Discussion
New Zealand like other countries specifically in the Western world has emerged as an increasingly multicultural society with the nature and characteristic of the workforce shifting in parallel. Guillaume et al., (2017) reveal that women have constituted around 51% of the 15-60 age groups. Taking the population as a whole Maori comprise over 14.5%, Pacific Island people constituting around 4.9% and the people of Asian origin constitute an approximate of 5.5%. The Anti-discrimination legislation in New Zealand has further de-legitimized discriminatory organizational policies and regulations. Since the early 1990’s, ‘managing diversity’ (MD) has evolved as a potential replacement or advanced formulation for Equal Employment Opportunity (EEO) (Houkamau & Boxall, 2015). The EEO is typically regarded as a commencement of government organizations during the 1980’s when supervisors initially formulated an EEO policy statement. Furthermore, Guillaume et al., (2017) mention the vocabulary of ‘diversity’ developing along with or reinstating policies of EEO has been identified as a focus of the new EEO Trust that was established in 1991 in order to offer education to New Zealand private sector regarding EEO (Skwarchuk, Sowinski & LeFevre, 2014). Furthermore, another crucial factor in the diversity arena in New Zealand is the Treaty of Waitangi that is the central sign of Maori-Pekeha association. Treaty of Waitangi mentions that EEO guidelines and policies are applicable to all workforces (Huygens, 2016). Furthermore through EEO and effective diversity management, organizations can reflect New Zealand societal aspects in its workforce. The following paper will provide a critical reflection concerning literacy and numeracy along with focusing on areas of the Treaty of Waitangi. In addition to this, the paper will evaluate the significance of these areas of concern and the way it will pose impact on prospective days.
Understanding Scope of Literacy and numeracy
Literacy and numeracy are identified as fundamental skills and competencies for learners in order to develop their level of aptitude in various fields of education and employment. Numeracy complements forms of literacy and is typically regarded as ‘mathematical literacy’. Thus both such competencies are required to execute with utmost confidence in contemporary society (Skwarchuk, Sowinski & LeFevre, 2014). Modern educators are essentially encouraging students by efficiently distinguishing their literacy as well as numeracy competencies, building on their strengths and further developing in the areas of needs. Studies conducted by (Haggerty and Alcock, (2016) reveal that the New Zealand Curriculum identifies ‘using language, symbols and texts’ among five important skills. Such capabilities however are essentially needed by individuals both students and professionals to live and gather greater amount of knowledge. Skills related to numeracy and literacy not only equips learners for successful involvement in the field of tertiary education but further for careers in a highly emerging knowledge-based society as well as for life as reflective and knowledgeable citizens (Huygens, 2016).
Literacy and numeracy and its area of concern
The New Zealand Literacy and Numeracy Curriculum provides distinct idea that every learning area tends to require both literacy as well as numeracy skills and further offers great avenues for learners to develop them. Bryers-Brown and Trundle, (2017) note that the capability of understanding information with true interpretations can pose extensive impact of the employability if an individual. Students with poor literacy and numeracy skills in recent times can have profuse opportunities in improving their literacy skills. Literacy has been defined in diverse ways over the past few decades. Previous records reveal that ability to make one’s own signature on documents was viewed as a significant mark of literacy. However as per the revelations of Haggerty and Alcock, (2016), the understanding of literacy has undergone significant transitions whereby the recent definitions consider literacy skills corresponding to the needs and demands of the society. Further evaluation of literacy related to the understanding, exploration and implementation and involvement with documents in order to be integrated to the shifting societal transformations (Skwarchuk, Sowinski & LeFevre, 2014). These skills and capabilities further will facilitate individuals to attain individualistic goals and ambitions and further develop expertise, knowledge and potential.
