Anne Hynds
Biographic Data
| ID | 98049 |
|---|---|
| NAME | Anne Hynds |
| GIVEN NAMES | Anne |
| FAMILY NAME | Hynds |
| SIGNATURE | HYNDS A |
| AFFILIATIONS | University of Auckland |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
Exploring methodological and ethical opportunities and challenges when researching with Indigenous youth on issues of identity and culture
This article examines five interrelated methodological and ethical opportunities and challenges embedded within qualitative research projects that seek to partner with Indigenous young people, from different tribal communities. Drawing from two separate educational research studies conducted in Aotearoa New Zealand, the researchers identified these opportunities and challenges as: insiders and outsiders working to negotiate entry and gain consent…
School expectations and student aspirations
Although there is extensive literature on the relationship between student motivation and achievement, less is known about how secondary schools create conditions that enable diverse groups of students to do their personal best. This article reports research into the development of school leadership in New Zealand secondary schools to enable Indigenous Māori students to achieve educational success as Māori. Data collection included school goal-se…
An Ontological Perspective on the Development of Home-School Partnership Relationships with Indigenous Communities
We propose the use of an ontological perspective to shift current thinking about the phenomenon of home/school partnerships, particularly through an examination of school leaders (leadership team) - community relationships that seek to better serve Indigenous students and their communities. We reanalysed focus group interviews of indigenous Māori students and their whānau/families from a wider New Zealand study that investigated the development o…
Ko wai Au? Who am I? Examining the multiple identities of Māori youth
In this paper, we present preliminary findings from a unique collaborative research project involving six Deaf Māori rangatahi (youth) in Tāmaki Makaurau (Auckland), Aotearoa New Zealand. This study utilized kaupapa whānau (research family) protocols, established in consultation with two cultural advisory groups within New Zealand and the young people themselves, combined with elements of photovoice methodology, to explore the identities of these…
Being, Flow and Knowledge in Māori Arts Education
This article reflects on issues of Indigenous creativity in Māori arts education, along with what we see as problematic tensions of the assessment of intangible elements. Our writing is motivated by a desire to start a global dialogue on Indigenous/Māori epistemologies, pedagogies and ontologies, and the contradictions and tensions that threaten these through global assessment drives within schools. We argue that current student assessment regime…
Ko wai Au? Who am I? Examining the multiple identities of Māori youth
In this paper, we present preliminary findings from a unique collaborative research project involving six Deaf Māori rangatahi (youth) in Tāmaki Makaurau (Auckland), Aotearoa New Zealand. This study utilized kaupapa whānau (research family) protocols, established in consultation with two cultural advisory groups within New Zealand and the young people themselves, combined with elements of photovoice methodology, to explore the identities of these…
Exploring methodological and ethical opportunities and challenges when researching with Indigenous youth on issues of identity and culture
This article examines five interrelated methodological and ethical opportunities and challenges embedded within qualitative research projects that seek to partner with Indigenous young people, from different tribal communities. Drawing from two separate educational research studies conducted in Aotearoa New Zealand, the researchers identified these opportunities and challenges as: insiders and outsiders working to negotiate entry and gain consent…
School expectations and student aspirations
Although there is extensive literature on the relationship between student motivation and achievement, less is known about how secondary schools create conditions that enable diverse groups of students to do their personal best. This article reports research into the development of school leadership in New Zealand secondary schools to enable Indigenous Māori students to achieve educational success as Māori. Data collection included school goal-se…
Being, Flow and Knowledge in Māori Arts Education
This article reflects on issues of Indigenous creativity in Māori arts education, along with what we see as problematic tensions of the assessment of intangible elements. Our writing is motivated by a desire to start a global dialogue on Indigenous/Māori epistemologies, pedagogies and ontologies, and the contradictions and tensions that threaten these through global assessment drives within schools. We argue that current student assessment regime…
An Ontological Perspective on the Development of Home-School Partnership Relationships with Indigenous Communities
We propose the use of an ontological perspective to shift current thinking about the phenomenon of home/school partnerships, particularly through an examination of school leaders (leadership team) - community relationships that seek to better serve Indigenous students and their communities. We reanalysed focus group interviews of indigenous Māori students and their whānau/families from a wider New Zealand study that investigated the development o…
Ko wai Au? Who am I? Examining the multiple identities of Māori youth
In this paper, we present preliminary findings from a unique collaborative research project involving six Deaf Māori rangatahi (youth) in Tāmaki Makaurau (Auckland), Aotearoa New Zealand. This study utilized kaupapa whānau (research family) protocols, established in consultation with two cultural advisory groups within New Zealand and the young people themselves, combined with elements of photovoice methodology, to explore the identities of these…
Being, Flow and Knowledge in Māori Arts Education
This article reflects on issues of Indigenous creativity in Māori arts education, along with what we see as problematic tensions of the assessment of intangible elements. Our writing is motivated by a desire to start a global dialogue on Indigenous/Māori epistemologies, pedagogies and ontologies, and the contradictions and tensions that threaten these through global assessment drives within schools. We argue that current student assessment regime…
An Ontological Perspective on the Development of Home-School Partnership Relationships with Indigenous Communities
We propose the use of an ontological perspective to shift current thinking about the phenomenon of home/school partnerships, particularly through an examination of school leaders (leadership team) - community relationships that seek to better serve Indigenous students and their communities. We reanalysed focus group interviews of indigenous Māori students and their whānau/families from a wider New Zealand study that investigated the development o…
School expectations and student aspirations
Although there is extensive literature on the relationship between student motivation and achievement, less is known about how secondary schools create conditions that enable diverse groups of students to do their personal best. This article reports research into the development of school leadership in New Zealand secondary schools to enable Indigenous Māori students to achieve educational success as Māori. Data collection included school goal-se…
Exploring methodological and ethical opportunities and challenges when researching with Indigenous youth on issues of identity and culture
This article examines five interrelated methodological and ethical opportunities and challenges embedded within qualitative research projects that seek to partner with Indigenous young people, from different tribal communities. Drawing from two separate educational research studies conducted in Aotearoa New Zealand, the researchers identified these opportunities and challenges as: insiders and outsiders working to negotiate entry and gain consent…
Sociology (5 works) · Indigenous (4 works) · Pedagogy (4 works) · Political science (4 works) · Aotearoa (2 works) · Children's Rights and Participation (2 works) · Ethnic group (2 works) · Gender Studies (2 works) · Gender Studies (2 works) · Identity (music (2 works)