No abstract

Against a backdrop of increasing rates of family violence in Aotearoa New Zealand, opportunities exist to reflect upon, and critically evaluate, our conventional understanding and responses to family violence. In doing so, there is considerable potential to further develop and progress more efficacious orientations and approaches. The current study sought to explore alternative approaches from the perspectives of 35 men who have engaged in family violence; understanding the type of supports and interventions that have aided their desistance. Participants traced their desistance to family violence to communities of support, communities that have raised awareness of family violence while simultaneously engaging men who either use violence or were at risk of using violence, and the development of holistic, therapeutic, and supportive communities. Themes from these men's narratives highlight the benefits of a move away from a criminogenic response to a community-embedded recovery orientation.

The COMPASS project is part of NZCER’s Te Pae Tawhiti Government Grant programme of research. It is also aligned to the broad goals and aspirations of NZCER, in that its overarching purpose is to give effect to Te Tiriti o Waitangi and the notion of Whakatere Tōmua—Wayfinding. The COMPASS project has examined the ways kaiako, ākonga, and whānau navigate educational experiences and contexts. Using quantitative and qualitative data, the report focuses on examining the social-psychological conditions for school success from the perspectives of Māori and Pasifika students (n = 5,843), Pasifika whānau members (n = 362), and Māori kaiako (n = 311) from 102 schools across Aotearoa New Zealand.

Like everything else, language does not remain static; it changes over time to reflect the current environments (Rewi 2012. An active and functional language. In: D. Keenan, editor. Huia histories of Māori: Ngā Tāhuhu Kōrero. Wellington: Huia Publishers; p. 73-92). The Māori language is no exception

This report is literature review to support English-medium primary schools that are seeking to strengthen their reo Māori teaching and learning programmes. The report explains why English-medium primary schools should take a strategic approach to teaching and learning te reo Māori. It identifies key issues or kaupapa that schools should consider when adopting such an approach and provides practical evidence-based advice to assist schools as they engage with and respond to these important kaupapa.