Wyniki wyszukiwania - Biblioteka Nauki

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WPŁYW SYSTEMU WYBORCZEGO MIESZANEGO NA SYSTEM POLITYCZNY NOWEJ ZELANDII

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SZABACIUK W.

Polityka i Społeczeństwo

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2014

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nr 2(12)

49-60 (12)

EN

This article is an attempt to analyze the New Zealand voting system after almost twenty years of experience of working the new system. New Zealand until 1993 was a model of Westminster Democracy with a two-party system and plurality voting system. As a consequence of a referendum in 1993 the voting system of New Zealand was trans-formed from first-past-post to mixed member proportional representation. This change was a cause of the increase in the effective number of parties and political polarization and also was a decreased of the disproportionality of elections. In this paper I want to show the political consequences of Mixed Member Proportional Representation for the party system and the creation of a cabinet for New Zealand. Two major parties after the transition to the new system were no longer able to create a single-party majority cabinet and were forced to begin new relations with small parties. In this work a method of sys-tem analyses was used. In conclusions I show that New Zealand has one of the most proportional systems and, despite MMP, New Zealand still has a two-party system.

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Regulatory Impact Analysis Practice in New Zealand in the Light of Models of Evaluation Use – Inspiration for the Polish Government

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Kupiec T.

Management and Business Administration. Central Europe

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2015

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nr 2

109-128

EN

Purpose: The paper describes the functioning of the RIA system in New Zealand using the analogy of RIA and the evaluation of public interventions. Presented solutions can provide inspiration for the Polish government in the process of improving the quality and extent of the use of RIA. Methodology: The analysis is based on a review of government documents and literature, as well as individual interviews and correspondence with representatives of the government of NZ. Conclusions: The RIA system in NZ is not error-free and its shortcomings include inter alia the lack of solutions with respect to ex-post analysis and insufficiently rigorous methodological approach. At the same time, a number of solutions can be regarded as good practice, e.g.: regular external quality reviews of RIS, obligation to supplement each RIS with ‘quality assessment’ and a ‘disclosure statement’ outlining their credibility and utility. Practical implications: The presented strengths of the RIA system in NZ may serve as an inspiration for modifying the RIA system in Poland. Originality: The RIA system is presented through the prism of the model of evaluation use, which is a related tool of collecting information about non-regulatory interventions.

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Dociekliwi jako nowy ruch społeczny: aspekty polityczne prawa dostępu do informacji publicznej w Nowej Zelandii

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Wałdoch M.

Politeja : Pismo Wydziału Studiów Miedzynarodowych i Politycznych Uniwersytetu Jagiellońskiego

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2017

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nr 48

257-276

EN

In this paper the Author analyzes new social movement labeled the “Inquisitives”. It apparently has its roots in political thought and in philosophy of “the right to know”. New Zealand adopted the Official Information Act in 1980 to give citizens the formal right to inquire about the public affairs. As society has evolved under constant technological pressure so has evolved the way in which people get information. The information society strives for information about political issues, and about political‑public affairs. The Author of this paper suggests that a new social movement has been operating globally, considering the particular case of the Inquisitives movement in New Zealand. The paper aims to explore its genesis, background, roles, functions, political values, motives and goals.

4

Bohemians in New Zealand - the history and present situation of the Puhoi village

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Procházková J.

Český lid: etnologický časopis (Český lid: Ethnological journal)

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2010

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tom 97

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nr 1

19-34

EN

The article describes the establishment and development of Puhoi, a small village in New Zealand known as „Bohemian settlement”, from an anthropological point of view. Puhoi was established in 1863 by settlers who came to New Zealand from Bohemia and who presented themselves as „Bohemians”, however there has been a diversity of opinions on their ethnicity. In this article, we look for the answer to the question of the settlers’ identity and we follow its changes during the process of acculturation in relation to indigenous Maori population as well as during the process of continuing integration into New Zealand’s society. Further, the article examines the surviving tradition together with contemporary marks of distinctiveness and poses a question if Puhoi can still be viewed as unique and different within New Zealand’s culture.

