Статті в журналах з теми "Maori leadership"

This article presents the results of a survey dealing with the role of Kaumätua in Treaty of Waitangi Claims. The author raises a number of concerns – most importantly whether enough olderMäori feel confident or knowledgeable enough to contribute to the process. The survey also revealsthat tensions exist from the exclusion of younger Maori from the process.

Purpose This paper aims to highlight the accountability reporting objectives of four Māori-controlled organizations. The examples cited reflect the core values of the indigenous Māori people of New Zealand (Aotearoa) and help demonstrate how these values are manifest in the accountability reporting of Māori-controlled organizations. Design/methodology/approach Narrative sections of ten annual reports of two small and two large Maori organizations, drawn variously from their financial years ending in the calendar years 2009 to 2014, are read closely. These organizations represent diverse tribal and regional associations in terms of size, scope and structure; and in terms of the business, social and cultural activities they pursue. Findings Three core Māori values are identified: spirituality (wairuatanga); intergenerationalism and restoration (whakapapa); and governance, leadership and respect (mana and rangatiratanga). The commitment to these values and the way this commitment is reflected in accountability reports of Maori organizations, is presented. Originality/value The examples provided, and the associated discussion, should help inform reporting initiatives of organizations that are seeking better accountability in terms of their long-term engagement with indigenous communities, the environment and broader society.

Fostering a spirit of indigenous entrepreneurship is a courageous idea and envisages a multicultural and post-colonial world. As such, it deserves support from both indigenous and non-indigenous communities. From this perspective, the author considers two aboriginal communities, the Khoi-Khoi and the Maori peoples, arguing that the fostering of an entrepreneurial spirit in such communities may be realized in part through the exchange of ideas between them and a mutual learning of lessons. In particular, the paper focuses on the importance of culture in sustaining social capital and the emotional/social intelligence necessary for entrepreneurial motivation. Fostering a culture of entrepreneurship requires the sustenance of the social capital that culture identifies, whilst maximizing trading opportunities for societies to develop. Much can be learnt from indigenous practices in indigenous communities on how to recover and maintain this vibrancy in diversity. Entrepreneurial activity provides the primal leadership that results in a reorganization of disempowered societies. Moreover, local cultural tradition is a necessary component in establishing the networking and trust that will provide the solidarity required for the emergence of entrepreneurial activity for local self-determining development.

Purpose The purpose of this paper is to reframe transformative and culturally sustaining leadership for a diverse global society by addressing the need for educational systems to better serve people of color, situated in the urban Auckland area of Aotearoa New Zealand (NZ), who have been marginalized by the societies to which they immigrate. Design/methodology/approach Grounded in an applied critical theoretical framework, this qualitative inquiry uses raw auto-ethnographical data gleaned from a case study featuring the voice of Deva, a Malaysian Punjabi woman educator, who is also an aspiring school leader. In aspects of her auto-ethnography, she candidly shares experiences of racism, discrimination, and oppression germane to her professional educational experiences in Aotearoa NZ. Findings Findings inform practice and policy to foster more inclusive school improvement in a bicultural and increasingly multicultural context that has historically recognized Maori (indigenous to Aotearoa NZ), Pakeha (of European descent), and Pacific Islander (e.g. Samoa, Tonga, Fiji, Niue, Cook Islands) achievement in a national context. Global and international implications are included. Originality/value This contribution presents a unique perspective showcasing Deva’s direct experiences with acknowledgment of and professional positioning around Te Tiriti o Waitangi – The Treaty of Waitangi, the principles of which are now being applied not only to the rights of Maori and Pakeha, but also Pacific Islander and immigrants to the country.

ABSTRACTSt John's College Auckland has served the New Zealand church for over 150 years. In 1992 the Anglican Church in New Zealand changed its constitution to give recognition to the Pakeha, Maori and Polynesian groups in the church. The Canon concerning St John's College was also changed to reflect the new Constitutional arrangements. From that time the college was committed to recognizing the two cultural traditions in its leadership and across all aspects of the college's activities and environment. This implied significant curriculum challenges. Some difficult choices have been faced as to the relationship with a secular university and its implications for the presence in the curriculum of Anglican studies. These have been resolved in a way which honours the contextual issues and the tradition of Anglican faith.

