DOCSLIB.ORG

Māori Equity in New Zealand's Polytechnics

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Māori Equity in New Zealand's Polytechnics Māori Equity in New Zealand’s Polytechnics by Khalid Bakhshov A dissertation submitted in fulfilment of the degree of Doctor of Philosophy at the Auckland University of Technology 2020 Acknowledgements Without the support of colleagues, friends and family it is doubtful that I would have ever reached the end of this doctoral thesis. But, firstly, I must start my thanks with my main supervisor, Dr Georgina Stewart. She patiently guided me through this journey, encouraging me to fully explore my philosophical instincts. In supervision, session after session, she helped me develop a voice in the writing process that was my own. Her constant engagement with philosophy and tireless pursuit of expression led me through challenging self-scrutiny that a thesis inevitably demands. The patient structured support was invaluable to me. I hope she enjoyed the challenge as much as I did. I would also like to express my gratitude to Professor Nesta Devine for her wealth of experience and encouragement from a distance in supporting the supervision process. I would also like to acknowledge the initial support given to me through the University of Auckland, where I started my thesis. Thanks to all my friends in Whangarei, who all supported and encouraged me, as friends do, in pursuing the topic. They gave me, in their very different ways, their insider accounts that spurred me to undertake this study. Thank you, Hamish, Danny and George. At a personal level I will always be grateful for the support of my partner Johan Carvill and her family. Johan has provided me with personal support all the way through the process, putting up with ups and downs and in my final year financially supporting us. It is incredible to think that we got through this despite a death in her family, the birth of our daughter, Freya and moving from Whangarei to Auckland! If that was not enough, my mother also fell seriously ill back in London. I was lucky enough to see her before the brain tumour put her in a specialist home in the middle of global pandemic. Finally, the arrival of my daughter, Elektra, from Greece who moved in with me and forged a new life in Aotearoa-New Zealand made life rich if somewhat distracted. I would also like to thank all my siblings but especially thank my sister, Shaheena, and brother, Nadim, who both also studied philosophy. To my brother Nadim, with whom I spent my youth and early adult life arguing endlessly about philosophy and science, and to my sister for our ii shared experiences of injustice, and a philosophical commitment to confront injustice, while maintaining what it means to have a sense of humour. But most of all I would like to thank my dad, who has long since passed away, but who introduced me to Aristotle, Marx and politics before I was 10. Without his love for world politics I would not have taken this journey at all. I always miss him. I wish to dedicate this thesis to Johan, my partner, and Alex, my son, who continues the quest for knowledge for knowledge’s sake. I leave you with some words that I grew up with: “These stories I have recounted to you will remind you of what is within you”- Ibn Arabi. iii Attestation of Authorship I hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person (except where explicitly defined in the Acknowledgements), nor material which to a substantial extent has been submitted for the award of any other degree or diploma of a university or other institution of higher learning. Signed: Date: 9th October 2020 _____________________ Khalid Bakhshov iv Abstract This thesis takes a poststructuralist approach to examining outcomes for Māori students in polytechnic education in contemporary Aotearoa-New Zealand, as a site of equity in tertiary education policy. I use the term ‘postmodernism’ to capture the decline of modernism, which was associated with belief in the superiority of science and Western European culture, and which came increasingly under critique by poststructuralists in the post-WWII period. The failure of the radical political Left and an incredulity towards the ‘grand narratives’ of capitalism is described as the ‘postmodern condition’. Poststructuralism has slightly different philosophical roots, representing a move beyond the structuralist paradigm, which ruled in social science during the modernist era. Poststructuralism is characterised most distinctively by the philosophy of Michel Foucault. The third related term used in the thesis is (post) qualitative, which refers to an emergent movement beyond ‘traditional’ qualitative research methodologies that retain allegiance to modernist frameworks. An effort has been made to reflect poststructuralist sensibilities in study design by collecting empirical data using ‘standard’ interview methods, which were then processed by writing fictionalised narratives. Teaching and other polytechnic staff have responsibility for giving effect to Māori equity policy, so this study investigates how staff, including Māori staff, in polytechnics experience and enact Māori equity policies. The importance of equity is a central feature of a second-tier tertiary offering and defines, to a large extent, its raison d’être. Moreover, how Māori navigate the education system provides a special challenge to Aotearoa-New Zealand’s settler colonialism through a potential crisis in legitimation. Technology and technical education share a root in the ancient Greek notion of technê. A better understanding of the etymology and genealogy of technê reveals important philosophical contributions to our common assumptions about technical education and undergirds an historical account of technical education and the development of