Search results

This chapter presents results of a study that investigated the social information grounds of 45 Māori students ages 16–18 when they are at school.

A mixed research method was used. The quantitative approach was based on a survey questionnaire that was distributed to the students to gather data about their social information behaviour in four schools. The qualitative approach used six focus groups of students to discuss the behaviour.

Māori students exchange, share and seek information within their social networks in six different places in their schools. These places are best described as social information grounds, as defined by Fisher, Naumer, Durrance, Stromski, and Christiansen (2005).

The research identifies the importance that Māori students place on information obtained through interpersonal transactions particularly within their social networks. These social networks play an integral role in assisting Māori students to understand the social and educational environment of which they are part.

This chapter focuses on information grounds and indigenous teenage youth, an understudied area of research. It uses the information grounds theory to explore the social networks of Māori secondary school students in New Zealand.

This paper responds to an invitation from the Editor to write about how the COVID-19 virus has impacted on New Zealand and possible future outcomes, which are presented as three scenarios.

This paper uses a scenario-based methodology to outline the implications of COVID-19 in New Zealand. Three different scenarios are presented for consideration.

There is a need for adaptability and flexibility in the way that New Zealand approaches how it recovers from the impact that COVID-19 has had. Specific challenges for libraries are to ensure that they can continue to deliver resources and services to their communities in a fast-changing environment.

There will be a substantial number of research opportunities in the years ahead to identify how libraries were able to contribute to recovery efforts.

This is a thought piece, delivered as scenarios. It only presents the views of the author.

This investigation aims to highlight the need for the information professions globally to value diverse knowledge paradigms in a world where people from diverse cultures and backgrounds interact with information on a daily basis. We provide examples from the Library and Information Science (LIS) profession in New Zealand which has been shaped by socially and culturally inclusive education and practices which take into account diverse ways of knowing and understanding the world and information.

An investigation into socially and culturally inclusive LIS education initiatives worldwide contextualizes a discussion of current LIS curricula in New Zealand and their delivery. The achievements and challenges in LIS education, the library profession, and library service are considered alongside the rich and varied nature of New Zealand society and the provision and accessibility of library services.

LIS education is at the start of this process, and New Zealand education providers promote a range of socially and culturally inclusive practices within their programs resulting in LIS graduates who are equipped to make ongoing contributions to an inclusive society through their professional work. We conclude that these three inseparable components of LIS in New Zealand result in social and cultural inclusion, but can always be further enhanced.

This chapter draws attention to the absence of consideration for non-Western knowledge paradigms in LIS curricula worldwide, and brings together diverse examples, mandating for library services and a library profession that reflect the rich social and cultural makeup of the communities we serve. We conclude that three inseparable components of LIS in New Zealand result in social and cultural inclusion, and there is always opportunity for further enhancement.

Kaupapa Māori research brings to the centre and normalises Māori academic success in higher education in Aotearoa/New Zealand. Identity as Māori, through Iwi (tribal) affiliations and as tangata whenua (people of the land), are foundational values from a Māori world view. Strong Māori identity is significantly a consistent element in the stories of Māori academic successes. It is part of the ‘cultural capital’ that tauira Māori (students and graduates) take with them into educational institutions, where little active attention is given to it. At issue on a broader level is the resounding ‘silence of the archives’, the lack of information about Māori succeeding in higher education, particularly from a Māori world view. The dominant discourse in Aotearoa/New Zealand positions us into the ‘other’ and as ‘deficit’. In a reversal of this my doctoral research asked how and why do Māori succeed in higher education. Uniquely Māori elements of whenua (land), whānau (family) and connection with marae (meeting ground and complex) are part of the how and the why of Māori academic achievement. This chapter highlights how some Māori began their journeys that result in academic successes and IT qualifications. Their haphazard access to information about IT implicates the poorly developed pathways of entry into IT studies at that time and may explain some of the low uptake of IT qualifications and IT field employment by Māori and other New Zealanders.

Māori (Indigenous New Zealanders) and Pacific students tend not to attain the same levels of educational success as New Zealanders of European descent. Addressing this problem is a particular challenge at tertiary level in science, engineering, and architecture and design (SEAD). Te Rōpū Āwhina (Āwhina), an initiative at Victoria University of Wellington (VUW), aims to produce Māori and Pacific professionals who contribute to Māori and Pacific development and leadership. The objective of this analysis was to summarise quantitative results from the first 11 years of Āwhina and to show they are consistent with an Āwhina ‘effect’; that is, a positive influence on (combined) Māori and Pacific success in the SEAD disciplines. Individual-level records held in the VUW student database were used to generate smoothed trends in SEAD and non-SEAD graduate and postgraduate degree completions since 1991. Substantial improvements in SEAD Māori and Pacific completions occurred between 1999 and 2010, including a 50%- increase in Māori and Pacific postgraduate completions relative to all SEAD postgraduate completions. In the same period, non-SEAD Māori and Pacific postgraduate completions increased at a similar rate to all non-SEAD postgraduate completions. Results were consistent with a strong Āwhina effect, which has important implications for the nature of tertiary institutions, their cultural and social disconnection with Indigenous and minority students, and their social obligations and responsiveness. This analysis did not account for students who did not complete a qualification or include key confounders such as entry qualifications and gender. Definitive confirmation of an Āwhina effect is the subject of ongoing research.

to provide a bicultural perspective on the views of people who have completed cancer treatment and, of health providers.

