Measuring Māori children’s wellbeing: A discussion paper

Cram, Fiona

doi:10.20507/maijournal.2019.8.1.2

Cited by 10 publications

(5 citation statements)

References 4 publications

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“…Another (reduced) set of articles focusing on Australia (Mishra et al, 2018), New Zealand (Cram, 2019) and Mexico (Veladez-Martínez, 2016) include ethnicity in their analysis, while this issue is overseen in most of the other regions. For example, the experience of indigenous Australian children is compared with that of the general population, concluding that indigenous children suffer a higher rate of disadvantage that increases with age and is particularly severe in terms of "bullying" and "bodyweight" (Mishra et al, 2018).…”

Section: Intersectionalities Identities and Inequalitiesmentioning

confidence: 99%

“…For example, the experience of indigenous Australian children is compared with that of the general population, concluding that indigenous children suffer a higher rate of disadvantage that increases with age and is particularly severe in terms of "bullying" and "bodyweight" (Mishra et al, 2018). Other studies focus on the well-being of Mäori children and emphasise how important it is that the development of indicator sets in specific contexts include these groups as key participants so that it reflects Mäori understandings and serves Mäori interests (Cram, 2019).…”

Section: Intersectionalities Identities and Inequalitiesmentioning

confidence: 99%

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The Capability Approach and Child Well-Being: A Systematic Literature Review

Serrano

Moral-Espín

2022

Child Ind Res

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Child well-being is a dynamic concept currently under revision due to its complexity and the need to incorporate traditionally overlooked perspectives. An essential aspect of this revision is considering children as active agents in defining the concept itself and incorporating new elements that enrich the more traditional economics-based and adult-centred conceptualisation. In these regards, the capability approach (CA) provides valuable theoretical support for an expanded understanding of child well-being. Therefore, this article aims to offer a systematised review of the literature from the last two decades that uses this approach in examining children and childhood. To do so, the authors examined the main international databases and conducted relevant additional searches, identifying 63 journals that have published capabilitarian articles over the last two decades. Our findings show that most publications concentrate on recent years, with an expansion of the methodologies used and the contexts addressed. Although education seems to be one of the primary interests of this literature, there has also been an increasing range of children’s realities and topics observed that we summarised in 10 categories. Between then, we dig deeper into the subsegment that specifically addresses the category of child well-being. Our review reveals that quantitative approaches and European contexts are predominant within these papers, and we analyse how they concern different spaces, well-being dimensions and intersectionalities.

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Section: Intersectionalities Identities and Inequalitiesmentioning

confidence: 99%

Section: Intersectionalities Identities and Inequalitiesmentioning

confidence: 99%

The Capability Approach and Child Well-Being: A Systematic Literature Review

Serrano

Moral-Espín

2022

Child Ind Res

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“…Rangatahi were not present at all of the whānau interviews in Round 1 so it is important that the presence of their voices grows within Ngā Tau Tuangahuru (Cram, 2019). In addition to being invited again to the Round 2 whānau interviews, rangatahi are being interviewed separately from their whānau.…”

Section: Round 2 Future Researchmentioning

confidence: 99%

Māori whānau talk about whānau success: Findings from Round 1 of Ngā Tau Tuangahuru—the Māori and Pacific Education Initiative (MPEI) longitudinal study

Cram¹,

Samu²,

Theodore³

et al. 2020

Self Cite

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From 2009 to 2014 Foundation North, a philanthropic trust serving Auckland and Northland, funded a Māori and Pacific Education Initiative (MPEI) designed to facilitate Māori and Pacific students’ educational achievement. The longitudinal study, Ngā Tau Tuangahuru, described here was funded in late 2014 to explore what happened next for families and students who had been involved in MPEI initiatives, with a focus on family success and student educational success. The first data collection round of this study took place in 2017, and 69 families were interviewed. This article examines what the 35 Māori whānau (56 individuals) said about family success and about supporting the success of young people in their whānau. For many whānau, success embodied happiness, collective wellbeing, and good whānau relationships, alongside education and having a plan for the future. This success was most often hampered by financial restrictions. Whānau wanted young people to be achieving in education, working hard, and engaged in extracurricular activities. Getting distracted by outside influences (e.g., social media) was seen as the main barrier to young people’s success. Implications from this study for the evaluation of initiatives designed to support whānau success are presented.

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“…Attachment theory maintains a universal view that all children attach similarly and therefore emotional security can be measured in a standard way. While universal measures and indicators can apply to Māori and other ethnic populations, there are cultural variations that require specific measurement (Cram, 2019;Durie, 2006).…”

Section: Tūhono Māori: Shifting the Focusmentioning

confidence: 99%

Tūhono Māori: Promoting Secure Attachments for Indigenous Māori Children. A Conceptual Paper

Mikahere-Hall¹

2020

ata

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Tūhono Māori is a Kaupapa Māori research project that seeks to contribute to the healing and success of vulnerable Māori children and their families. This paper is the first of two papers presented in this issue related to the Tūhono Māori research project. The Tūhono Māori study investigates traditional and contemporary notions of secure whānau attachment that promote tamariki security and wellbeing. Tūhono Māori has a broad aim to enable improved child welfare, practitioner, agency, and whānau (family), hapū (extended family), and iwi (collective kin group) responses to the needs of indigenous Māori children and their whānau. This paper presents an overview of the prevailing context, intersecting spaces and conceptual ideas inherent within systems in New Zealand, and the impact these have had on Māori security. The paper argues for alternative systems within the New Zealandcontext to enable conditions which facilitate emotional security for Māori children andtheir whanau.

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Measuring Māori children’s wellbeing: A discussion paper

Cited by 10 publications

References 4 publications

The Capability Approach and Child Well-Being: A Systematic Literature Review

The Capability Approach and Child Well-Being: A Systematic Literature Review

Māori whānau talk about whānau success: Findings from Round 1 of Ngā Tau Tuangahuru—the Māori and Pacific Education Initiative (MPEI) longitudinal study

Tūhono Māori: Promoting Secure Attachments for Indigenous Māori Children. A Conceptual Paper

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