This article explores the legacy of three decades of neoliberal reforms on New Zealand's university system. By tracing the different government policies during this period, it seeks to contribute to wider debates about the trajectory of contemporary universities in an age of globalisation. Since Lyotard's influential report on The Postmodern Condition (1994), critics have frequently claimed that commercialisation and managerialism have undermined and supplanted the social mission of the university as governments throughout the developed world have sought to transform the university 'from an ideological arm of the state into a bureaucratically organised and relatively autonomous consumer-oriented corporation' (Readings 1996: 457). Against this I argue that the new model of the entrepreneurial and corporate university has not so much replaced the traditional functions and meaning of the university as added a new layer of complexity to the university's already diverse and multifaceted roles in society. Drawing on an ethnography of one university and personal observations, I explore the effects of that reform process on the culture and character of the university and, more specifically, its impact on academic identities and the everyday practices of academics and students. As in other OECD countries, New Zealand's universities are now required to deliver a bewildering plethora of government priorities and strategic economic and social objectives whilst simultaneously carrying out their traditional roles in teaching, research and scholarship. The challenge for the modern university, as reflected in the case of New Zealand, is how to negotiate these diverse and often contradictory missions.
The Emergence of a Community of Practice
Esther Helen McNaughton
The 2020 COVID-19 pandemic brought art gallery 1 educators in Aotearoa New Zealand together in an unprecedented way. This group met nationally by Zoom at three critical points from mid-March to mid-June 2020, enabling mutual support to rise to a
The question posed in this article is how shifts in governance ushered in by the sustainability paradigm are reshaping knowledge governance. Drawing on constructivist theories of knowledge, I examine the tension between the sustainability mandate to open up knowledge making to local knowledge, and conventional science policy practice that would see it excluded. I present a water management case study from New Zealand's South Island region of Canterbury, where communities are involved in establishing catchment nutrient limits to manage land use and water quality. It is concluded that although local knowledge was embraced within the knowledge-making process, the pursuit of epistemic authority led to its recalibration, aggregation, and standardization. As such, it was stripped of its complexity. This research highlights the role of politics in anchoring the linear knowledge governance model in place and the challenge for supplanting it.
New Zealand has a rich historiography related to transport, but almost all of it looks at particular sectors, such as railways or shipping, or at parts of these sectors. The most substantial attempt to look at transport throughout New Zealand’s history (and even prehistory) is my own book, Links: A History of Transport and New Zealand Society. It outlines forms of transport as they were introduced and proposes an argument explaining why various forms became preferred. Links also explores transport’s impact on the development of New Zealand society since initial human settlement and indicates how social values have shaped its use. Alan H. Grey’s Aotearoa and New Zealand: A Historical Geography also stresses the importance of transport through New Zealand’s history. More specifically, Rollo Arnold has demonstrated the influence of transport on settler society in New Zealand before the First World War.3 David Hamer explored the importance of transport links, breaks in transport and the general pace of early transport in New Zealand to explain the origins of many of its towns.
Heather Came, Joey MacDonald, and Maria Humphries
Aotearoa (also known as New Zealand) is a jurisdiction that must respond to the inequitable elements of the multifaceted oppressions of its colonizing past and present if it is to live up to its claim to being an honorable nation. Early intensification of colonizing practices embedded European values over those of the indigenous people with lasting devastating effects. In search of a national integrity, activist traditions of exposure, resistance, dissent and non-violent direct action to injustices are longstanding in this land. Activist scholarship however, is a more recent phenomenon. We explore the potential of activist scholarship to contribute more directly to transformations that will embed justice in the diverse sociopolitical economic context of New Zealand. We outline what we understand by activist scholarship and how we believe it can strengthen both sociopolitical activism and academic scholarship in synergistic ways. We propose seven principles of activist scholarship, generated through on-going dialogue with our activist scholar peers. We offer them as a starting point for discussion and critique until a collective statement emerges. We showcase Ngāpuhi Speaks as an example of such potential synergies.
Cris Shore and Miri Davidson
As an early pioneer of market-led institutional reforms and New Public Management policies, New Zealand arguably has one of the most 'neoliberalised' tertiary education sectors in the world. This article reports on a recent academic dispute concerning the attempt by management to introduce a new category of casualised academic employee within one of the country's largest research universities. It is based on a fieldwork study, including document analysis, interviews and the participation of both authors in union and activist activities arising from the dispute. Whilst some academics may collude in the new regimes of governance that these reforms have created, we suggest that 'collusion' and 'resistance' are inadequate terms for explaining how academic behaviour and subjectivities are being reshaped in the modern neoliberal university. We argue for a more theoretically nuanced and situational account that acknowledges the wider legal and systemic constraints that these reforms have created. To do this, we problematise the concept of collusion and reframe it according to three different categories: 'conscious complicity', 'unwitting complicity' and 'coercive complicity'. We ask, what happens when one must 'collude' in order to resist, or when certain forms of opposition are rendered impossible by the terms of one's employment contract? We conclude by reflecting on ways in which academics understand and engage with the policies of university managers in contexts where changes to the framework governing employment relations have rendered conventional forms of resistance increasingly problematic, if not illegal.
How a Māori Meeting House in England cultivated relationships and understanding
treasures”) in Aotearoa New Zealand and overseas. In the first instance, Hinemihi' s may appear to be a story of opposing attitudes, opinions, and cultures, but I argue that it is ultimately one of collaboration and partnerships— Hinemihi as a mobile
Responses to Travel Literatures and the Problem of Authenticity
, Australia, and at age six immigrated to New Zealand. She was also a woman, a fact that escaped the notice of many reviewers who simultaneously praised the masculine virility of her work. Edith Lyttleton, as she was otherwise known, lived a semi-nomadic life
A System Justification Perspective
Vivienne Badaan, John T. Jost, Danny Osborne, Chris G. Sibley, Joaquín Ungaretti, Edgardo Etchezahar, and Erin P. Hennes
studies we have conducted recently in such diverse sociopolitical contexts as Lebanon, New Zealand, Argentina, and the United States. In each of these countries, we find that individual differences in system justification, political conservatism, and
Neriko Musha Doerr
’: students who belonged to the Māori–English bilingual unit at a secondary school in Aotearoa/New Zealand; an American student who studied abroad in the U.K. and learned in ways that are not valued in the dominant study-abroad discourse of immersion; and