Qualitative study using semi-structured interviews with 29 individuals (people who had recently completed cancer treatment and health providers). General inductive analysis was undertaken with all interview data, and a Kaupapa Māori approach was employed with the data from Māori participants.

Themes for Māori participants are as follows: (1) understanding health information is enhanced by connection and relationship; (2) the “professional” is personal and (3) enduring beyond cancer is “our” responsibility. Themes for non-Māori participants are as follows: (1) from survivorship to living with and beyond cancer; (2) from the hospital to primary care and (3) support for living with and beyond cancer.

Positive relationships, communication and self-determination are important for Māori making the transition from hospital to the community after cancer treatment. Well-coordinated processes and services are vital for supporting transitions from hospital to community for non-Māori living with and beyond cancer.

This research presents the diversity of Māori and non-Māori experiences of living with and beyond cancer, adding to the limited New Zealand literature regarding post-treatment supportive care. This paper is among the first to undertake separate interviews and thematic analyses of Māori and non-Māori experiences, and to report these separately. Determinants of positive survivorship experiences are identified, specifying a central and expanded role for cancer care services.

Fear is seldom reported in the research literature on barriers to accessing general practitioner (GP) care. One reason may be that some patients are unwilling to admit to fear of this care. This is especially so for patients who, for social, cultural and historical reasons, have a poor sense of self, or do not wish to challenge professionals, or both. In New Zealand, the Maori and Pacific peoples are disproportionately characteristic of these patients and have poor access to GP care, including asthma in children. This paper contributes to the literature on using key informants to interpret another group’s needs, and integrates and adds to known patient attitudes that can hinder access to GP services.

Decisions on changes in administration are as old as recorded history if we may judge from the example to be found in Exodus in which Jethro persuaded Moses to delegate some of his responsibilities so that he would not “wear away”. But the study of such decisions with the idea of deriving principles which may conceivably guide the behaviour of administrators is comparatively recent. For the student of educational administration a case study of the events and influences surrounding a particular administrative act, which can be examined and discussed, so that the springs of action are defined and assessed, offers material for such study. With these thoughts in mind, the authors of this paper have analysed the circumstances that led to the governmental decision to transfer the administrative control of the separate group of Maori primary schools in New Zealand from the central Department of Education to the regional education boards. The mode of decision also raises questions and issues that may be instructive in the study of administrative change.

This study offers a Bourdieu-oriented analysis of the tax compliance practice for indigenous entrepreneurs in New Zealand. It examines the intersection of accounting and tax for Māori entrepreneurs and their relational interactions with the Inland Revenue Department (IRD)/state/Crown and accountants by considering the contextual factors of history, culture and society of Māori.

Qualitative research was adopted using face-to-face in-depth interviews with 34 participants and reviewing government documents. The authors analyse the tax compliance practice by drawing on Bourdieu's concepts of field, capital and habitus to conceptualise the tax field as a site of struggle for power and control by the IRD, accountants and indigenous entrepreneurs.

This study demonstrates how the tax field is structured as a game between tax reporting, taxpaying and monitoring functions. The position within the field is determined by the actor's access to the relevant capitals and habitus. It identifies how accounting, given its centrality to tax compliance, facilitates the power relations between the IRD, accountants and Māori entrepreneurs. The Eurocentric accounting-based tax reporting and the contextual factors illuminate how indigenous entrepreneurs are being dominated in the tax field. They experienced cultural dissonance with conflicting responsibilities when traversing the collectivistic indigenous and tax fields. Their collectivism involves sharing resources as they cherish whanaungatanga (relationship, kinship) and manaakitanga (kindness, generosity), which are at odds and are not valued in the tax field.

It is an empirical illustration of the connection between accounting, tax and power for indigenous taxpayers and their relationship with the IRD/Crown and accountants. It has practical implications for developing and enhancing tax compliance in jurisdictions with indigenous taxpayers. Such an understanding is helpful for policymakers, government, business agencies and the accounting professions when assisting, empowering and educating indigenous groups regarding tax compliance.

This paper responds to the call for accounting research with modern-day indigenous peoples rather than historical ones. The paper fills a gap in the accounting and tax literature by examining the tax compliance practice of indigenous small and medium enterprise (SME) entrepreneurs using Bourdieu's framework. It identifies how the role of accounting creates, maintains and reinforces power structures in the tax field. Tax/accounting reporting based on Eurocentric rules disempowers and alienates indigenous entrepreneurs. They misrecognise their actions in reproducing the existing power structures in the tax field due to deeply held historical and cultural factors about the fear of the Crown/state and their practice of rangitaratanga (esteeming authorities).