the New Zealand polytechnic sector. The economic philosophy of neoliberalism is a radical version of classical liberalism that was used to reconfigure the New Zealand economy and public sector, v including education systems, in a rapid process initiated between 1984 and 1990. Consequently, the polytechnics were reconstructed as autonomous institutes, responsible for their own strategic direction and meeting government priorities whilst maintaining financial sustainability. Post neoliberal reform, polytechnics were expected to address inclusion by widening participation in higher education and developing meaningful policies for Māori. There was a policy consensus that achieving Māori equity would need to involve changing the educational milieu from a largely European model to one more responsive to, and inclusive of, Māori culture and values. The neoliberal experiment disrupted the New Zealand consciousness of being a fair-go society. It posited the free market as a more efficient and effective mechanism for equity. It reconstituted the polytechnic sector, professionals, and students with a new entrepreneurial economic rationale. It remade not only what people do, but who people are, in the polytechnic sector. Learning is constructed not as a right but as a duty. The subjectivities of the learner and the professional have become new sites of exploitation and, therefore, sites of resistance. Equality remains useful to think with but wedded to a comprised political project. To move beyond neoliberalism’s impasse with equity requires a different way of thinking as a philosophical enterprise. vi Table of Abbreviations vii Table of Contents Māori Equity in ............................................................................................................................ i New Zealand’s Polytechnics ........................................................................................................ i Acknowledgements .................................................................................................................... ii Attestation of Authorship ......................................................................................................... iv Abstract ...................................................................................................................................... v Table of Abbreviations ............................................................................................................. vii Table of Contents .................................................................................................................... viii Prelude ..................................................................................................................................... xii Story 1: Inside the Polytechnic Crisis - Seeking Counsel ...................................................... xii Chapter One: Finding a Place to Stand ...................................................................................... 1 Context and background of the research topic ..................................................................... 3 Equity and equality in education policy ............................................................................. 3 Modernity, the Enlightenment, colonialism, and capitalism ............................................ 5 A brief history of Māori colonisation and education ....................................................... 13 The effects of the last 30 years of neoliberal education policy ....................................... 15 Research question ................................................................................................................ 16 What brings me to this question? ......................................................................................
Load more

Recommended publications
  • Fifty Years of Learning: a History of Adult & Community Education In
    Fifty Years of Learning: A history of Adult & Community Education in Aotearoa from the 1960s to the present day ISBN 978-0-473-36124-2 Robert Tobias, June 2016 9 780473 361242 For ACE Aotearoa Fifty Years of Learning: A history of Adult & Community Education in Aotearoa from the 1960s to the present day Robert Tobias, June 2016 For ACE Aotearoa ISBN 978-0-473-36124-2 Preface ACE Aotearoa is delighted to support the drafting of this monograph which provides a unique reference and perspective on the policy environment that has impacted on Adult and Community Education in Aotearoa. We believe it fills a critical gap in the literature. We want to thank Robert Tobias for his dedication and commitment to completing this work, fitting it into his busy life. All those who were asked when we were searching for an author, identified Robert as the professional expert, with unparalleled depth and knowledge of the subject. ACE Aotearoa respects Robert’s professional expertise and academic autonomy. The views expressed in the monograph are his. ACE Aotearoa has had no influence on the content. We are very pleased to be the publisher, and to remain the first point of contact ([email protected] or 04-473-6625). We also anticipate Robert’s completion of his major work (of which this is an excerpt) and will similarly support its publication as a seminal and comprehensive reference tome. Dr Jo Lake Director ACE Aotearoa INTRODUCTION .............................................................................................. 1 Pre-1960s history .....................................................................................................................1 1960s – A Decade of growth ....................................................................................................2 The 1970s – A DECADE OF REFORM .....................................................................
