Dr Airini is Head of the School of Critical Studies in Education. Her major research and professional interests revolve around issues of ethnicity and equity in education, particularly higher education. http://www.education.auckland.ac.nz/uoa/airini
- "We belong in places of higher education."
- "It embodies more than an unwritten arrangement: it can find expression in public funding, and the basic principles of the social contract for New Zealand universities can be seen in the Tertiary Education Strategy (2010-2015): provide New Zealanders of all backgrounds with opportunities to gain world-class skills and knowledge; raise the skills and knowledge of the current and future workforce to meet labour market demand and social needs; produce high-quality research to build on New Zealand’s knowledge base, respond to the needs of the economy and address environmental and social challenges; andenable Māori to enjoy education success as Māori."
- "We see too that a national strategy and legislation committed to equity in representation and outcomes, at all levels of university studies."
- "The tertiary sector investment is geared explicitly to the expectation of parity at least, participation and achievement at all levels by Māori and Pasifika students."
- "In practice, this means that the TEC’s expectation is that Tertiary Education Organisations will ensure that Māori and Pasifika participation and achievement will be at least on a par with other learners."
- "Do we value Māori and Pasifika students only because they are so often represented as being needy, underachieving, and disadvantaged minority groups, those who are the focus of government investment approaches geared to improving education outcomes?"
- "We as Māori and Pasifika are integral to the identity of the university."
- "Having been given a generous dose of academic freedom, we haven’t taken care of the other side of the bargain."
- "With similarities to New Zealand’s tertiary education investment approach, Nussbaum sees that by being focused on national economic growth, institutions increasingly treat education as though its primary goal were to teach students to be economically productive rather than to think critically and become knowledgeable and empathetic citizens."
- "Genuinely belonging in the university is an ongoing challenge that Māori and Pasifika peoples continue to face."