The paper examines progress towards integrated catchment management and sustainable agriculture at Whaingaroa (Raglan), New Zealand. Application of the Canadian “Atlantic Coastal Action Program” model (ACAP) has been only partially successful within New Zealand's bicultural setting. Even before the introduction of the ACAP process there existed strong motivation and leadership by various sectors of the community. A merging of resource management planning and implementation processes of the larger community and that of the Maori community has not occurred. Research carried out by Crown Research Institutes has clearly shown the actions required to make pastoral farming more sustainable. There are difficulties in the transference to, and uptake of, these techniques by farmers. An examination of the socio-economic context is required. There has been a requirement on local government bodies to tighten their focus as part of recent reform. This has occurred concurrently with a widening of vision towards integrated and sustainable forms of management. This (as well as a clear belief in empowerment of local communities) has lead to Council reliance on voluntary labour. There is a need to account for the dynamic interaction between social and political history and the geological and biophysical history of the area. As part of a re-examination of sustainable development, New Zealand needs to reconcile the earning of the bulk of its foreign income from primary production, with the accelerating ecological deficit that it creates. A sustainability strategy is required linking consumer demand, property rights and responsibilities.

<p><strong>Resumo:</strong> Quando falamos em História Indígena, um dos momentos de maior destaque é a chamada “Guerra Guaranítica”, ocorrida em decorrência do Tratado de Madri (1750). Essa rebelião indígena é apontada como um momento de resistência ao invasor europeu. Seu principal líder foi o guarani Sepé Tiaraju. Mas geralmente se esquece que, na metade do século XVIII, muitos indígenas já conheciam bem os códigos culturais europeus, pois o contato já havia sido feito havia mais de cem anos. Este artigo se propõe a pensar como Sepé Tiaraju agiu de acordo com sua condição de guarani membro de uma redução afetada pelo Tratado de Madri e teve que ir às armas como um indivíduo que sabia como articular negociações com os ibéricos.</p><p><strong>Palavras-chave:</strong> Missões Guarani-Jesuíticas – Tratado de Madri – Lideranças Indígenas – Mediadores Culturais.</p><p> </p><p><strong>Abstract:</strong> One of the most remarkable moments of the Indigenous History is the “Guaranitic War”, that took place due to the Madri Treat (1750). This indigenuos rebelion is pointed out as a moment of resistance against the european invader. Its main leader was the guarani Sepé Tiaraju. Nevertheless, many people ignore that, in the middle of the 18th century, many indigenous have already know quite well the european cultural codes, for the first contact was held a hundred years ago. This article aim to think how Sepé Tiaraju acted accordingly to his condition of member of a reduction affected by the Madri Treat and had to take arms as an individual knowing how to articulate negotiations with the iberians.</p><p><strong>Keywords:</strong> Indigenous Leaderships – Guaraní Reductions – Treaty of Madrid – <em>Passeurs Cultureuls.</em></p>

This article offers a comparative analysis of the construction of political scenes of representation by two former Argentine presidents, Cristina Fernández de Kirchner (2008-2015) and Mauricio Macri (2015-2019), based on televised speeches and social media postings. As there is no political representation without staging, and any staging needs a material surface for its deployment, the comparative reconstruction of scenes of representation is required for understanding the impact of socio-technological transformations in the political field. Our analysis assumes that the political dramaturgy of representation entails: (a) that the leader must show a way of connecting with his constituents; (b) therefore, the leader must configure a preferred political subject (i.e., a predominant form of figurative citizenry); and (c) that this configuration constitutes a possible portion of the entire population that can be represented. According to our analysis, each leader is associated with a different type of representation scene. While one leader configures her scenes with large-scale crowds and via national television broadcasts, the other configures his encounters with individuals via social media. This engenders two opposing conceptions of citizenry, connectable to two different classes of Interpretants: a political-ideological Interpretant and an un-political and para-ideological one.