    [Show full text]
  • (No. 15)Craccum-1975-049-015.Pdf
    Issue 15 If eUc+eJ +• r vtrWMt 1 5 ;vc «. firm « " ^ * ^ 0 Sabs fiafem7 - < ^ U e g «+ i ®'n'S ** ^•Ofi /n«lpr«C+ice ® r h ' » ' r o / t f c S National’s ‘revolutionary’ industrial relations policy Page 2 rfiffldit i --------- U W I l P ions, we are forced to conclude that the osition to the Bill. 10 ED UCATION O F F IC E R - responsible dances etc are a risk to the safety and sec­ “ It is incredible that any right-thinking for all matters concerning education. Editor - Mike Rann urity of Students Association property people could seriously suggest, as some (your $28.00 worth). If we are to contin­ MP’s did, that the Bill would lead to the 11 INTERNATIONS AFFAIRS OFFICER ue providing these services either the van­ breakdown of New Zealand society or to - all matters concerning Internation Technical Editors - Malcolm Walker • dalism must be prevented or the Executive a disasterous fall in the country’s birth Affairs. and Jeremy Templar. will have to close down the facilities at rate,” Mr. Blincoe continued. “ And for night until it stops. MP’s to talk paternalistically of their com­ 12CULTURAL AFFAIRS OFFICER- Advertising Manager - Paul Gilmour There has been damage to the pool passion for homosexuals yet deny them responsible for the co-ordinations of room also at night and this has forced the legal right to be what they are is sheer the creative activities of all clubs. Reporter - Rob Greenfield the closing of the pool room after 7 p.m. hypocrisy.” Thanks to Raewyn Stone, as was the case in 1974 when damage Mr.
    [Show full text]
  • The National Context of Schooling
    Improving School Leadership Activity Education and Training Policy Division http://www.oecd.org/edu/schoolleadership DIRECTORATE FOR EDUCATION IMPROVING SCHOOL LEADERSHIP COUNTRY BACKGROUND REPORT FOR NEW ZEALAND This report was prepared for the New Zealand Ministry of Education for the OECD Activity Improving School Leadership following common guidelines the OECD provided to all countries participating in the activity. Country background reports can be found at www.oecd.org/edu/schoolleadership. New Zealand has granted the OECD permission to include this document on the OECD Internet Home Page. The opinions expressed are not necessarily those of the national authority, the OECD or its Member countries. The copyright conditions governing access to information on the OECD Home Page are provided at www.oecd.org/rights 1 CONTENTS Index of tables ..................................................................................................................................... 4 Index of Figures .................................................................................................................................. 4 Chapter One – The national context of schooling ............................................................................... 5 1.1 Economic, social and cultural background ........................................................................ 5 1.2 Broad population trends ..................................................................................................... 6 1.3 Economic and labour market trends
    [Show full text]
  • New Zealand: Full Review 1 New Zealand
    Upper Secondary Education in New Zealand: Full Review 1 New Zealand Full Review By Sharon O’Donnell Aim and purpose ■ What is the stated aim and purpose of this stage of education, e.g. linked to entry to higher education, the world of work; a broad aim of personal and societal enrichment etc.? ■ Are these aims and purposes influenced by an overarching national plan for education or do they reflect the influence of international organisations such as the OECD? The education system those in hardship, find a out what the Government in New Zealand aims to better future; to enable intends to do during the create better life choices everyone to succeed; and period 2016-2020 to achieve and outcomes for New to create the foundation these aims. Of particular Zealanders; to equip for a flourishing society note in terms of senior them to thrive in the and a strong economy. secondary schooling (for rapidly developing global The four-year education 15/16- to 18-year-olds) are the environment; to help plan Ambitious for New ambitions to: young people, especially Zealand (MoE, 2016a) sets ■ improve student-centred pathways ■ provide better ‘tailoring’ so that educational services are responsive to the diverse needs of every student in the context of the future economy ■ raise the aspirations of all children and students ■ offer better and more relevant pathways through the education system and beyond into the workplace and society ■ strengthen inclusion. The plan links to the Tertiary and numeracy; and The long-term aim is to Education Strategy 2014-
    [Show full text]
  • Defending the High Ground
    Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. i ‘Defending the High Ground’ The transformation of the discipline of history into a senior secondary school subject in the late 20th century: A New Zealand curriculum debate A thesis presented in partial fulfilment of the requirements for the degree Doctor of Philosophy in Education Massey University (Palmerston North) New Zealand (William) Mark Sheehan 2008 ii One might characterise the curriculum reform … as a sort of tidal wave. Everywhere the waves created turbulence and activity but they only engulfed a few small islands; more substantial landmasses were hardly touched at all [and]…the high ground remained completely untouched. Ivor F. Goodson (1994, 17) iii Abstract This thesis examines the development of the New Zealand secondary school history curriculum in the late 20th century and is a case study of the transformation of an academic discipline into a senior secondary school subject. It is concerned with the nature of state control in the development of the history curriculum at this level as well as the extent to which dominant elites within the history teaching community influenced the process. This thesis provides a historical perspective on recent developments in the history curriculum (2005-2008) and argues New Zealand stands apart from international trends in regards to history education. Internationally, curriculum developers have typically prioritised a narrative of the nation-state but in New Zealand the history teaching community has, by and large, been reluctant to engage with a national past and chosen to prioritise English history.
