, loss and shattered dreams. Painstakingly slow recovery from major surgery coincided with the shocking and immeasurable loss of a beloved mother. This chapter grew out of conversations reminiscing about a graduation ceremony in the year following the loss. Memories, of a gold dress, carefully stitched together the concern, love, attention, compassion, and admiration of a mother and her support for her daughter’s hope of an academic future. These memories later became the focus of an outsider witnessing practice and re-membering conversations as a means by which to re-visit, re-story and re-member the celebration of the graduation ceremony. Eleven years after the loss and as an aspiring academic, the small, but significant steps of speaking through the hurt of injustice, the immense loss of not only a mother, but central person in the life of a young woman living with disability, opened up the space to discuss the discursive and material practices of Ashlie’s lived experiences.

text: Stitching hope through loss in celebration This chapter focuses on the revisiting and re-storying of hopeful actions and practices in the face of emotional hurt, physical pain, sorrow, loss and shattered dreams. Painstakingly slow recovery from major surgery coincided with the shocking and immeasurable loss of a beloved mother. This chapter grew out of conversations reminiscing about a graduation ceremony in the year following the loss. Memories, of a gold dress, carefully stitched together the concern, love, attention, compassion, and admiration of a mother and her support for her daughter’s hope of an academic future. These memories later became the focus of an outsider witnessing practice and re-membering conversations as a means by which to re-visit, re-story and re-member the celebration of the graduation ceremony. Eleven years after the loss and as an aspiring academic, the small, but significant steps of speaking through the hurt of injustice, the immense loss of not only a mother, but central person in the life of a young woman living with disability, opened up the space to discuss the discursive and material practices of Ashlie’s lived experiences.

year: 2017