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    Māori, Catholic, education in Aotearoa New Zealand : a thesis presented in partial fulfillment of the requirements of the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2021) Lawson, Vicky
    This thesis investigates Māori participation in Catholic education in Aotearoa New Zealand. The purpose of this study is to provide a specific understanding on the Māori perspective of Catholic education, that involves the identification of cultural values and beliefs in relation to Māori practices of tikanga. The intention of this thesis is not to suggest how Catholic educational institutions of Aotearoa New Zealand should govern, manage, or operate themselves. Rather, it provides a snapshot of the Māori Catholic perspective of ‘tika’ or rightness. With the vast majority of Catholic primary and secondary schools legislated as State-integrated schools under the Private School Conditional Integration Act, 1975, the Roman Catholic Church has an obligation to monitor the reasonable steps that school boards, proprietors and diocese education offices are taking to ascertain and consider the views and concerns of Māori communities (Education Act, 1989). Both historical and contemporary trends and patterns are analysed in this thesis, including legislation and State policy, in order to identify the reasons why there is a disconnection between Catholic educational policies and the educational aims of and for Māori. Major educational policies are reviewed alongside the wider political ideologies in order to illustrate the connections between the position of Māori in Aotearoa New Zealand and the likelihood that the educational aspirations of Māori will be met. A life history approach using oral narratives was used to examine the reality of the participants’ lives growing up, being educated, and navigating through the dual worlds of Te Ao Māori (Māori world) and Te Ao Katorika (Catholic world). This approach adds a personal element that brings life to the findings.
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    The phenomenon of special character in New Zealand state integrated schools : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Albany
    (Massey University, 2000) O'Donnell, Susan
    This is a case study research project within a naturalistic research paradigm. It explores the nature, meaning and significance of the Special Character of New Zealand State Integrated schools. Utilising qualitative techniques of data collection and analysis, it focuses specifically on the cultures of two urban, single sex, Catholic secondary schools. In the area of Catholic education, the theoretical framework for the research draws from a range of Vatican documents, contemporary international research in the field of Catholic education and the experience of the researcher as an educator in the New Zealand Catholic education system. In terms of theories of organisational culture, it has been influenced by the work of Beare, Caldwell & Milliken (1991), Schein (1992) and Neville (1994). Under the Private Schools Conditional Integration Act, 1975, a Catholic school in New Zealand is a State Integrated school, providing an education with a Special Character. As such, it has both secular and religious purposes. As a State school, it delivers the New Zealand national curriculum in common with all secondary schools. As a Catholic school, its purpose is the development of the religious knowledge, faith and spirituality of its students within the specific context of the religious and educational tradition of the Roman Catholic Church. Under the Act, the maintenance and preservation of its Special Character is a legally binding responsibility for each school in partnership with the Crown. Exploring the culture of each research school, this study examines those features that give rise to its distinctiveness and substance to its Special Character. It investigates the meaning attributed to the term 'Special Character' and considers issues arising from these perceptions. The process of Special Character transmission is outlined and its implications are discussed. These areas are explored through four major emergent themes, including cultural confluence, the significance of founding traditions, cultural transmission process and shared spirituality. Finally, in the light of the distinctive features that constitute the Special Character of the Catholic secondary school culture and the processes that both maintain and preserve it, a Grounded Theory of Special Character culture is proposed.
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    For the common good : the Catholic educational mission in transition, 1943-1965 : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University
    (Massey University, 2005) Collins, Jenny
    This thesis examines the complex historical and political processes that helped to forge, shape and renew the Catholic educational mission during a period of significant change, 1943-1965. It utilises a qualitative methodology, including a "situated reading" of documentary, archival, visual and oral accounts to illustrate how Catholic educators worked to improve the educational standards of their schools and to promote the examination success of pupils while protecting distinctive religious and Cultural values and the autonomy of the Catholic education system from state control. The nineteenth-century mission to provide a basic primary schooling to all Catholic pupils and a secondary schooling for the select few was shaped by an Irish and Roman inheritance, diocesan structures, the characteristics of teaching orders and by distinctive religious, cultural and pedagogical values, gendered practices, and the religious formation of Catholic teachers. From 1943 to 1965, the educational mission expanded to provide a secondary schooling for all Catholic pupils. It encompassed four goals: the transmission of faith and cultural practices; the social and educational advancement of all Catholic pupils; their successful integration as citizens in New Zealand society; and the promotion of religious and intellectual leaders. In the context of the 1944 Thomas reforms, Catholic educators defended the autonomy of their schools from state interference and the distinctive characteristics of Catholic education from "secular" values. In the post-war years Catholic teachers resolved tensions between religious and secular goals by infusing curriculum subjects with religious values and promoting a Catholic world view. At the same time they utilised state models of teacher training and the expertise of inspectors to improve the educational standards of Catholic schools while incorporating pedagogical and curriculum advances to ensure the "secular" success of Catholic pupils. This thesis demonstrates issues that cross State-Catholic educational boundaries: the process of educational policymaking, the role of the State in education, issues of citizenship, power, identity, gender and difference. By exploring the political, cultural and religious context of teachers' and pupils' lives, the location of Catholics in New Zealand society and conflicts over educational values it reshapes understandings about the nature and compass of education in New Zealand.