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Polityka koalicyjna w systemie westminsterskim Przemysław Żukiewicz Koalicje w systemie politycznym Nowej Zelandii. Od klasycznych do sieciowych porozumień Instytut Politologii Uniwersytetu Wrocławskiego, Wrocław 2020, s. 161

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Wieciech T.

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2022

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nr 1(168)

217-228

EN

The Mixed Member Proportional electoral system introduced in New Zealand in 1993 resulted in major changes to the political system. In a multi-party environment, government formation required cooperation between different political parties. Hence, single-party majority governments have been replaced by coalition governments, and support contracts emerged as a new form of an agreement made between parties in addition to or instead of the traditional coalition agreement. This book discusses coalition politics and government formation in New Zealand after 1993. It argues that support contracts, as an innovative form of cooperation between political parties in the government formation process question traditional government-opposition and minority government-majority government divides.

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Parlament w nowozelandzkim ustroju politycznym przed i po zmianie systemu wyborczego w 1993 roku

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Eska-Mikołajewska J.

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nr 2(145)

9–34

EN

The formation of the political and legal system of New Zealand was particularly infl uenced by the British constitutional practice. As the years passed, the state has departed from certain assumptions of the Westminster model, also adopting elements of other government concepts and politics. In the process of adaptation of the New Zealand political system to the changing political and legal conditions, the parliament primarily evolved. Since its establishment to the present, its structure, composition and functions have been fundamentally transformed. With the abolition of the parliamentary chamber in 1950, the existent bicameral model was transformed into a unicameral one. So far the most radical constitutional change in New Zealand has been so the introduction of a mixed electoral system in 1993. This resulted in the adoption of a completely different way of creating a legislative body; in consequence, innovative means of appointing the government and exercising the oversight function by the parliament emerged.

7

Luminescence dating of young coastal deposits from New Zealand using feldspar

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Madsen A. T. , Buylaert J.-P. , Murray A. S.

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tom Vol. 38, no. 4

378-390

EN

A new measurement protocol has been tested on K-feldspars from Whanganui Inlet and Parengarenga Harbour, New Zealand. A Single Aliquot Regenerative (SAR) dose protocol, using two successive infrared (IR) stimulations (post-IR IR SAR protocol) is setup for these young (<1000 years) coastal sediments. Significant anomalous fading (g2days=7 %/decade) is observed using the conventional IR signal measured at 50°C. In contrast, the fading rate of the IR signal measured at elevated temperature (150°C) after the IR stimulation at 50°C (a post-IR IR signal) is not significant (g2days=7% /decade). Surprisingly low residual infrared stimulated luminescence (IRSL) signals were observed for a surface sample, suggesting that accurate ages as young as ~50 years can be obtained for these recent deposits. IRSL ages ranging between 48š6 years and 1050š50 years are obtained from six samples, indicating that sediment accumulation has occurred at the two sites during the last millennia, despite a falling trend in relative sea-level in Whanganui Inlet and a stable relative sea-level at Parengarenga Harbour.

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Making art matter-ings: Engaging (with) art in early childhood education, in Aotearoa New Zealand

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Craw J.

Journal of Pedagogy

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2015

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tom 6

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nr 2

133-153

EN

This article examines the special nature of Te Whāriki, Aotearoa New Zealand’s early childhood national curriculum, as a dynamic social, cultural document through an exploration of two art-inspired imaginary case studies. Thinking with Te Whāriki retains the potential to ignite thinking post-developmentally about art, pedagogy and practice in teacher education, and in the field. It offers examples of how creating spaces for engaging (with) art as pedagogy acts as a catalyst for change, art offers a dynamic way of knowing, and being-with the different life-worlds we inhabit. While new paradigms for thinking and practicing art in education continue to push the boundaries of developmentally and individually responsive child-centred pedagogies, an emphasis on multiple literacies often gets in the way. This prohibits opportunities for engaging in other more complex approaches to pedagogy and art as subject-content knowledge, something essential for developing a rich curriculum framework. The article draws on research that emphasises the importance of teacher education in opening up spaces for thinking about (the history of) art in/and of education as more than a communication/language tool. It considers an inclusive and broad knowledge-building-communities approach that values the contribution that art, artists, and others offer the 21st early learning environments we find ourselves in.