e4142119This exploratory research focuses on the work of two beginning mentors - experienced teachers - and highlights their mentoring practices, the projected images of the performed processes and their relationships. We understand those practices as intentional actions directed to their demands - derived from continuous interpretation and decision-making processes - that aims to promote the mentees’ teacher professional learning. We analyzed the mentors' practices over 19 months as the interactions they established with the beginning teachers they mentored. It was observed that each mentor is constructing a mentoring personal style. In this process, they interpret themselves inserted in a certain context and to face the situations they develop a proper response. Their mentoring behaviors and practices reveal how much they rely on their teaching practices as they also demonstrate their decisions, acts, and the recognition of themselves as mentors, making it clear that they are building a framework for mentoring. The construction of a proper way of seeing oneself as a mentor and acting as such reveals patterns of mentoring, the characteristics of social, teaching and cognitive presences and the specificities of each interaction and, in a way, the learning of teachers experienced in this process.ResumoTrata-se de uma pesquisa exploratória que se volta para a atuação de duas mentoras iniciantes – professoras experientes – enfocando as práticas de mentoria, as imagens projetadas dos processos realizados e as relações que podem ser estabelecidas entre esses dois aspectos. Compreende-se que essas práticas são processos de ações intencionais – derivadas de processos contínuos de interpretação e de tomada de decisão – voltadas para a aprendizagem profissional da docência e dirigidas às demandas dos professores iniciantes acompanhados. Foram analisadas as produções das mentoras ao longo de 19 meses e as interações estabelecidas com as professoras iniciantes que acompanharam. Observa-se que cada mentora está construindo um estilo próprio de ser mentora e nesse processo elas vão interpretando a si mesmas inseridas em determinado contexto e desenvolvendo uma resposta própria às situações enfrentadas. Seus comportamentos e práticas de mentoria revelam o quanto se apoiam na própria prática docente e ao mesmo tempo demonstram que tomam decisões, agem e se reconhecem como mentoras. Evidencia-se que elas estão construindo quadros de referência para a mentoria. A construção de um modo próprio de se ver como mentora e de atuar como tal revela padrões de mentoria, as características das presenças social, docente e cognitiva e as especificidades de cada interação e, de certo modo, as aprendizagens das professoras experientes nesse processo.Palavras-chave: Formação de professores, Programa de indução, Professores experientes, Práticas de Mentoria.Keywords: Teacher education, Induction program, Experienced teachers, Mentoring practices.ReferencesBOLÍVAR, Antonio; DOMINGO, Jesus; FERNANDEZ, Manuel. La investigación biográfico-narrativa en educación: enfoque y metodología. Madri, Espanha: Editorial La Muralla S.A., 2001.BRAGA, Fabiana Marini et al. Diálogo intergeracional virtual, conversas interativas em um Programa Híbrido de Mentoria: temas e características da abordagem de professoras experientes-mentoras, artigo não publicado, 2019.GARRISON, Randy; ANDERSON, Terry; ARCHER, Walter. Critical thinking, cognitive presence and computer conferencing in distance education. American Journal of Distance education, Pennsylvania, v.15, n.1, p.7-23, 2001. Disponível em https://www.researchgate.net/publication/245816834_Critical_Thinking_Cognitive_Presence_and_Computer_Conferencing_in_Distance_Education. Acesso em: 10 de fev. de 2010.GLICKMAN, Carl D. The Developmental Approach to Supervision. Educational Leadership. Virginia. v.38, n.2, p178-80, nov. 1980.HONG, Yihua; MATSKO, Kavita Kapadia. Looking Inside and Outside of Mentoring: Effects on New Teachers’ Organizational Commitment. American Educational Research Journal, December 2019, Vol. 56, No. 6, pp. 2368–2407.HUBERMAN, Michaël. O ciclo de vida profissional dos professores. In: NÓVOA, Antonio. (Org.). Vidas de professores. 2. ed. Porto: Porto Editora, p. 31-61, 1995.KENNEDY, Mary. Parsing the Practice of Teaching. Journal of Teacher Education, v. 67, n. 1, p. 6-17, 2016.MARCELO, Carlos; VAILLANT, Denise. Desarrollo profesional docente: Cómo se aprende a enseñar? Narcea, S.A. de Ediciones, 176p, 2009.MIZUKAMI, M. da G. N; REALI, A. R. Aprender a Ser Mentora: um estudo sobre reflexões de professoras experientes e seu desenvolvimento profissional. Currículo sem Fronteiras, v. 19, n. 1, p. 113-133, jan./abr. 2019. Disponível em: http://www.curriculosemfronteiras.org/artigos.htm Acesso em 13 de dezembro de 2019.NÓVOA, Antonio. Entre a formação e a profissão: ensaio sobre o modo como nos tornamos professores. Currículo sem Fronteiras, v. 19, n. 1, p. 198-208, jan./abr. 2019. Disponível em: http://www.curriculosemfronteiras.org/artigos.htm Acesso em 13 de dez. de 2019.REALI, Aline Maria de Medeiros Rodrigues; TANCREDI, Regina Maria Simões Pucinelli; MIZUKAMI, Maria da Graça Nicoletti. Programa de mentoria on-line: espaço para o desenvolvimento profissional de professoras iniciantes e experientes. Educação e Pesquisa. São Paulo. 34 (1), pp. 77-95. jan./abr., 2008. Disponível em: http://www.scielo.br/scielo.php?pid=S1517-97022008000100006&script=sci_abstract&tlng=pt Acesso em 5 de mai. de 2015.SNOECKX, Mireille. Formadores de Professores, uma identidade ainda balbuciante. In ALTET, Marguerite et. al. A profissionalização dos formadores de professores. Porto Alegre: Artmed. 2003.