At this juncture, a critical reflection on ideas related to sincere meanings of literacy and numeracy is essential to note. While delving into the subject of literacy and numeracy, my understanding has shed light on the importance of both literacy and numeracy which are critical for availing broader range of curriculum as they are typically being applied in various facets of lives. Living in New Zealand for around 3 years, I have encountered several situations where my lack of ability in English language has been highlighted. Before studying for higher education in New Zealand, I have attended few English classes with the aim to enhance my English proficiency. Learning English as a second language has posed critical challenges in the path of my successfully interpreting certain discussion papers which my supervisor offers based on the module curriculum. This has facilitated my understanding regarding the value of strong literacy and numeracy skills which efficiently lay a foundation for all students at a primary age to succeed at school as well as in professional lives.
It is important at this stage to mention about my the literacy and numeracy skills that my University has designed to efficiently assist foreign as well as local students of diverse cultural backgrounds in developing literacy, language and numeracy capabilities. This course has been fundamentally designed for students encountering similar challenges of language proficiency to attain successful results in vocational studies. The curriculum and core discussion on numeracy and literacy have not only helped me interpret several complex terms and words in English but also improved my understanding on the language as a whole. All individuals require being numerated to successfully maximise potential and provide constructive contribution to society. In the emerging world with highly advanced technologies, both numeracy and literacy capabilities serve major role to successfully interpret data (Mõttus et al., 2014). Such numeracy skills as per Haggerty and Alcock, (2016) in recent times have been becoming valuable and greatly encouraged by employers across the world. Thus I have attended the classes with utmost value to circumvent challenges in my professional domain. The subject on numeracy and literacy to a certain extent has aided me to integrate in any types of situations and critically think as well as analyse valued factors of literacy in contemporary life. Thus scholars have defined literacy as decisive component to ensure all learners receive best chance and scope to succeed in both educational and professional domain. Being a student of tourism management, I understand how this industry serves as a core service sector which revels in communication and experiences. Thus my increased proficiency in English will help me to enhance the guest experience and further improve profitability rate of the organisation for which I will be working. Ideas obtained from the literacy classes have helped me to develop my English communication skills which will facilitate me to establish a constructive communication base between the employees and the management who are the epitome of communication in the tourism sector. Furthermore, my improved capability in English literacy will help me to avoid any forms of misinterpretation or distortion of information in my workplace and will enhance a sense of work satisfaction within me.
Reflecting on areas of Literacy and numeracy
The Treaty of Waitangi by Pakeha is identified as a document that was sanctioned between the Maori Rangatira and the Queen of England in the 1840’s (Crocket, 2013). Drawing ideas from the historic data of New Zealand, Orange, (2015) revealed that the influx of profuse rate of British colonizers in Aotearoa (the Maori term of New Zealand) resulted to extensive land transactions along with several forms of atrocities. Crocket, (2013) found that the Treaty or agreement was formulated within the supervision of Lieutenant-Governor William Hobson during the period. The Treaty furthermore was interpreted into TeReoMaori language for their convenience as English was considered as an unknown language to the Maoris. Studies reveal that the Treaty fundamentally governs association between the Indigenous people (Maori) and the rest of the populace and further aims to efficiently safeguard the rights and authorities of both Maori and Pakeha (Orange, 2015).
The Treaty primarily comprise of three articles which mentioned that the chiefs of the Confederation along with all leaders who were not involved in the Confederation give complete consent to the agreement in regards to complete government over their land. Secondly, the British Crown gave consent to efficiently safeguard the leaders, sub-tribes alongside rest of New Zealand population in the incompetent exercise of their chieftainship over their lands as well as other possessions (Brookfield, 2013). While on the other hand, Crocket, (2013) stated the chiefs of Confederation and all other leaders will sell land to the British Crown at a price fixed by the individual possessing it as well as the purchaser appointed by the Queen as her buyer agent. Thirdly, this approved arrangement, concerning the regime of the Queen that the ordinary section of people will be efficiently protected by the British Crown and will provide similar rights and duties of citizenship as the people of England. Brookfield, (2013) further noted that though the Maori Rangatira disagreed with the Treaty with several showing certain forms of fears, the Treaty was eventually signed with the disagreement of others. At this juncture, it is essential to shed light on Hono Heke, renowned Maori chief who had been identified as the first one to sign the Treaty and further provide support and confidence to other people to pay consent to the agreement.
