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Over the last 40 years, New Zealand libraries and information management institutions have been undergoing cultural change in an attempt to improve the services and resources made available to Māori clients. Previous studies have demonstrated that Māori have not been regular users of these institutions, so a critical part of the transformation process has focused on the promotion of the benefits that library and information institutions can provide. This has led to institutions reviewing how they can incorporate distinctively Māori elements within their existing structures. A critical part of this innovation has been the introduction of te reo Māori into areas such as signage, intellectual access, website and online catalogue designs and client services. This article reports on research that has focused on how Māori language into services, and the challenges and opportunities that its usage has for Māori clients and the libraries and information management institutions in New Zealand. [ABSTRACT FROM AUTHOR]

Social work aspires to empowerment ideals, including taking a 'non-expert' position of professional curiosity, and validating the perspectives of people in contact with services. Yet in child protection, social workers are involved in practice that refutes the views and opinions of people and are positioned by their role as an identifier of abuse and risk manager. Social workers and people who are subject to child protection services can be locked into meaning battles regarding the effect of parental behaviour and the representation of risks to children. These negotiations over meanings are especially difficult in the pre and perinatal period, where who controls the representation of the baby's voice or best interests is fundamental to decision outcomes. Using Fricker's concept of 'testimonial injustice' as an analytical lens, this article draws on studies in two different contexts: Aotearoa New Zealand and Scotland, to examine the implications of the intense mediation of meanings that affect child protection practice. We find that concepts relating to the importance of mothering, love for children, and extended family relationships were sources of mother's disagreements with professional views of risk, but that through qualified agreement or advocacy from community workers, a shared risk narrative could be constructed. [ABSTRACT FROM AUTHOR]

This article presents findings from interviews with 18 writers and artists in New Zealand, whose lives and work have potential heritage value. The objective was to investigate the perceived value of participants' personal collections, the relevant management practices and challenges, and their potential effects on preservation and (re)use. The findings provide a characterisation of the personal information management (PIM) practices of writers and artists, revealed challenges common to organising personal collections across time and devices as well as those caused or increased by the nature of writers' and artists' work, and produce insights into the impact of perceived collection value and PIM practices on future access, preservation and (re)use of such collections. [ABSTRACT FROM AUTHOR]

Musical Futures (MF) is an internationally recognised approach to music teaching aimed at developing high levels of student engagement through practical music making. Set up in the UK in 2003 Musical Futures is typical of approaches to education aimed at increasing levels of student autonomy through a strong emphasis on student-led discovery learning. A study was undertaken in 2020 to 2021 in New Zealand which investigated how a small number of teachers understand and utilise Musical Futures as an approach for classroom music teaching. The data was obtained through semi-structured interviews with teachers in New Zealand and leaders of the Musical Futures International team in Australia who offer training in New Zealand. Green's original conceptualisation of informal learning was used as the main theoretical bench-mark against which teacher practices were compared and the findings reveal a shift away from the original idea of a discovery approach into the deep end, to more systemised learning. Bernstein's concept of recontextualisation is used to make sense of this process of adaptation and change in the curriculum making process. [ABSTRACT FROM AUTHOR]

As in many nations, New Zealand's (NZ) government has sought to implement workplace policies in public service agencies, including equity initiatives to accelerate diversity and inclusion. However, these processes have been disrupted by the labour market and wider effects of Covid-19 and austerity policies. This is significant for NZ-based Pacific women workers, who often face pronounced workplace inequities though scant knowledge exists about the role of Pacific employee networks in progressing equity. This study examined such networks in three NZ public service agencies, focussing on the 'ambition' of, and influences on progress with, their equity pursuits. Seventy-two semi-structured interviews with sector experts, agency managers and staff, including Pacific women and men whose voices are often muted in the formulation of workplace responses (Maiava-Zajkowski, 2021) were conducted throughout 2020 and early 2021. Thematic content analysis revealed that agency networks vary in size, whom they support, their activities, and environmental dynamics. Using an equity approach typology, less ambitious equity goals were found to prevail, reflecting the networks' fledgling status. Yet, despite facing austerity policies and pandemic challenges, the networks mitigated curbs on workplace equity activity by harnessing the agency of members, with the potential to push for intersectional and culturally informed equity initiatives. [ABSTRACT FROM AUTHOR]