title: Disturbing history's identity in the New Zealand curriculum to free up historical thinking

authors: Hunter, Philippa Anne

abstract: This paper conceives history in the New Zealand curriculum as a curriculum problem. In exposing this problem, history’s identity is thrown into question. I outline a motif of disturbance in light of my professional experiences of history curriculum and assessment policy shifts (1990s to 2010). From a critical pedagogy stance, I conceive the national curriculum’s events-based orientation to history as traditional and played out in pedagogy as exclusive cultural reproduction. From a critical pedagogy stance, I consider a counter approach to history curriculum that engages teacher agency and frees up possibilities for
students’ historical thinking.

text: Disturbing history's identity in the New Zealand curriculum to free up historical thinking This paper conceives history in the New Zealand curriculum as a curriculum problem. In exposing this problem, history’s identity is thrown into question. I outline a motif of disturbance in light of my professional experiences of history curriculum and assessment policy shifts (1990s to 2010). From a critical pedagogy stance, I conceive the national curriculum’s events-based orientation to history as traditional and played out in pedagogy as exclusive cultural reproduction. From a critical pedagogy stance, I consider a counter approach to history curriculum that engages teacher agency and frees up possibilities for
students’ historical thinking.

year: 2011

title: At the eye of the storm: Researching schools and their communities enacting National Standards. 2013 Herbison Lecture

authors: Thrupp, Martin

abstract: It is with enormous pleasure that I deliver the 24th Herbison Lecture. I thank the NZARE Council for inviting me and I acknowledge those in the audience who have previously given the Herbison. Today I'm talking about my research and academic activism around National Standards and there's a nice circularity about giving this lecture in the South Island. It was at the NZARE conference in Christchurch back in 2007 that I gave my first conference paper on the National Standards, little knowing that responding to this policy would consume me for the next six years. But the RAINS project has been a high point of my career and as they say down here in the Mainland - "good things take time”. The paper I gave back in 2007 was called "The proposed National Standards for New Zealand's primary and intermediate pupils: Any better than national testing?" (Thrupp, 2007). It's a question we now have a few answers to I think. 

In my lecture today I'm interested in developing the metaphor of the "eye of the storm" as a kind of refuge, a quiet place where you can get on and do some good work despite the academic and political storm that swirls around. So I offer a case study of someone trying to muddle through various academic issues and dealing with the difficult politics of doing policy-relevant research. I also want to get to the substantive findings of the final RAINS report that we are launching after my lecture today.

text: At the eye of the storm: Researching schools and their communities enacting National Standards. 2013 Herbison Lecture It is with enormous pleasure that I deliver the 24th Herbison Lecture. I thank the NZARE Council for inviting me and I acknowledge those in the audience who have previously given the Herbison. Today I'm talking about my research and academic activism around National Standards and there's a nice circularity about giving this lecture in the South Island. It was at the NZARE conference in Christchurch back in 2007 that I gave my first conference paper on the National Standards, little knowing that responding to this policy would consume me for the next six years. But the RAINS project has been a high point of my career and as they say down here in the Mainland - "good things take time”. The paper I gave back in 2007 was called "The proposed National Standards for New Zealand's primary and intermediate pupils: Any better than national testing?" (Thrupp, 2007). It's a question we now have a few answers to I think. 

In my lecture today I'm interested in developing the metaphor of the "eye of the storm" as a kind of refuge, a quiet place where you can get on and do some good work despite the academic and political storm that swirls around. So I offer a case study of someone trying to muddle through various academic issues and dealing with the difficult politics of doing policy-relevant research. I also want to get to the substantive findings of the final RAINS report that we are launching after my lecture today.

year: 2014

title: Barriers and incentives to Māori participation in the profession of psychology: A report for the New Zealand Psychologists' Board

authors: Levy, Michelle Patricia

subjects: bicultural approaches

abstract: It is well known that Māori are over-represented within the client group of psychologists. Despite ongoing attempts to recruit and retain more Māori within the discipline of psychology, the numbers of Māori psychologists continues to remain low, raising serious concerns about the ability of the profession to effectively meet the needs of its clientele. The salient barrier to increasing Māori participation in psychology is the environments in which Māori students of psychology and Māori psychologists are required to participate. Areas covered include current Māori participation in psychology, barriers to Māori participation such as psychology's reliance on western paradigms, lack of Māori participation in psychology training programmes, lack of support for Māori psychology students, and a lack of commitment to Māori development in psychology.

text: Barriers and incentives to Māori participation in the profession of psychology: A report for the New Zealand Psychologists' Board It is well known that Māori are over-represented within the client group of psychologists. Despite ongoing attempts to recruit and retain more Māori within the discipline of psychology, the numbers of Māori psychologists continues to remain low, raising serious concerns about the ability of the profession to effectively meet the needs of its clientele. The salient barrier to increasing Māori participation in psychology is the environments in which Māori students of psychology and Māori psychologists are required to participate. Areas covered include current Māori participation in psychology, barriers to Māori participation such as psychology's reliance on western paradigms, lack of Māori participation in psychology training programmes, lack of support for Māori psychology students, and a lack of commitment to Māori development in psychology.

year: 2002-09-01