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dc.contributor.authorSouthey, Kim
dc.date.accessioned2008-06-13T03:23:22Z
dc.date.available2008-06-13T03:23:22Z
dc.date.issued2003
dc.identifier.citationSouthey, K. (2003). The intergenerational perpetuation of achievement messages in whānau. In Nikora, L.W., Levy, M., Masters, B., Waitoki, W., Te Awekotuku, N., and Etheredge, R.J.M. (Eds). The Proceedings of the National Māori Graduates of Psychology Symposium 2002: Making a difference. Proceedings of a symposium hosted by the Māori & Psychology Research Unit at the University of Waikato, Hamilton, 29-30 November 2002 (pp.161-164). Hamilton, New Zealand: Māori and Psychology Research Unit, University of Waikato.en_US
dc.identifier.urihttp://hdl.handle.net/10289/866
dc.description.abstractThe current research is an open exploration of achievement messages that are carried from generation to generation in whānau, in relation to the mainstream education system of Aotearoa. Participant groups comprised of two to three generations within each whānau. A maximum of eight whānau will be asked to participate. A series of continuous conversations will be held with each member of the whānau, reminiscent of the narrative approach, but most recently described as a methodology that allows for ensuring that data is collected in its fullest form. Differing views about achievement and how it is negotiated within whānau will be explored; along with issues on what, and who, within whānau are the most predominant indicators of achievement views. Detracting from an ethnocentric view of scholastic ability (a common marker for achievement) is done through abandoning mainstream ideals. This research favours an open exploration approach allowing for differing values about what constitutes achievement, and what context achievement is based in. Outcomes of the research are intended to show patterns within whānau and among Māori on the mainstream school system, and how this system has contributed to achievement messages. The positive or negative nature of the contribution from mainstream education is highly important and relevant to further research goals, including the ability to use outcomes to suggest social change in education provision for Māori.en_US
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherMaori and Psychology Research Unit, University of Waikatoen_US
dc.subjectMaorien_US
dc.subjecteducationen_US
dc.subjectMaori studentsen_US
dc.subjectachievement messagesen_US
dc.subjectwhanauen_US
dc.subjectyouthen_US
dc.titleThe intergenerational perpetuation of achievement messages in whānauen_US
dc.typeConference Contributionen_US


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