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1	David Lange and the ANZUS Crisis: An Analysis of Leadership Personality and Foreign Policy Wilson, Kiri Anna January 2006 (has links) The New Zealand Labour Party's election victory on 14 July 1984 resulted in an official rejection of the global strategy of nuclear deterrence. This action was the most fundamental challenge to the defence relationship between New Zealand and the United States since the signing of the ANZUS Treaty on 1 September 1951. This thesis is concerned with the effect of Prime Minister David Lange's personality on the resulting dispute between the two nations. This qualitative study utilises a theoretical framework articulated by Margaret G. Hermann which seeks to demonstrate the relationship between the idiosyncratic characteristics of leaders and the foreign policy behaviour of their respective nations. In order to effectively conduct this study, a number of key individuals involved in various aspects of the ANZUS dispute were interviewed by this author. It should be noted that David Lange was seriously ill throughout the course of this study and was unable to be interviewed by the author. Sir Geoffrey Palmer declined to be interviewed for this study. Following the introductory chapter of this study, a review of the literature concerned with the analysis of leadership and personality is undertaken. The powers of the Prime Minister in the New Zealand political system are examined as are the events surrounding the execution of New Zealand's anti-nuclear policy and the ANZUS dispute. This thesis then assesses the effect of Lange's personality on the dispute through an examination of situational factors, and a variety of aspects of his personality. This thesis finds that Lange's personality was instrumental in determining the course of events in the ANZUS crisis. Furthermore, this study concludes that Hermann's theoretical framework is a useful tool in determining the effect of a leader's personality on a particular foreign policy outcome. David Lange ANZUS leadership leadership personality New Zealand foreign policy foreign policy behaviour anti-nuclear policy
2	Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system Peck, Mikaere Michelle S. January 2009 (has links) The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning. Matriarchal society patriarchal society freedom without license sexual huminsation sexual humanization decolonisation decolonization imperialism colonisation colonization globalization globalisation right wing new right privatization privatisation of state owned assets state owned commodification rogernomics multinational corporations transnational corporations TNC world trade organisation world trade organization WTO International monetary fund IMF world bank self-governance self-government self-regulation autonomous thinking autonomy critical pedagogy New Zealand curriculum vision principles values key competencies learning areas neo-liberalism neo-liberal NZ educational reforms hegemony bulk funding NZEI New Zealand Education Institute Post Primary Teachers Association PPTA native schooling A. S. Neill Zoe Neill-Readhead Neill Roger Douglas David Lange Jim Bolger Lockwood Smith NZ treasury economist free market managerialism performativity conformity hidden curriculum decentralisation decentralization tino rangtiratanga tomorrows schools picot report indoctrination wage slave Maori schooling indigenous schooling deschooling deschool unschool home school schools as prisons

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David Lange and the ANZUS Crisis: An Analysis of Leadership Personality and Foreign Policy

Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system