Meanwhile, Durie, (1998) emphasized on the ineffective impact of the mutual agreement that was weakened by the political landscape during the later phase of the 1850’s. Brookfield, (2013) witnessed that critical forms of disparity and partition were occurring. The occurrence of such critical situations further observed the fall of the Maori populace because of the incidence of diseases whose treatments were completely unknown to the Maoris. Furthermore, the period of 1859 to 1975 was affected by series of prejudice, intolerance, disease, warfare along with substantial amount of land elimination. New Zealand, since the mid of 20th Century had undergone significant developments such as the preface of the Treaty of Waitangi Act in 1975 (Durie, 1998). This Act essentially signified the initial phase of conflicts between Maori and the Queen of England through the Waitangi Tribunal. Brookfield, (2013) mentioned that the primary concern of the Act lied respecting the failure of the Queen of England in relation to the adherence to the Treaty. Furthermore, author threw light on the significant repercussions of the Treaty of Waitangi on areas of workplace diversity. Periodic evidences revealed that Maori before the influx of British colonizers used to operate their own economy and administration. Durie, (1998) noted that Maori women were among the many that showed consent to the Treaty of Waitangi. However, such prominence of women during that period was viewed as a cultural disbelief to the Pakeha as they positioned women at a lower hierarchy in comparison to men (Ministry of Justice, 2017).
At this stage, experiences and knowledge of foreigners regarding the Treaty of Waitangi is essential to note. Being an immigrant student, I have had an indistinct idea of the agreement between Queen of England and the Maoris. My understanding on this area majorly developed by attending discussions and learning subjects related to the Treaty and its implication on the nation. However my institute ‘AUT’ has offered me substantial amount of ideas about the treaty of Waitangi and its role in workplace diversity. It is important to mention about the errors I have made during my first year while presenting a paper on ‘Culture and Society’ which further triggered a form of uproar from my Maori classmates who observed a sense of acknowledgement of the Whites through my writing. Such blunders however have been rapidly corrected by me through the knowledge I gained from my class lectures on the Treaty.
The Treaty fundamentally aimed to uphold the Maori communities from the increasing prejudices they have been experiencing through ages which further elevated the rate of illegal acts, child poverty as well as homelessness (Crocket, 2013). Furthermore, when the topic of workplace diversity emerges it can be broadly witnessed the way Maoris were excluded from the workforce and employability was primarily dominated by the Whites. Such acts of discrimination can be regarded as highly atrocious and thus raises the needs for immediate development. The inclusive insights obtained through lectures offered by my supervisor on Maori struggles and development, not only facilitated my awareness on this area but will capably aid me in integrating with individuals of Indigenous communities specifically the Maoris. As my future professional plans are primarily based on New Zealand learning about the Maori will help me to strategize plans and approaches which would not hurt them but highly encourage them to serve a contributory role to the employment of the country. It is essential to fully immerse myself in the Maori cultural patterns to understand the perceptions and values of those people. Furthermore as a student of tourism management I believe it is my duty after learning about the Treaty of Waitangi to promote the rich legacies and history of the Maori communities which make New Zealand and ultimate place to visit and live.
Conclusion
Thus to conclude, it can be stated that promoting a diversified workforce will not only offer broad array of innovativeness and resources to the business but further help organizations attain competitive advantages in the industry. New Zealand through the policies stated by EEO and Treaty of Waitangi has been observing an extensive pool of skill available to the companies which efficiently embrace diversity. A diversified workplace not only will garner benefits of broader industrial sector and enhance the level of efficiency within the community. The critical reflection on literacy and Treaty of Waitangi have expanded my understanding on the way knowledge of varied areas of communities can be employed by modern leaders to obtain improved understanding of market segments and result to enhanced team efficiency and success. The paper on workplace diversity has offered me a unique opportunity to learn new cultural experiences and the importance of literacy. Moreover, being a student of tourism management I understand the importance of supporting workplace diversity in the tourism sector which appreciates various cultures to enhance the nature of the interactions with customers of different religion culture genders and sexual orientations. Thus the topic on workplace diversity has facilitated me to obtain an in-depth understanding of various cultural social and economic perceptions.