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Nineteenth century early childhood institutions in Aotearoa New Zealand: Legacies of enlightenment and colonisation

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May H.

Journal of Pedagogy

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2015

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tom 6

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nr 2

21-39

EN

The nineteenth century colonial setting of Aotearoa NZ is the most distant from the cradle of European Enlightenment that sparked new understandings of childhood, learning and education and spearheaded new approaches to the care and education of young children outside of the family home. The broader theme of the Enlightenment was about progress and the possibilities of the ongoing improvement of peoples and institutions. The young child was seen as a potent force in this transformation and a raft of childhood institutions, including the 19th century infant school, kindergarten, and crèche were a consequence. The colonisation and settlement of Aotearoa NZ by European settlers coincided with an era in which the potency of new aspirations for new kinds of institutions for young children seeded. It is useful in the 21st century to reframe the various waves of colonial endeavour and highlight the dynamic interfaces of being colonised for the indigenous populations; being a colonial for the settler populations; and the power and should be purposed of the colonising cultures of Europe. It can be argued that in the context of ECE neither the indigenous nor settler populations of Aotearoa NZ were passive recipients of European ECE ideas but, separately and together, forged new understandings of childhood and its institutions; enriched and shaped by the lessons learned in the colonial setting of Aotearoa NZ.

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Kei hea te Ora? The whereabouts of the health of children in the early childhood curriculum of Aotearoa New Zealand

88%

Gibbons A.

Journal of Pedagogy

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2015

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tom 6

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nr 2

87-102

EN

The policies and practices of early childhood teaching in Aotearoa New Zealand have been an ongoing site of political, economic, social and cultural contestation. Competing values and beliefs regarding experiences of both the child and the teacher have been central to the contesting. Helen May (2001, 2009) tracks these tensions through the waxing and waning of particular landscapes or paradigms, each of which can be seen to have contributed to the growth of the early childhood sector, its purpose, operations, manifestations, and its arguably tenuous cohesion as an educational sector. This paper provides a brief overview of the various paradigms, their purposes, and their spheres of influence (recognising that other papers in this special issue will contribute to a very detailed picture of early childhood education in Aotearoa) before analysing the discourses of child health in relation to the early childhood curriculum. Health is woven into the strands and principles of Te Whāriki (Ministry of Education [MoE], 1996). Yet, this paper questions whether teachers and student teachers are attuned to what it means to have health as a key part of the curriculum, and explores whether health is a marginal consideration in the curriculum. The paper engages Foucault’s work, exploring tensions between pedagogical and medical disciplines in relation to the professionalisation of early childhood teaching. The idea of holism is then discussed as an approach to early childhood education curriculum discussions with reference to the participatory approaches to the development of Te Whāriki.

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Early childhood assessment in Aotearoa New Zealand: Critical perspectives and fresh openings

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Arndt S. , Tesar M.

Journal of Pedagogy

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2015

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tom 6

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nr 2

71-86

EN

This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.

12

Social, cultural, and ecological justice in the age the Anthropocene: A New Zealand early childhood care and education perspective

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Ritchie J.

Journal of Pedagogy

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2015

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tom 6

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nr 2

41-56

EN

Educators have an ethical responsibility to uphold the wellbeing of the children, families and communities that they serve. This commitment becomes even more pressing as we move into the era of the Anthropocene, where human induced climate changes are disrupting the planet’s systems, threatening the survival of not only humans, but of eco-systems and the earth’s biodiversity. This paper draws upon examples from Aotearoa (New Zealand) to demonstrate ways in which a critical pedagogy of place informed by local traditional knowledges can inform early childhood education whilst also enhancing dispositions of empathy towards self and others, including more-than-human others.

