title: Response to the School of the Dialogue of Cultures as a Dialogic Pedagogy

authors: White, Elizabeth Jayne

abstract: Drawing on the inspiring examples of the School of the Dialogue of Cultures, this response suggests that there is great potential to explore pedagogy as a dialogic and relational space for mutual learning. Seen in terms of very young children, this response urges teachers to go beyond the limitations of age, language, and culture, and to consider the provocations of epistemological-ontological “rubs” that have potential to free contemporary educational activity from limiting boundaries and divides.

text: Response to the School of the Dialogue of Cultures as a Dialogic Pedagogy Drawing on the inspiring examples of the School of the Dialogue of Cultures, this response suggests that there is great potential to explore pedagogy as a dialogic and relational space for mutual learning. Seen in terms of very young children, this response urges teachers to go beyond the limitations of age, language, and culture, and to consider the provocations of epistemological-ontological “rubs” that have potential to free contemporary educational activity from limiting boundaries and divides.

year: 2011

title: Making a difference: Agents of change through curriculum integration.

authors: Fraser, Deborah

abstract: When one student was personally touched by the 2009 Samoan tsunami, Omanu School in the Bay of Plenty launched an aid project that galvanised students into learning that was integrated across many curriculum areas. The students researched, negotiated and problem solved as they sought to make a difference to an event that mattered to them.

text: Making a difference: Agents of change through curriculum integration. When one student was personally touched by the 2009 Samoan tsunami, Omanu School in the Bay of Plenty launched an aid project that galvanised students into learning that was integrated across many curriculum areas. The students researched, negotiated and problem solved as they sought to make a difference to an event that mattered to them.

year: 2012

title: Enhancing well-being and social connectedness for Maori elders through a peer education (Tuakana-Teina) programme: A cross-sectional baseline study

authors: Oetzel, John G.

subjects: Science & Technology

abstract: Background: Māori kaumātua (elders) face stark health and social inequities compared to non-Māori New Zealanders. The tuakana-teina (older sibling-younger sibling) peer education programme is a strengths-based approach to enhance well-being and social connectedness. The purpose of this study is to present the baseline data from this programme and identify correlates of well-being outcomes.

Method: Participants included 128 kaumātua who completed a self-report survey about health-related quality of life, spirituality, social connection and loneliness, life satisfaction, cultural identity and connection, elder abuse, health service utilisation and demographics.

Findings: Multiple regression models illustrated the following correlates of outcomes: (a) self-rated health: needing more help with daily tasks (β = −0.36) and housing problems (β = –0.17); (b) health-related quality of life: needing more help with daily tasks (β = –0.31), housing problems (β = –0.21), and perceived autonomy (β = 0.19); (c) spiritual well-being: understanding of tikanga (cultural protocols) (β = 0.32) and perceived autonomy (β = 0.23); (d) life satisfaction: social support (β = 0.23), sense of purpose (β = 0.23), cultural identity (β = 0.24), trouble paying bills (β = –0.16), and housing problems (β = –0.16); (e) loneliness: elder abuse (β = 0.27), social support (β = –0.21), and missing pleasure of being with whānau (extended family) (β = 0.19).

Conclusions: Key correlates for outcomes centred on social support, housing problems, cultural connection and perceived autonomy. These correlates are largely addressed through the programme where tuakana/peer educators provide support and links to social and health services to teina/peer recipients in need. This study illustrates needs and challenges for kaumātua, whilst the larger programme represents a strengths-based and culturally-centred approach to address health issues related to ageing in an Indigenous population.

text: Enhancing well-being and social connectedness for Maori elders through a peer education (Tuakana-Teina) programme: A cross-sectional baseline study Background: Māori kaumātua (elders) face stark health and social inequities compared to non-Māori New Zealanders. The tuakana-teina (older sibling-younger sibling) peer education programme is a strengths-based approach to enhance well-being and social connectedness. The purpose of this study is to present the baseline data from this programme and identify correlates of well-being outcomes.

Method: Participants included 128 kaumātua who completed a self-report survey about health-related quality of life, spirituality, social connection and loneliness, life satisfaction, cultural identity and connection, elder abuse, health service utilisation and demographics.

Findings: Multiple regression models illustrated the following correlates of outcomes: (a) self-rated health: needing more help with daily tasks (β = −0.36) and housing problems (β = –0.17); (b) health-related quality of life: needing more help with daily tasks (β = –0.31), housing problems (β = –0.21), and perceived autonomy (β = 0.19); (c) spiritual well-being: understanding of tikanga (cultural protocols) (β = 0.32) and perceived autonomy (β = 0.23); (d) life satisfaction: social support (β = 0.23), sense of purpose (β = 0.23), cultural identity (β = 0.24), trouble paying bills (β = –0.16), and housing problems (β = –0.16); (e) loneliness: elder abuse (β = 0.27), social support (β = –0.21), and missing pleasure of being with whānau (extended family) (β = 0.19).

Conclusions: Key correlates for outcomes centred on social support, housing problems, cultural connection and perceived autonomy. These correlates are largely addressed through the programme where tuakana/peer educators provide support and links to social and health services to teina/peer recipients in need. This study illustrates needs and challenges for kaumātua, whilst the larger programme represents a strengths-based and culturally-centred approach to address health issues related to ageing in an Indigenous population.

year: 2021