    [Show full text]
  • Samoan Research Methodology
    VolumePacific-Asian 23 | Number Education 21 | 2011 Pacific-Asian Education The Journal of the Pacific Circle Consortium for Education Volume 23, Number 2, 2011 SPECIAL ISSUE Inside (and around) the Pacific Circle: Educational Places, Spaces and Relationships SPECIAL ISSUE EDITORS Eve Coxon The University of Auckland, New Zealand Airini The University of Auckland, New Zealand SPECIAL ISSUE EDITORIAL COMMITTEE Elizabeth Rata The University of Auckland, New Zealand Diane Mara The University of Auckland, New Zealand Carol Mutch The University of Auckland, New Zealand EDITOR Elizabeth Rata, School of Critical Studies in Education, Faculty of Education, The University of Auckland, New Zealand. Email: [email protected] EXECUTIVE EDITORS Airini, The University of Auckland, New Zealand Alexis Siteine, The University of Auckland, New Zealand CONSULTING EDITOR Michael Young, Institute of Education, University of London EDITORIAL BOARD Kerry Kennedy, The Hong Kong Institute of Education, Hong Kong Meesook Kim, Korean Educational Development Institute, South Korea Carol Mutch, Education Review Office, New Zealand Gerald Fry, University of Minnesota, USA Christine Halse, University of Western Sydney, Australia Gary McLean, Texas A & M University, USA Leesa Wheelahan, University of Melbourne, Australia Rob Strathdee, Victoria University of Wellington, New Zealand Xiaoyu Chen, Peking University, P. R. China Saya Shiraishi, The University of Tokyo, Japan Richard Tinning, University of Queensland, Australia ISSN 1019-8725 Pacific Circle Consortium for Education Publication design and layout: Halcyon Design Ltd, www.halcyondesign.co.nz Published by Pacific Circle Consortium for Education http://pacificcircleconsortium.org/PAEJournal.html Pacific-Asian Education Volume 23, Number 2, 2011 CONTENTS Editorial Eve Coxon 5 Articles Tala Mai Fafo: (Re)Learning from the voices of Pacific women 11 Tanya Wendt Samu Professional development in the Cook Islands: Confronting and challenging 23 Cook Islands early childhood teachers’ understandings of play.
    [Show full text]
  • Factsheet: International Education in New Zealand • in 2017 125,392
    Factsheet: International Education in New Zealand • In 2017 125,392 international students studied in New Zealand, contributing to a thriving and globally connected New Zealand. • International education is New Zealand’s fourth largest export earner valued at $5.1 billion. It makes an important contribution to our national and regional economies. • This $5.1 billion was comprised of $4.8 billion from international students visiting New Zealand and $0.3 billion from education and training goods and services delivered offshore. • A larger share of economic value was attributed regionally in 2017 than in previous years – largely due to a small decrease in the number of students studying in Auckland. Please note, however, that international education continues to be very significant for Auckland and its economic contribution remained strong at $2.76b in 2017, and just over half (56%) of the national figure (in line with a value over volume focus and sustainable growth). The next largest economic contributions were received in university regions, that is, by Canterbury (10%), Wellington (9%) and Waikato and Otago (both 6%). Fourteen percent of the total economic contribution in 2017 was spent outside the regions where students were based (e.g. while living in one region students are busy domestic tourists; while living in one region students also consume food grown in other regions). • Just under 50,000 jobs are supported by the international education sector. This is made up of 47,500 jobs onshore connected to visiting students, and a further 2,141 jobs (973 in New Zealand and 1,168 offshore) from offshore activity in 2017.
