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    Getting insight into the wellbeing needs of Māori youth : perspectives of students attending alternative education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology at Massey University, Albany, New Zealand
    (Massey University, 2020) Haerewa, Madeleine Amy
    This research seeks to explore the wellbeing needs of rangatahi Māori (Māori youth) who attend alternative education (AE) in New Zealand (NZ). Rangatahi Māori have a significant disadvantage compared to non-Māori due to disparities in educational attainment and mental health standing. Rangatahi Māori who attend AE are at an even greater disadvantage as they have been excluded from mainstream education, and in attending AE, are identified as a population of youth displaying the highest proportion of health-risk behaviours in NZ. This research produces evidence that holistic approaches to wellbeing are needed to improve outcomes for rangatahi Māori. The study develops a methodological framework for a Māori-centred research praxis, using pūrākau as a form of narrative inquiry and photo-elicitation as an ancillary tool in facilitating rangatahi Māori voices. Both rangatahi Māori and their AE tutor’s perspectives are collected through kanohi-ki-te-kanohi (face-to-face interviews) and focus groups. Key findings identify a range of wellbeing needs for rangatahi Māori, in their whānau (family), school and personal life, after they have navigated mainstream education and are placed within AE environments. Findings demonstrate the importance of rangatahi Māori feeling connected in their relationships and with their environment. This includes relationships with their whānau, tutors, romantic relationships, friendships and connection to their school environment. Rangatahi Māori need to have positive connections with the people in their life and their environment to best support their wellbeing. Findings indicate that whānau-like environments within AE promote school engagement. Furthermore, rangatahi Māori are advantaged when their connections and networks in the greater community are facilitated through their whānau-like relationships within AE. This thesis contributes new knowledge about the wellbeing needs of rangatahi Māori and concludes that a wider pūnaha hauropi (socio-ecological system) approach should be considered to optimise the wellbeing of rangatahi Māori who have or are at risk of experiencing school disenfranchisement.
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    An investigation into Māori students' academic disengagement from the mainstream education system and re-engagement in the alternative education system : a thesis completed in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Palmerston North, New Zealand
    (Massey University, 2015) Huxford, Robert
    The purpose of this study was to understand the academic disengagement and re- engagement process from the perspective of Māori students enrolled in New Zealand Alternative Education (AE). Specifically, this study focused on students’ perceptions of the factors that influenced their lack of success in the mainstream school setting, the motivational and engaging factors that lead to them enrolling in an alternative education school, and the factors that are maintaining their success either in the Alternative Education setting or back in mainstream education. Six Māori students participated in semi-structured interviews. The criteria for selection were that the students had shown positive re-engagement to their academic learning. The main barriers to student success in mainstream education were their poor attendance along with disruptive behaviour. Students did not feel that teachers and peers in mainstream believed they could do the work and they lacked self-efficacy while attending mainstream in that they could not perceive themselves achieving academically. The findings from this study confirm what the literature suggests, in that becoming academically disengaged is a process taking place over a period of several years and not a one off event. Interpreting the ‘voices’ of the students strongly suggested that early intervention in addressing issues of academic engagement could reduce the number of students disengaging from mainstream education. Students interviewed in this study retrospectively became aware of the negative effect of their behaviour on their learning in mainstream after experiencing the Alternative Education. Students developed a new sense of self belief and determination and the new engagement with their academic work seemed to directly fuel even further motivation to succeed at their schoolwork. The Alternative Education system was highly beneficial and directly responsible for the students re-engaging in their academic learning.
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    Alternative education and community wellbeing : a case study of Tutu Rural Training Centre in Taveuni, Fiji : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Development Studies at Massey University, Palmerston North, New Zealand
    (Massey University, 2013) Connor, Steve
    Conventional western education has effectively become global education and yet it is largely unchallenged. The few who dare to challenge, what is arguably orthodox development’s main ally, highlight concerns. Education, it is argued, promotes elite capture, homogenises diversity, and disconnects students from their own communities and places that give their lives meaning. Formal education is fundamental to economic growth. It prepares people for work and carries the message of materialism. However, this study argues economic growth brings income disparity creating extremes of wealth and poverty, resource depletion and major environmental issues, further challenging education’s emphasis. This study sought to find an alternative approach to education. This approach is informed by postdevelopment thinking, indigenous values and indigenous education. Place-based education is an existing education modality which was found to conform to postdevelopment principles. A case study of Tutu Rural Training Centre in Taveuni, Fiji was used to explore if the training provided could be described as place-based education. Wellbeing is investigated and presented as an indicator of education effectiveness. The enhancement of community wellbeing, therefore, is used to assess Tutu RTC in comparison to formal education. This research found that Tutu RTC was far more effective than formal schooling in enhancing the wellbeing of the Tutu community. It also found Tutu RTC could be described as indigenous education, postdevelopment-informed education, and place-based education. Generalisations were made from these findings that have implications for the policy, practice and philosophy of the global business of formal education.
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    The historical evolution and contemporary status of Montessori schooling in New Zealand, as an example of the adaptation of an alternative educational ideal to a particular national context : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2004) Shuker, Mary Jane
    There have been two distinct phases of the Montessori method of education in New Zealand. The first began in 1912 and continued into the 1950s. The second phase, starting in 1975, has resulted in over one hundred Montessori early childhood centres being established throughout the country. In this thesis I examined the historical evolution and contemporary status of Montessori schooling in New Zealand, as an adaptation of an alternative educational ideal to a particular national context. To situate this study, the history of the Montessori movement was investigated, taking into consideration the particular character and personality of its founder, Dr. Maria Montessori (1870-1952). It is argued that the apparent contradictions of Montessori, who claimed to be both a scientific educator and a missionary, help explain the endurance of her method. The thesis further maintains that Montessori became a global educator whose philosophy and pedagogy transcends national boundaries. The middle section of this thesis examines the Montessori movement in New Zealand during the first phase and the second phase, highlighting the key role that individuals played in spreading Montessori's ideas. The major aim was to examine how Montessori education changes and adapts in different cultures and during different time frames. The thesis concentrates on New Zealand as a culturally specific example of a global phenomenon. The final section of the thesis is a case study of a Montessori early childhood centre examining the influence of Government policy and how the development of the centre supports the ongoing implementation of Montessori's ideas. The perceptions of Montessori teachers, former parents and students regarding the nature and value of Montessori education are also considered. Finally, observations carried out as part of the case study are analysed to further demonstrate the ways in which the original ideas of Montessori have been reworked to suit a different historical and societal context. It is concluded that Montessori is a global educator whose philosophy and pedagogy transcends national boundaries. Nonetheless, the integration of Montessori education within any country, including New Zealand, does result in a culturally specific Montessori education.