13

Pedagogies of difference: Unknowing immigrant teachers as subjects forever in process

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Arndt S.

Journal of Pedagogy

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2015

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tom 6

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nr 2

119-132

EN

Immersed in the bicultural, increasingly globalized, yet uniquely local, Aotearoa New Zealand early childhood landscape, immigrant teacher subjects are shaped in complicated, entangled ways. This paper attempts to open fresh spaces for re-thinking knowable teacher identities by drawing on Julia Kristeva’s work on the foreigner and the subject-in-process. It explores the immigrant teacher subject as “infinitely in construction, de-constructible, open and evolving” (Kristeva, 2008, p. 2). In a sector that is grappling with the complexities of outcomes driven expectations of productivity, mass participation and often homogenized indicators of ‘quality’, this paper elevates insights into the subject formation of the Other, to expose cracks in this veneer, through the notions of the semiotic and revolt. In this critical philosophical examination, I reconceptualise the idea of knowing immigrant teacher subjects, and their confrontation and (re)negotiation of social, political and professional expectations and unknowable foreignness.

14

New Zealand perspectives on early childhood education: Nāku te rourou nāu te rourou ka ora ai te iwi

88%

Tesar M.

Journal of Pedagogy

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2015

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tom 6

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nr 2

9-18

EN

This special issue focuses on histories, pedagogies, policies, philosophies and alternative perspectives in early childhood education. Te Whāriki is heralded as the first bicultural curriculum not only in New Zealand, but in the world. Its importance is reflected in national and international research and early childhood discourses. Despite this, there is simultaneous critique of neoliberal policy, globalised practices and public and private investment in early childhood education in this region. Some lessons from New Zealand, of curriculum building, policy implementation, philosophies and sociologies of children and childhood are explored by New Zealand scholars, and focus on these broad New Zealand perspectives of ECE, to address the diverse interests of an international audience.

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New Zealand early childhood curriculum: The politics of collaboration

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Farquhar S.

Journal of Pedagogy

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2015

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tom 6

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nr 2

57-70

EN

The New Zealand early childhood curriculum, Te Whāriki (Ministry of Education [MoE],1996), is frequently hailed as a community inspired curriculum, praised nationally and internationally for its collaborative development, emancipatory spirit and bicultural approach. In its best form community can be collaborative, consultative, democratic, responsive and inclusive. But community and collaboration can also be about exclusion, alienation and loss. This paper engages with Te Whāriki as a contestable political document. It explores this much acclaimed early childhood curriculum within a politics of community, collaboration and control. Driving the direction of the paper is a call for a revitalised understanding of curriculum as practices of freedom, raising issues of how to work with difference and complexity in a democratic and ethical manner. The paper concludes that although official curriculum is unavoidably about control, there is a world of difference in the ways such control might be exercised. The real curriculum exists where teachers are working with children - it is in the everyday micro-practices that impacts are felt and freedoms played out.

16

Language Contact in New Zealand: A Focus on English Lexical Borrowings in Māori

88%

Degani M.

Academic Journal of Modern Philology

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2012

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tom 1

13-24

XX

In New Zealand a peculiar language contact scenario has emerged from the mutual influence between the indigenous Māori language and English (cf. Benton 1985). Sharing the fate of many indigenous languages, Māori was overwhelmed by an imperial power but it was not eradicated. What remained of Māori was indisputably affected by English, but Māori also left its traces on the variety of English that developed in New Zealand. While the lexical influence of Māori on English has already been the subject of various studies, the impact of English on Māori still remains to be accounted for to a large extent (cf. Harlow 2004). This paper explores the presence of English lexical borrowings in Māori by analyzing the one thousand most frequent Māori words in the Māori Broadcast Corpus (Boyce 2006). In particular, the study will consider which types of English loans emerge among the core vocabulary of Māori and how these loans have been integrated in the language.

17

Ekonomiczna analiza konstytucji Nowej Zelandii. Zarys problemu

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Siekiera J.