    [Show full text]
  • NZ Sociology 28:3
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by AUT Scholarly Commons Crothers Appendix: The New Zealand Literature on Social Class/Inequality Charles Crothers A broad account of the New Zealand class system can be readily assembled from popularly-available sources such as the item in the official New Zealand online Encyclopaedia Te Ara or the Wikipedia entry, together with common knowledge. Having provided a sketch, this appendix then goes on to provide a brief overview and then listing of a bibliography on Social Class/Inequality in New Zealand. Traditional Māori society was strongly based on rank, which derived from ancestry (whakapapa). There were three classes – chiefs, commoners and slaves - with very limited mobility between them. Chiefs were almost invariably descended from other chiefs, although those in line to take up a chieftainship would be bypassed in favour of a younger brother if they did not show aptitude. In some tribes exceptional women could emerge to take on leadership roles. Prisoners of war were usually enslaved with no rights and often a low life expectancy. However, children of slaves were free members of the tribe. Contemporary Māori society is far less hierarchical and there are a variety of routes to prominence. European settlement of New Zealand came with a ready-made class structure imposed by the division between cabin and steerage passengers with the former mainly constituting middle class with a sprinkling of upper class ‘settlers’. This shipboard class division was reinforced by the Wakefield settlement system which endeavoured to reproduce a cross-section of UK society in the colony, with the mechanism that capital was needed by the middle/upper class to provide the frame in which the working class voyagers (they were only retrospectively entitled to be termed ‘settlers’) could be put to work.
    [Show full text]
  • Primary and Secondary School Science Education in New Zealand (Aotearoa) – Policies and Practices for a Better Future
    Primary and Secondary School Science Education in New Zealand (Aotearoa) – Policies and Practices for a Better Future Prepared by David M Vannier, PhD With funding from the sponsors of the Ian Axford (New Zealand) Fellowships in Public Policy August 2012 Established by the Level 8, 120 Featherston Street Telephone +64 4 472 2065 New Zealand government in 1995 PO Box 3465 Facsimile +64 4 499 5364 to facilitate public policy dialogue Wellington 6140 E-mail [email protected] between New Zealand and New Zealand www.fulbright.org.nz the United States of America © David M Vannier 2012 Published by Fulbright New Zealand, August 2012 The opinions and views expressed in this paper are the personal views of the author and do not represent in whole or part the opinions of Fulbright New Zealand or any New Zealand government agency. ISBN 978-1-877502-34-7 (print) ISBN 978-1-877502-35-4 (PDF) Ian Axford (New Zealand) Fellowships in Public Policy Established by the New Zealand Government in 1995 to reinforce links between New Zealand and the US, Ian Axford (New Zealand) Fellowships in Public Policy provide the opportunity for outstanding mid-career professionals from the United States of America to gain firsthand knowledge of public policy in New Zealand, including economic, social and political reforms and management of the government sector. The Ian Axford (New Zealand) Fellowships in Public Policy were named in honour of Sir Ian Axford, an eminent New Zealand astrophysicist and space scientist who served as patron of the fellowship programme until his death in March 2010.
