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This article examines a particular incident in the Waikato wars, 1863–4 and its relevance to the newly mandated New Zealand History curriculum. The new curriculum will for the first time make the teaching of local history compulsory in years 1–10. I examine the wide variety of submissions about the content of this curriculum. As the Royal Society’s Expert Advisory Panel (2021, p. 20) responded, there is a recognition ‘that History can hurt’. It is an opportunity to reject earlier stories of imperial nation-building and support the recovery of subjected, often unheard, voices from the community. I examine two perspectives of an ‘incident’ at Rangiaowhia, first from an historian’s perspective, then, a rearticulated narrative of hapū, Te Apakura. I also examine two local retellings, where the indigenous perspectives are given voice. Unless the silence is broken, countries’ past will be unaddressed and native peoples injuriously affected.

New Zealand National Party’s 2022–2023 policy of Social Investment, which if adopted, will legitimise the management of young unemployed in the name of correcting and helping them. Zygmunt Bauman’s (1989) concept of ‘rational bureaucratic culture’ is used to examine the aims to bring the ‘abnormal’ citizen into the tax-paying fold. The policy will ‘manage and make productive’ young welfare recipients to avoid them ‘bludging’ and encourage them into ‘productive work’, no matter how menial. Using philanthropic monies alongside funding through Vote : Social Development is a new development which removes the state’s sole financing of its safety-net responsibility. It will see a new interpretation of Principal: Agency policy.

An academic, Peter Dinniss, discussed the then emerging issue of professionalism in the early childhood education sector in 1974. “There has been much debate over the term ['professional'] together with discussion as to whether teaching is a profession” (1974: 11). On the cusp of the 21st century, the Education Council (now renamed Teaching Council) of New Zealand consulted with teachers on their register about a professional code. This article follows the emergence of the professionalism discourse. I examine traces of the ‘strategies, tactics and procedures’ in a genealogy of the managerial technicist process of education. My interest lies in emergent ‘responsibilization’ of teachers over the period. I examine the power/knowledge of the ‘profession’ in Aotearoa, New Zealand, as teachers invent and govern themselves. I ask if the Council’s discourse of professionalism through registration of individuals can be re-envisioned through the collective and democratic practices evident in parent-led services.

Using Michel Foucault’s theories of biopolitics, about risk and security, I examine the welfare policies of the National Coalition Government in New Zealand (2008–2017). This government attempted to mitigate risk by projecting possible challenges and solutions to ‘vulnerable populations’. Welfare was re-defined in monetarist economic terms, as ways to ensure ‘small government’. Over the three terms of government they brought in changes across the education, and social services, with the intent of implementing new economic facets to reduce the cost to the state of beneficiaries and their dependent children. Using cross-ministry data collection, they planned to identify the ‘job-shy’ parents and children deemed ‘vulnerable’. Social Investment aimed to change the behaviours of such populations, whom the National Coalition government deemed future potential liabilities for the state. Projecting costs over 20 or 30 years and modelling the costs of dysfunction would give the social agencies improved information. Early intervention would save the state welfare budget, and responsibilize the young children at risk of themselves becoming beneficiaries later in life.

The newly coined policy of social investment is an economic argument for targeting state investment to the most needy. I use Foucault’s notion of biopolitics in a discursive analysis of recent New Zealand policy documents pertaining to a discrete group of ‘vulnerable children’. I further argue that the Foucauldian metaphor of state institutions as war-like gives knowledge/power to investment as efficient government.

This thesis explores the effects of a novel bioactive brown seaweed extract on metabolic risk factors for cardiovascular disease and type 2 diabetes, namely blood sugar and cholesterol levels. It demonstrates that the extract is safe to consume and may be effective at reducing blood sugar levels and increasing high-density lipoprotein (‘good’) cholesterol levels under certain conditions. Furthermore, differences in metabolic outcomes are identified between ethnicities. This research contributes to the evidence for using bioactive brown seaweed extracts for the prevention and management of cardiovascular disease and type 2 diabetes.