This paper considers the language from several points of view including leadership, identity and literacy. Attention is given to possibilities for language development, recent literature and future emphases. Contents 1 Background 2 Homes and Locales 3 Language leadership and direction 4 Identity and Property 5 Literacy 6 Language Leaps 7 Concluding comments Bibliography

During 1992, many hands seized the chance to paddle the Maori education waka in the primary system.The Maori community continued to establish Kura Kaupapa Maori, immersion and bilingual programmes. Schools increased the involvement of whanau in their activities and generally attempted to improve the quality of Maori education programmes.The National Maori Congress, Te Whakakotahitanga o Nga Iwi o Aotearoa, completed a report that promoted the goal of establishing iwi education authorities. Government established an inquiry into Maori education and directed officials committees to:(a) develop a bold strategy for the protection and promotion of te reo Maori; and(b) develop a comprehensive policy for Maori education.A Maori Education Group to comment on the Minister of Education’s “Vision for Education” was established. Maori government officials and others attempted to co-ordinate an effective Maori voice in education through Te Roopu Whakahaere and Te Roopu Whanui.Tino Rangatiratanga continued its work of co-ordinating, mobilising and politicising Maori in education and challenging the effectiveness of existing or proposed government education policy.Finally, in an atmosphere of government hostility towards unions, the primary teachers’ union, the New Zealand Educational Institute (NZEI) strengthened its philosophies, policies, priorities and practices by:establishing Miro Maori as an integral part of NZEI structures;giving leadership, direction and cohesion to the development of Maori education policies; andensuring that Maori views are included in the activities, developments and changes in the general education system.In putting forward a Maori unionist’s view, there is recognition that during 1992:Maori people put a lot of energy into primary education for the purpose of improving Maori achievement, revitalizing te reo me ona tikanga Maori andstrengthening Maori participation in the education of their children;NZEI, the primary teachers’ union, gave significant support to Maori education developments; andthere was a lot of government activity and stated commitment but their work lacked rigour, direction and coherency.Although many hands paddled the Maori education waka, by the end of 1992, it had made only a minor advance from where it had been in 1991. The waka tended to veer in motion from side to side, backwards and forwards and swirled around in circles rather than tracking forwards towards achieving significant goals. The Matauranga Maori waka clearly lacks strong navigational leadership, and government in particular is paddling against the tide of Maori aspirations...

Focused group projects engaging owners and managers of Maori farm businesses were initiated on the East Coast of New Zealand. The objective was to improve productivity and profitability on-farm through enhanced capability building and collaboration. Five group projects were evaluated. Critical success factors of learning groups were identified. Leadership, communication, organisation and commitment were required from project participants and facilitators. Collaborative and interactive processes built the knowledge and confidence of farm managers. Building trust was critical. Participation of mentor farmers reinforced learning in the group. Social network building was also important. We conclude that interactive group projects are a powerful way of building confidence of farm managers to communicate issues and make clearer, more strategically aligned decisions and actions. Collaborative farm initiatives foster ownership of issues, develop farmer support networks and ultimately the confidence to change. Keywords: experiential learning, farmer group, trust.