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nr 317

115 - 121

EN

The article is an attempt to look at the New Zealand constitution from the Law and Economics perspective. This methodological approach is relatively new and till now, insufficiently explored. It implies the rational choice of a human being who strives to maximize own usefulness in public life. This assumption requires the legal frameworks though. The South Pacific legal studies are indeed a scientific gap in Poland and the whole Europe. Due to this fact, it needs to be filled, by researching the law of the Oceanian states. The Constitution Act is de iure the source of legal values within the society. However, New Zealand, as the rest of the postcolonial states of the British Empire, does not possess a typical constitution (according to the continental doctrine). The Constitution of New Zealand is compounded of many acts and customs of different hierarchy and origin. Law and EconoThis assumption requires the legal frameworks though. The South Pacific legal studies are indeed mics perspective allows also to analyse the constitutional law from the perspective of the pragmatic choices of citizens.

18

What is the impact of the Russian invasion of Ukraine on New Zealand and what are the future implications?

88%

Sanders T.

Bezpieczeństwo. Teoria i Praktyka

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2023

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tom LII

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nr 3

193-205

EN

In 2014, Russia annexed Crimea and conducted insurgency operations in Eastern Ukraine resulting in a stalemate for the next eight years and followed by a full-scale invasion of Ukraine in February 2022. This has triggered an imbalance in international security worldwide as well as impacted small states such as New Zealand. To remain in the same circle of great powers, New Zealand suspended a Free Trade Agreement (FTA) with Russia and changed its international policies by introducing a sanctions programme against Russia. New Zealand also provided humanitarian and military aid to Ukraine and offered immigration support. The invasion served as a pivotal point for New Zealand’s diplomacy, security, and economy. The aim of this article is to identify what choices New Zealand needs to make in order to secure its position within the great powers’ domain. By providing a narrative of the possible future scenarios, the study will recommend strategies for New Zealand as a small state to find a right fit within the great powers’ dominion. The article suggests the necessity for New Zealand to follow international law and rules-based order as one of the guarantors of the country’s security and economic stability.

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Negocjacje koalicyjne w systemie westminsterskim – przypadek Nowej Zelandii

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Żukiewicz P.

Studia Politologiczne

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2019

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tom 53

46-63

EN

The aim of the article is to analyze the process of a cabinet coalition formation in a double non-standard situation: a) in the Westminster-model state (New Zealand), in which until 1996 single-party cabinets dominated and coalition bargaining was arranged very rarely; b) in a context of negotiations conducted simultaneously by a pivotal party with a high potential for political blackmail towards two main potential coalition partners. The main research question is about similarities and differences between Westminster and classical processes of government coalition formation, during which the formateur negotiates with another party or parties the coalition agreement. The main research method used in the analysis is a case study. The article was extended to sketch the institutional context and some elements of historical analysis (in those points where the historical background had an impact on the analysed coalition).

20

Diverse complexities, complex diversities: Resisting ‘normal science’ in pedagogical and research methodologies. A perspective from Aotearoa (New Zealand)

88%

Ritchie J.

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nr 1

25-37

EN

This paper offers an overview of complexities of the contexts for education in Aotearoa, which include the need to recognise and include Māori (Indigenous) perspectives, but also to extend this inclusion to the context of increasing ethnic diversity. These complexities include the situation of worsening disparities between rich and poor which disproportionately position Māori and those from Pacific Island backgrounds in situations of poverty. It then offers a brief critique of government policies before providing some examples of models that resist ‘normal science’ categorisations. These include: the Māori values underpinning the effective teachers’ profile of the Kotahitanga project and of the Māori assessment model for early childhood education; the dispositions identified in a Samoan model for assessing young children’s learning; and the approach developed for assessing Māori children’s literacy and numeracy within schools where Māori language is the medium of instruction. These models all position learning within culturally relevant frames that are grounded in non-Western onto-epistemologies which include spiritual, cultural, and collective aspirations.