References
Brookfield, F. M. (2013). Waitangi and indigenous rights: Revolution, law and legitimation. Auckland University Press. Retrieved from https://books.google.co.in/books?hl=en&lr=&id=VNFaAwAAQBAJ&oi=fnd&pg=PT8&dq=Brookfield,+F.+(1999).+Waitangi+and+indigenous+rights:+Revolution,+law+and+legitimation.+Auckland,+New+Zealand+:+Auckland+University+Press.&ots=MAqzJGvY6S&sig=3awDmJ_LObgtLd8TG2uRqv_1AF4#v=onepage&q&f=false
Bryers-Brown, T., & Trundle, C. (2017). Indigenizing military citizenship: remaking state responsibility and care towards M?ori veterans’ health through the Treaty of Waitangi. AlterNative: An International Journal of Indigenous Peoples, 13(1), 43-50. DOI: 10.1177/1177180117695410
Crocket, A. (2013). Exploring the meaning of the Treaty of Waitangi for counselling. New Zealand Journal of Counselling, 31(1), 54-67. Retrieved from https://www.nzac.org.nz/journal/4_exploring_the_meaning_of_the_treaty_of_waitangi_for_counselling.pdf
Durie, M. H. (1998). Te Mana, Te K?wanatanga: the politics of self determination. Auckland, Oxford University Press.
Guillaume, Y. R., Dawson, J. F., Otaye?Ebede, L., Woods, S. A., & West, M. A. (2017). Harnessing demographic differences in organizations: What moderates the effects of workplace diversity?. Journal of Organizational Behavior, 38(2), 276-303. DOI: 10.1002/job.2040
Haggerty, M., & Alcock, S. (2016). The changing roles of early childhood care and education in Aotearoa New Zealand: A shifting policy landscape. Global Studies of Childhood, 6(1), 136-146. https://doi.org/10.1177/2043610615625164
Houkamau, C., & Boxall, P. (2015). Attitudes to other ethnicities among New Zealand workers. Cross Cultural Management, 22(3), 431-446. https://dx.doi.org/10.1108/CCM-10-2013-0155
Huygens, I. (2016). P?keh? and Tauiwi Treaty education: an unrecognised decolonisation movement?. K?tuitui: New Zealand Journal of Social Sciences Online, 11(2), 146-158. https://doi.org/10.1080/1177083X.2016.1148057
Ministry of Justice. (2017, June 30). Waitangi Tribunal . Retrieved from waitangitribunal.govt.nz : https://www.waitangitribunal.govt.nz/news/the-waitangi-tribunal-releases-its-horowhenua-the-muaupoko-priority-report/
Mõttus, R., Johnson, W., Murray, C., Wolf, M. S., Starr, J. M., & Deary, I. J. (2014). Towards understanding the links between health literacy and physical health. Health Psychology, 33(2), 164. 10.1037/a0031439
Orange, C. (2015). An illustrated history of the Treaty of Waitangi. Bridget Williams Books. Retrieved from https://books.google.co.in/books?hl=en&lr=&id=Tgs9CwAAQBAJ&oi=fnd&pg=PP3&dq=Orange,+C.+(1987).+The+Treaty+of+Waitangi.+Wellington&ots=lyaR12enJS&sig=rAdKQ0YJ9LqfKm16jbhHsZiX7H4
Skwarchuk, S. L., Sowinski, C., & LeFevre, J. A. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of experimental child psychology, 121, 63-84. https://dx.doi.org/10.1016/j.jecp.2013.11.006
Order an Essay Now & Get These Features For Free:
Turnitin Report
Formatting
Title Page
Citation
Outline
