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Te ipu mahara - The chanting memories of an indigenous people
(The University of Waikato, 2025) Kana, Ivan; Tuaupiki, Haki
Te Ipu Mahara – The Chanting Memories of an Indigenous People explores how Māori knowledge systems have been retained, transmitted, and adapted across generations. Guided by kaupapa Māori methodology and framed within Indigenous research paradigms, this thesis examines the resilience of Mātauranga Māori (Māori knowledge) as both a living inheritance and a dynamic practice. While Māori knowledge systems are well established within Indigenous scholarship, this thesis contributes to that body of work by centring Māori voices to articulate how knowledge is retained, transmitted, and renewed through embodied, spiritual, and relational practices. The study investigates three central pou (pillars): Retention, Transference, and Survival & Innovation. Drawing on a combination of literature review, participant interviews, and oral histories, it identifies whakapapa as the architecture of memory; chanting, waiata (song), and karakia (prayer) as vital mnemonic and spiritual technologies; and wānanga (discussion) as enduring pedagogical spaces. It highlights the role of knowledge holders as kaitiaki mahara, whose responsibilities extend beyond preservation to adaptation and creativity. Findings demonstrate that Māori knowledge has survived not by remaining static, but through continual renewal. Colonisation disrupted traditional pathways, yet communities have responded with resilience - composing new oriori (lullaby), embedding mātauranga in classrooms, revitalising te reo Māori, and harnessing digital tools to sustain intergenerational transmission. Knowledge retention is shown to be holistic and embodied, encompassing spiritual, relational, and physical dimensions of learning. Academically, this research contributes to Indigenous scholarship on memory, pedagogy, and decolonisation. Culturally, it is an offering of utu - returning kōrero and reflections to the communities who sustain them. The metaphor of the ipu (vessel) captures the essence of this work: memory as something carried, chanted, embodied, and continually replenished. Ultimately, the thesis affirms that the survival of Māori knowledge systems is inseparable from the survival of Māori futures. Each chant, whakapapa, and act of wānanga binds past, present, and future together, ensuring that the wisdom of tūpuna (ancestors) endures as a pathway for the generations to come.
The impact of childhood homelessness in Aotearoa’s education spaces: Educators’ ever-expanding roles with children and whānau
(The University of Waikato, 2025) Gordon, Tanith; Cowie, Bronwen; Atatoa Carr, Polly
The Aotearoa New Zealand (Aotearoa) education system is the only agency, governmental or otherwise, that children aged 6–16 years and their whānau (families) must engage with. The 2023 Aotearoa census found that 319 of every 10,000 children under the age of 15 years were living with severe housing deprivation (homelessness). Therefore, it is likely that educators in primary and intermediate schools are working with children and their whānau who are experiencing homelessness. However, little is known about the broader impact on educators of working with children and their whānau who are experiencing homelessness, or about educator observations on the effects of homelessness on children in educational spaces in Aotearoa. Furthermore, there are no currently agreed policies or practice guidelines for educational sites and educators to refer to when supporting children and whānau experiencing homelessness. This thesis reports on research conducted with educators in Aotearoa regarding their experiences of and perspectives on working with children and whānau experiencing homelessness. Fifteen educators from schools across Aotearoa, who worked with children aged 5 to 13 years, were recruited and interviewed. The educator participants were all currently employed in schools, and most were registered teachers. The majority held leadership roles (principal or deputy principal) or were learning support coordinators (LSCs); others occupied classroom teaching and non-teaching support positions within their school. Interviews were conducted via zoom and transcribed. Data was analysed using thematic analysis and narrative analysis, and organised using ecological systems theory (EST), (Bronfenbrenner, 1979). An adapted model of EST, Educator Ecological Systems, was developed through the analysis phase, and used to structure the discussion. This research contributes new knowledge about the expansive roles that educators in Aotearoa play in supporting children and whānau experiencing homelessness. It provides insight into the approaches that different educational sites use to promote positive relationships and engagement in the school community and learning programmes, as well as what they have found effective. When educators shared common experiences with children and whānau, this appeared to play a role in the establishment of positive, trusted relationships. However, even in the absence of these shared experiences, educators’ efforts to understand what was happening in the lives of children and whānau could also contribute to