This article considers two contemporary films in which youthful female leadership has been depicted as sea narratives. These are New Zealand director Niki Caro’s 2003 film Whale Rider, based on the 1987 short novel of the same name by Maori author Witi Ihimaera, and Disney’s 2016 animated film, Moana. There are clear similarities in the narratives and, in fact, the directors of Moana cited Caro’s Whale Rider as inspiration for their film. Both texts present the stories of young girls from Pacific Island communities and their individual and communal crises of existence and rites of passage. The classic hero’s journey merges with the iconic trope of the sea journey (both traditionally male genres) and both are presented as the personal existential quests of young girls and their subsequent transformation of the communities they eventually will lead. Both films participate in the contemporary critical pedagogical revisioning task, by providing female equivalents or parallels to previously male-dominated mythologies and narratives of heroic journeying and quest, thereby contributing to a contemporary tradition of female sheroics.

The political crisis in Venezuela is one of the most important regional developments for Brazil in 2016, aside from its own domestic crisis and the election of Macri in Argentina. The interim government has showed willingness to undertake major changes in Brazil’s regional foreign policy. The Venezuelan crisis is a parameter to analyze the political realignments after years of stability, but slower than intended progress in South American regional integration. The initial support for venezuelan opposition against the Chavist government symbolizes a swerve towards uncertainty in Mercosur and happens in the context of pressure to sign extra-regional economic agreements. Currently, interim Brazilian leadership is playing the “democracy card”, although the disrespect for democracy is not an exclusive feature of Venezuela in South America, but a recurring phenomenon in the region. Instead of blaming any side for the crisis, Brazil should use Unasur mechanisms to extinguish the fire and work for a middle path in the troubled transition of power in Venezuela. Thus, Brazil could revitalize Mercosur and persuade the South American leaders on the benefits of regionalism over unrestrained globalization. Otherwise, the Brazilian government may lose their bargaining position as a regional leader and interlocutor with the outside world; and South America may have a disordered process of globalization.

Pegawai PT Bank Pembangunan Daerah Kalimantan Barat Cabang Flamboyan harus ditingkatkan dikarenakan faktor sumber daya manusia perlu diperhatikan dalam meningkatkan kinerja kerja karena adanya pengetahuan dan kesadaran di dalam diri setiap manusia atau tenaga kerja bagi suatu organisasi. Permasalahan pada penelitian ini adalah bagaimana pengaruh gaya kepemimpinan terhadap kinerja pegawai yang dimediasi oleh kepuasan kerja dan komitmen organisasional Hasil penelitian ini dapat disimpulkan: 1) Berdasarkan hasil pengujian menunjukkan nilai probabilitas Gaya Kepemimpinan sebesar 0,000 lebih kecil dari 0,05 (probabilitas <0,05) sehingga Ho ditolak dan Ha diterima. Sehingga dapat disimpulkan bahwa variabel Gaya Kepemimpinan berpengaruh positif dan signifikan terhadap Kepuasan. 2) nilai probabilitas Gaya Kepemimpinan dan Kepuasan Kerja dan sebesar 0,000 lebih kecil dari 0,05 (probabilitas <0,05) sehingga Ho ditolak dan Ha diterima. Sehingga dapat disimpulkan bahwa variabel Gaya Kepemimpinan berpengaruh positif dan signifikan terhadap Komitmen Organisasional. 3) nilai probabilitas Gaya Kepemimpinan, Kepuasan Kerja dan Komitmen Organisasional sebesar 0,000, 0,002, dan 0,000 lebih kecil dari 0,05 (probabilitas < 0,05) sehingga Ho ditolak dan Ha diterima. Sehingga dapat disimpulkan bahwa variabel Gaya Kepemimpinan, Kepuasan Kerja dan Komitmen Organisasional berpengaruh positif dan signifikan terhadap Kinerja.Kata Kunci : Gaya Kepemimpinan, Kepuasan Kerja, Komitmen Organisasional Dan Kinerja DAFTAR PUSTAKA Arikunto, Suharsimi. 2002. Metode Penelitian Suatu Pendekatan Praktis. Jakarta: Renika Cipta.-------. 2006. Prosedur Penelitian Suatu Pendekatan Praktis. Jakarta: Renika Cipta. Bernardin, H. John dan Joyce E.A Russel. 2003. Human Resource Management (an Experimental Approach Internal Edition), Singapore: Mc Graw Hill Inc. Dubrin, Andrew J. 2005. Leadership (Terjemahan). Edisi Kedua. Jakarta: Prenada Media. 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