Global ETD Search

1	Rogernomics and Rupture: Huntly's Response to the Corporatisation of State Coal Mines in 1987. Dillon, Helena Joy January 2010 (has links) This thesis captures the memories of the 1987 Huntly mineworkers who were severely impacted by the corporatisation of State Coal Mines. There were just 19 days between the announcement of job-loss numbers and employment notices being sent out. Over half of the workforce was made redundant. For some of the miners, there were opportunities and new challenges, for others it was the end of their working lives. This thesis considers how the redundancies affected the miners, their families, and the wider community. As a coal town, Huntly is steeped in mining tradition. There was an unwritten social contract between State Coal Mines and the community, which was replaced with a clause advocating social responsibility in the State-Owned Enterprises Act. Miners share a deep sense of camaraderie, reinforced by their dangerous working conditions. Social employment policies meant that generations of a wider family network could be working together in one location. Huntly was placed under enormous strain as a result of the widespread redundancies. A level of social dysfunction, including illiteracy and domestic violence, became apparent in Huntly during this time. Despite the shock, the community rallied around to support the miners, and to explore options for future business and employment in Huntly. This thesis is based on oral history and examines the response of those who were affected in 1987. Their recollection of the corporatisation process and the effects it had on their community are revealing. Furthermore, this thesis explores the reaction of the community to the redundancies and highlights initiatives that were implemented to mitigate the effects. The miners’ perspective of how corporatisation affected their community, and the challenges Huntly faces to the present day, are also considered. Huntly Mining Rogernomics
2	Political Parties, Factions and Conflicts:The New Zealand Labour Party 1978- 1990 Lewis, James Philip January 2010 (has links) The Labour Party is New Zealand’s oldest continuous political Party. Steeped in Social Democratic tradition the Party underwent major conflicts as three major factions emerged between 1978 and 1990. Using Frank Baumgartner’s Conflict and Rhetoric in French Policy Making (1989), this thesis investigates why the three factions inside the Labour Party during this period used conflict in order gain influence over the Labour Party and its political and legislative agenda. What was to emerge was a party struggling to maintain unity as the factions began to tear apart the very framework that was the Labour Party. This was to ultimately have an effect on both articulation of Labour policy and the aggregation of support at the polls. Using interviews with various former and current members of the Labour Party this thesis sets out to piece together how the factions inside the party used conflict to their advantage in order to gain influence in a fragmenting party. The emergence of splinter parties in the 1990s on both the left and right of the Labour Party in particular ACT and the Alliance shows just how fractured and divided the party was during the tenure of the fourth Labour Government. Political Parties Labour Rogernomics
3	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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