building relationships. Educators asserted that holistic support was necessary, which stretched their typical educational role. They described the need to understand, consider, and address physical, social, and mental-emotional well-being when working with children experiencing homelessness. Specifically, the educators shared that, unless there was a focus on “Hauora” (an Indigenous Māori language term for holistic well-being) when working with children impacted by homelessness, it was difficult for children to focus on or make progress in their academic learning. A key finding in this research was that strong relationships were particularly critical for children and whānau experiencing homelessness. Trust was described as a fundamental foundation for developing positive relationships and fostering engagement. Consistency in the educational site itself and in the people working with children and whānau, was described as an essential part of building trusted and productive relationships. A key component of creating consistency was the designation of a primary contact person for whānau to engage with. Identifying the “right” primary contact depended on a myriad of factors, including interactions and availability. Sustained positive relationships were also found to provide stability for impacted children and whānau and were identified as having the power to break down stigma. Creating a culture of care to facilitate a sense of belonging was identified as vital to supporting children and whānau. The educators shared that using trauma-informed approaches in the classroom and the wider school environment could be effective in helping children navigate the stress associated with homelessness. Belongingness was also recognised as a protective factor for children and whānau; this included the presence of a consistent support network and the ability to remain in the same area when experiencing homelessness. However, educators described that children impacted by homelessness often appeared to lose their sense of belonging when they had to move out of the area where they were established. This was identified as a cause of distress among children and whānau as they needed to engage in new educational spaces. Furthermore, entering a tight-knit or smaller community appeared to contribute to children and whānau experiencing a sense of othering due to the community’s knowledge of emergency and transitional housing locations. This research found that clear and focused communication was an integral part of understanding the current needs and previous experiences of children and whānau impacted by homelessness. Communication was identified as essential to ensuring that educators and key staff members were equipped with the necessary information to work effectively and responsively as they taught and supported children and whānau. Furthermore, creating and maintaining open communication channels allowed whānau to share their needs and express their concerns with the schools their children attended. Communication between schools and whānau, between educators within the school, between educators and their learners, and between schools and support organisations was identified by the educators as an essential component of meeting the well-being and academic needs of children and whānau. Progress towards and achievement of learning outcomes has been identified by the participating educators as particularly challenging for children experiencing homelessness. Educators discussed perceived gaps and barriers within the education system that impact their work, interactions with whānau, and children’s achievement outcomes. Many educators described how they or their school had to step in to provide support and resources that they believed should have been provided by other government sectors. They explained that educational sites and educators in Aotearoa were involved in providing housing, social development, and health and disability supports. The participants shared experiences in which they also took on social advocacy roles by providing food and resources, and they worked to build connections with support services on behalf of and with whānau. This research found that educators are undertaking roles that extend beyond the academic and social–emotional aspects of classroom activities and school community. Evidence gathered in this research enabled the development of recommendations for the education sector and other sectors in Aotearoa to better meet the needs of these children and their whānau. These include building knowledge of the scope and impact of homelessness into teacher education and professional development; increasing knowledge of the impact of trauma, trauma-related behaviours, and trauma-informed pedagogy in teacher education and professional development; creating resources to support the purposeful creation of a Culture of Care in schools; developing resources regarding working with whānau and children experiencing homelessness; establishing a robust support network that emphasises the importance of communication pathways within and between schools, agencies, and organisations; and developing agency and organisation systems and government policy focused on prioritising safe, affordable, and long-term housing in school zones.
