title: Commentary to Gloria Quiñones and Marilyn Fleer: "Visual Vivencias"

authors: White, Elizabeth Jayne

abstract: On my initial reading of this chapter I was struck by its clarity in relation to the research journey that unfolds about a young Mexican boy, Cesar, and his homework activity through the employment of analytical snapshots that are underpinned by carefully articulated methodological imperatives. The detailed description of the methodology that underpins this data provides the reader with a rare glimpse into what, I believe, constitutes a new and exciting operationalisation of sociocultural theory in the form of Visual Vivencias. I am in no doubt that, for this reason alone, the chapter will be inspirational for researchers grappling with meaningful ways of entering into the complex world of the very young child.

text: Commentary to Gloria Quiñones and Marilyn Fleer: "Visual Vivencias" On my initial reading of this chapter I was struck by its clarity in relation to the research journey that unfolds about a young Mexican boy, Cesar, and his homework activity through the employment of analytical snapshots that are underpinned by carefully articulated methodological imperatives. The detailed description of the methodology that underpins this data provides the reader with a rare glimpse into what, I believe, constitutes a new and exciting operationalisation of sociocultural theory in the form of Visual Vivencias. I am in no doubt that, for this reason alone, the chapter will be inspirational for researchers grappling with meaningful ways of entering into the complex world of the very young child.

year: 2011

title: English in the mainstream: Heritage language or lingua franca?

authors: Bruce, Ian

subjects: English language

abstract: This article examines fundamental assumptions that relate to the nature and role of the English language in Aotearoa New Zealand, including its use in society generally and in the school curriculum specifically. As a framework for this discussion, the article begins by considering the contrasting classifiers of languages as heritage language and lingua franca. The historical and cultural backgrounds of users of English in Aotearoa New Zealand are then briefly examined and the position is argued that the cultural (and in many cases linguistic) roles and use of English in New Zealand may lie somewhat closer to that of a lingua franca than a heritage language. This is followed by an examination of existing heritage language assumptions underpinning the approaches taken towards English in education and their consequences. Finally the article discusses how the mainstream approach to teaching and learning English, currently predicated on a heritage language view, may change if a lingua franca view of English were to be adopted.

text: English in the mainstream: Heritage language or lingua franca? This article examines fundamental assumptions that relate to the nature and role of the English language in Aotearoa New Zealand, including its use in society generally and in the school curriculum specifically. As a framework for this discussion, the article begins by considering the contrasting classifiers of languages as heritage language and lingua franca. The historical and cultural backgrounds of users of English in Aotearoa New Zealand are then briefly examined and the position is argued that the cultural (and in many cases linguistic) roles and use of English in New Zealand may lie somewhat closer to that of a lingua franca than a heritage language. This is followed by an examination of existing heritage language assumptions underpinning the approaches taken towards English in education and their consequences. Finally the article discusses how the mainstream approach to teaching and learning English, currently predicated on a heritage language view, may change if a lingua franca view of English were to be adopted.

year: 2006-07

title: Changing genes: Science and being Maori

authors: Hudson, Maui

subjects: ethics

abstract: This commentary follows tangential lines of reason stimulated by Hook‟s thought- provoking paper, “Warrior genes” and the disease of being Māori (2009), to question the ethical responsibilities of scientists to the public in modern society.

text: Changing genes: Science and being Maori This commentary follows tangential lines of reason stimulated by Hook‟s thought- provoking paper, “Warrior genes” and the disease of being Māori (2009), to question the ethical responsibilities of scientists to the public in modern society.

year: 2009