This article offers a case-study of specific shifts in the view of state responsibility for the less fortunate in Aotearoa, New Zealand. Current welfare policy aims to reduce the state benefits of parents if they do enrol their preschool children in an early childhood centre. I undertake a genealogical investigation and suggest that state anxieties about the disadvantaged are not new: Edu-welfare policies are the last in a long line of attempts to govern state beneficiaries and their children. Economic policies which arose in the specific historical, political and social contexts of the United States, I argue, should not be uncritically imposed as universal solutions to perceived risks to the body politic of other states.

There is a contemporary trinity, of mother, child and teacher, who together 'grow' both the present and future workers of the national economy. Economic truths assert that mothers can best meet their young child's needs by being in the workplace, while entrusting her child to a skilled educator. Human Capital Theory discourse has penetrated the lives of our youngest citizens. Human Capital theorists maintain that state investments in early childhood education will be cost effective; will pay long-term economic dividends.

Using discursive analysis, the author uncovers the societal interest over the past centuy related to the body and mind of the child. Using the concept of ‘biopolitics' – of national risk management to the body politic – the author plots some changes in Western states' interests in the mother and child dyad. At the beginning of the twentieth century, the author argues, a eugenics discourse constructed maternal health as an issue of national hygiene. Over the twentieth century, the position of mothers has been reduced, their role increasingly viewed as necessary to the workforce and their children seen as needing ‘education’. Today, there is interest, with the support of ‘qualified’ early childhood teachers, in managing the mother–child relationship to build children's neurological and social skills in order for them to be able to contribute as future workers to the economic wealth of the state.

A skin tear is a traumatic wound that results from the separation of the skin layers due to shearing forces, friction or blunt trauma that affects all people. Numerous preventative measures aim to reduce the skin tears and minimise conditions that predispose the epidermis to injury. With the increasing elderly population in acute aged care, implementation of an evidence-based guideline is critical as changes to ageing skin integrity make this population more susceptible to skin tear.The aim of this project was to ensure the practice of skin tear assessment, prevention and management among acute aged care causes and rehabilitation patients was performed according to best available evidence.This project utilised a pre- and post-implementation audit design using the Joanna Briggs Institute Practical Application of Clinical Evidence System and Getting Research into Practice programs. The project was conducted from June to November 2010 with the audits conducted in the acute aged care and rehabilitation units of two public hospitals in the Australian Capital Territory involving a sample size of 96 patients at pre-audit and 95 patient at post-audit admitted during the audit period. A convenience sample of 20 nurses also consented to be observed. The audits were conducted after obtaining ethics approval and consent from patients and nurses.The results showed a significant change in compliance to the skin tear guidelines at post-implementation audit. Staff education in particular had a dramatic increase from 20% to 98% and the point prevalence rate of hospital-acquired skin tear decreased from 10% to 0.15%.This project emphasised the importance of education of all personnel involved in patient care and that a simple assessment of skin integrity is critical in preventing and managing skin tear especially among the susceptible elderly population.

‘Strategy’ is a word that has had an increasing use in recent years. The discipline of organisational studies has adopted this concept to set out the primacy of good business practices, such as foretelling risk and opportunity. Government policy documents use the term where medium- and long-term goals are set out, for example, the New Zealand Ministry of Education's Pathways to the Future. A Ten-Year Strategic Plan for Early Childhood Education. This article uses Michel Foucault's methodology of genealogy to trace the emergence of the term ‘strategy’, its use in organisational studies, and its displacement to education, specifically early childhood education in Aotearoa/New Zealand. The study by Richard Whipp into the effectiveness of strategic planning supports the problematising of the term. The study deconstructs some naturalised truths about the image of people, of time, and of analysts' reflexivity. It asks about the use of terms that originated in the military lexicon, such as ‘manoeuvres’, ‘strategy’, ‘target’, ‘plan’ and ‘risk’, but have slipped to that of business practices, retaining traces, however, of the original military intent. Foucault inverted the phrase that ‘politics is war by any other means' as institutions centralised control, set up supervision of populations, and collected statistics to plot changed patterns. This article examines some of the tracery that remains in such use of governmental language, and asks if this is the most appropriate lexicon for education.