Special Education Needs Coordinators (SENCOs) in New Zealand secondary schools: Roles, responsibilities, and agency
(The University of Waikato, 2026-05-14) Dinneen, Anna; Sharma , Sashi; Cook , Sheralyn F.; Earl Rinehart , (Suzanne) Kerry
Special Education Needs Coordinators (SENCOs) in New Zealand secondary schools are responsible for supporting students with identified additional educational needs, amounting to as many as 700 students (up to 30%) in some larger schools. Despite the scale and importance of the role, there is currently no dedicated funding, no formalised job description, and no mandated qualifications or training for SENCOs. Furthermore, a review of existing New Zealand literature reveals a notable absence of research into the SENCO role at the secondary-school level. Compounding this lack of recognition, the inclusive education sector in New Zealand is under increasing pressure. Literature highlights a rise in the number and diversity of students requiring support, driven in part by New Zealand’s ambitious inclusive education. These changes are placing further strain on an already resource-limited sector. Grounded in constructivist theory, and using relational agency as an analytical lens, this study was motivated by the need to explore how SENCOs in secondary schools understand and navigate their roles within this complex and evolving context. By highlighting the voices of those in SENCO positions, the research seeks to better understand their lived experiences—experiences that have often gone unacknowledged by the Ministry of Education, school leadership, and even SENCOs themselves. The research was conducted in two stages. The first involved an electronic survey distributed to secondary school SENCOs in the North Island of New Zealand, designed to capture a broad understanding of who SENCOs are and what their work entails. The second stage consisted of a longitudinal case study involving three SENCOs, with nine semistructured interviews conducted over an eight-month period, to capture rich data about their experiences. Data was dealt with descriptively and analysed thematically. Findings highlight that the SENCO role is overwhelming, physically and emotionally taxing, and extends well beyond regular school hours. Participants reported being constantly available and shouldering significant emotional and administrative burdens. Participants also identified an increase in the range and numbers of students that SENCOs are required to support. The study raises concerns about whether school leaders and policymakers fully understand the scope and diversity of the needs SENCOs are addressing. This research contributes to a previously underresearched area by documenting the realities of the SENCO role in New Zealand secondary schools. It concludes with three key findings and accompanying recommendations for school leaders and the Ministry of Education. These recommendations include formalisation of the SENCO role, recognising the importance of relational agency, support from leadership, and a reconceptualisation of the SENCO role title and definition of additional learning needs to more accurately reflect the breadth and importance of the work SENCOs perform.
Prevalence, trends, and predictors of victimisation and polyvictimisation among children in England and Wales
(SAGE, 2026) Tura, Ferhat; Crivatu, Ioana; Tseloni, Andromachi; Tompson, Lisa
Childhood victimisation and polyvictimisation (experiencing two or more distinct crime types) can have lasting developmental, psychological, and social consequences. Yet there is limited research on victimisation and polyvictimisation in England and Wales using robust data sets. This study addresses this gap by investigating prevalence, trends, and individual, household, and area-level predictors of non-sexual non-familial violence, personal theft, household theft, and criminal damage and polyvictimisation using the 10- to 15-year-old Crime Survey for England and Wales (2011/2012–2019/2020; N = 25,415). A series of binary logistic regressions was performed, supplemented by visualisations. The weighted percentage of children experiencing a single type of victimisation ranged from 1.1% (criminal damage) to 5.8% (violence), while 1.1% were polyvictimised. Although most victimisation types and polyvictimisation declined over the 9-year period, reductions in polyvictimisation varied depending on socioeconomic status. Both individual (sex, ethnicity, disability) and area-level (deprivation) factors predicted polyvictimisation and individual victimisation types. Implications of the findings are discussed.
Management control for innovation: A review and research directions
(Emerald, 2026-04-29) Akroyd, Chris; Barros, Rúben Silva; Lövstål, Eva; Pan Fagerlin, Wen; Wu, Julia Yonghua
Purpose: Research on management control for innovation has shifted from viewing control as primarily constraining to recognizing that control can also enable innovation. However, common ways of classifying control such as mechanisms, tools or types of use can understate what makes management control in innovation settings distinctive. This paper aims to propose a vocabulary to support richer explanations of how management control both constrains and enables innovation over time. Design/methodology/approach: Drawing on the management control literature and the papers in this Special Issue, the authors develop a vocabulary that foregrounds six dimensions of management control that become especially salient in innovation contexts. These dimensions are Temporal, Reflexive, Adaptive, Performative, Pluralist and Strategic (TRAPPS). Findings: The TRAPPS vocabulary highlights six dimensions of management control that become especially salient in innovation settings. While innovation unfolds across multiple time horizons and phases (Temporal), it also involves learning about and reconsidering the effects of control (Reflexive) and sometimes requires reconfiguration as innovation paths shift (Adaptive). It is further shaped by sociomaterial arrangements that make some possibilities visible and actionable while pushing others into the background (Performative). It is influenced by multiple stakeholders and competing evaluative criteria (Pluralist) and by priorities and resource commitments that set direction (Strategic). The TRAPPS vocabulary therefore helps to show how different papers in the Special Issue foreground different dimensions and, in turn, reveals openings for future research Originality/value: The TRAPPS vocabulary of six dimensions can be used independently or alongside more general management control frameworks. In doing so, these dimensions highlight questions that may be overlooked when controls are treated as stable tools or mechanisms and provide a vocabulary for understanding management control for innovation.