    [Show full text]
  • 11. How 'Specialese' Maintains a Dual Education System in Aotearoa New
    11. HOW ‘SPECIALESE’ MAINTAINS A DUAL EDUCATION SYSTEM IN AOTEAROA NEW ZEALAND BERNADETTE MACARTNEY INTRODUCTION I found it difficult to settle on a way of approaching and understanding my own and other families’ experiences of education through our eyes and those of our children, grandchildren, siblings, cousins and other family members. I have been writing, studying, researching, observing, thinking, teaching, advocating and talking so much and often not getting very far, since our daughter Maggie Rose was ‘diagnosed’ 17 years ago that it’s hard not to get tired of saying the same things. I know I’m not the only parent who has to fight similar battles over and over. Unfortunately I hear people whose adult children are now in their 30s and 40s saying the same things about their experiences of being excluded from and within education. National New Zealand organisations such as People First, IHC Advocacy, CCS Disability Action, Inclusive Education Action Group and the Disabled Persons Assembly speak as and on behalf of disabled people. Disabled people, their families and allies are providing the critique that our education system needs to inform its transformation. For some years before I moved to Wellington, I was operating under the (false) assumption that research conclusions, disabled people’s voices, the influence and leadership of the human rights discourse reflected in the Education and Human Rights legislation, United Nations Conventions, the New Zealand Disability Strategy (Ministry of Health, 2001), early childhood and school education curriculum documents and resources, shared a consensus view about inclusive education. I anticipated that we would have dismantled our dual special-regular education system and replaced it with a fully inclusive one by now.
    [Show full text]
  • New Zealand's Bold Experiment
    New Zealand’s Bold Experiment I 1 Introduction n 1989 New Zealand embarked on what is arguably the most I thorough and dramatic transformation of a state system of compulsory education ever undertaken by an industrialized country. Under a plan known as Tomorrow’s Schools this island nation of 3.8 mil- lion people abolished its national Department of Education, which had overseen state schools for decades, and turned control of its nearly 2,700 primary and secondary schools over to locally elected boards of trustees.1 Virtually overnight, legal responsibility for governing and managing New Zealand’s state schools shifted from professional bureaucrats to boards dominated by lay volunteers, and one of the world’s most tightly con- trolled public educational systems became one of the most decentralized. The Labour Party government in power at the time also installed new systems for financing state schools and holding them accountable, and it replaced the Department of Education with a much smaller Ministry of 1. Throughout this book we use the term Tomorrow’s Schools to refer to the set of reforms that were enacted between 1989 and 1991, including the 1991 changes made by the government controlled by the National Party that introduced full parental choice. We use Tomorrow’s Schools to refer to the policy paper, whose full title is Tomorrow’s Schools: The Reforming of Education Administration in New Zealand, that outlined the Labour government’s 1988 reform package. 3 4| New Zealand’s Bold Experiment Education charged with making policy recommendations rather than run- ning schools. Two years later New Zealand ratcheted the stakes of school reform up another notch.
    [Show full text]
  • Education System New Zealand
    The education system of N ew Zealand described and compared with the Dutch system Education system | Evaluation chart Education system New Zealand This document contains information on the education system of New Zealand. We explain the Dutch equivalent of the most common qualifications from New Zealand for the purpose of admission to Dutch higher education. Disclaimer We assemble the information for these descriptions of education systems with the greatest care. However, we cannot be held responsible for the consequences of errors or incomplete information in this document. With the exception of images and illustrations, the content of this publication is subject to the Creative Commons Name NonCommercial 3.0 Unported licence. Visit www.nuffic.nl/en/home/copyright for more information on the reuse of this publication. Education system New Zealand | Nuffic | 1st edition, June 2011 | version 3, January 2015 2 Education system | Evaluation chart Education system New Zealand Education system New Zealand PhD/Doctoral Degree L8 (PhD) 3 Postgraduate diploma L7 Graduate certificate - L7 Master L7 Graduate diploma (university education) ½-1 ½-1 Postgraduate certificate L6 Graduate certificate - L6 1-2 Graduate diploma ½ ½-1 postgraduate Bachelor honours L6 (university education) 1 Bachelor diploma L6 Diploma L5 (university education) (higher professional education) 1 Certificate L5 undergraduate (higher professional education) 3 1 NCEA 3 L4 (senior secondary education) 1 NCEA 2 L3 (senior secondary education) 1 NCEA 1 L2 (senior secondary general education) 1 Secondary education L2 (junior secondary education) 2 Primary education L1 (primary education) 8 0 Duration of education Education system New Zealand | Nuffic | 1st edition, June 2011 | version 3, January 2015 3 Education system | Evaluation chart Education system New Zealand Evaluation chart The left-hand column in the table below lists the most common foreign qualifications applicable to admission to higher education.
    [Show full text]