The experiences of first generation doctoral students: Hana Turner - PhD:
Top Questions and Answers Q. See He Kohikohinga Rangahau: We are working on producing an update in ! Interviewing people within my hapu was better than I could have imagined.
It was connected to shared histories of our whenua.
It was simultaneously invigorating and novel, but contained patterns of familiarity that allowed me to make meaning and connect. As a PhD student, learning how to do research ethically, maintaining assurance of confidentiality and anonymity of accounts, was paramount.
Researching among people who may know one another, and could be potentially identified meant there was no room for error. Information I was privy to in setting up interviews, and that was shared in the interviews, did not go any further than me.
Quoted material was often selected on the basis of not being identifiable, and key identifiable information was changed. This is important to validate in the discipline of psychology where our ways of life, patterns of practice, and social meanings are invisibilised, denied, or appropriated to reduce the meaning this has in our lived experiences.
Given the importance of validating local knowledge bearers within the community, as a more experienced researcher, I now give participants the option of being named in relation to their material or for their contribution to be anonymous, at the outset.
This involves a more time consuming process of going through summary reports of participant interviews to identify which areas to be named or remain anonymous. However, as a researcher who has been supported by their hapu to develop a research profile, through the quality of the knowledges shared by the hapu, and developing analyses that attend to key questions in psychology, this is vital.
It is important to validate the hapu individuals who collectively hold the answers to psychological challenges faced by our people, and the capacity to enact community solutions. The type of research I do covers various aspects of language.
I am interested in how speech and language develops in children, how to adapt English language assessments into other languages and multilingualism in the communities of New Zealand. Looking back to when I first became involved in research with both communities I feel somewhat embarrassed.
I know that I made mistakes culturally because I made assumptions about how to go about doing the research. Be humble and respectful I know more about language and linguistic research than the average person because of my training.
However, I am now mindful that the way I generally do linguistic research is based on a tradition established with numerous studies into English and other European languages.
A powerful example of why I should question this was brought home to me while working on a child language project in Samoa. I was invited to come along to a therapy session with a child with Downs Syndrome. This child had an older sibling aged around three who was also present.
While observing the session I became increasingly aware of how still and focussed the three year old was during the entire time.angaanga oire kapiti (community involvement), te reo Maori Kuki Airani (Cook Island Maori language), and auora (physical and spiritual wellbeing).
The elders emphasised the importance of these values underlying culturally responsive practice in the Cook Islands.
Cath Fraser Literature review Becoming effective teachers for under students: Using kaupapa Màori theory framework. 'He Tangata, He Whenua, He Oranga' is proudly ‘iwi-led’, and seeks to apply a regional framework to grow the Tai Tokerau Māori economy, strengthen local level strategic alignment plans and activities, and draw relevant connections to other economic growth plans and activities at a national level.
This paper discusses the establishment and review of a development project which sets out to provide culturally supportive mentoring for Maori and Pasifika apprentices.
framework, and then describes how university mentors, mentor teachers, and the preservice teachers iteratively use Te Poutama to guide and support the learning pathway for each preservice teacher toward adaptive expertise and action competence as culturally responsive. Leadership Training for Māori in Public Health mentoring, strategy sharing and retention of Māori staff in the public health sector.
This programme follows an action learning approach and is NOT on the NZQA framework.
Leadership Training for Māori in Public Health mentoring, strategy sharing and retention of Māori staff in the public health sector. This programme follows an action learning approach and is NOT on the NZQA framework. Any queries please contact Tania directly - [email protected] Te Ara Tika Guidelines for Māori Research Ethics: A framework for researchers and ethics committee members. Auckland: Health Research Council of New Zealand. The Takarangi Competency Framework These are the essence statements especially interpreted for use with Ngá Púkenga Ahurea (the 14 competencies) of the Takarangi Competency Framework srmvision.com Created Date.
Any queries please contact Tania directly - [email protected]