title: Moral Considerations in Embodied Curriculum: A Review Essay

authors: Barbour, Karen

abstract: This book is a treasure – a collection of significant and insightful works by an outstanding scholar in our international community of practitioner-researchers in dance and arts education. Recognized with both the American National Dance Education Organization’s (NDEO) Lifetime Achievement Award and the Congress On Research in Dance’s (CORD) Award for Outstanding Scholarly Contribution to Dance Research, Sue Stinson is known to many of us through her articles, her work in these organizations and Dance and the Child International (DaCi), and as a leader in the University of North Carolina Greensboro Department of Dance. I recommend this book as essential reading for critical dance researchers engaged in ‘western’ higher education and as an appropriate textbook for graduate students in dance pedagogy and curriculum.

text: Moral Considerations in Embodied Curriculum: A Review Essay This book is a treasure – a collection of significant and insightful works by an outstanding scholar in our international community of practitioner-researchers in dance and arts education. Recognized with both the American National Dance Education Organization’s (NDEO) Lifetime Achievement Award and the Congress On Research in Dance’s (CORD) Award for Outstanding Scholarly Contribution to Dance Research, Sue Stinson is known to many of us through her articles, her work in these organizations and Dance and the Child International (DaCi), and as a leader in the University of North Carolina Greensboro Department of Dance. I recommend this book as essential reading for critical dance researchers engaged in ‘western’ higher education and as an appropriate textbook for graduate students in dance pedagogy and curriculum.

year: 2016

title: Comparing Social Solidarity Across Historical Societies

authors: Marryatt, Nick

abstract: The purpose of this thesis is to develop the concept of social solidarity such that it can be compared across different societies. This is demonstrated by comparing social solidarity across four different historical societies. This thesis develops the concept of social solidarity through a critical dialogue with the work of Emile Durkheim. By applying contemporary sociological and psychological theory to the concept of social solidarity this thesis develops a conceptual framework of social solidarity such that differing levels and forms of social solidarity can be inferred across societies. In particular this is done by linking human material and psychological needs to social solidarity. This thesis argues that those social institutions which meet the needs of people also increase the level of social solidarity between those people. By examining social institutions and the degree to which they meet people's needs it is possible to infer the extent of social solidarity in that society.

This thesis goes on to apply this procedure to four forms of society, feudal, early industrial, Fordist and neo-liberal societies. This thesis argues that the shift from feudal society to industrial capitalist society caused a significant decline in the level of social solidarity, although this social transformation was not without potential for generating a society with a much higher level of social solidarity. Fordist society is an example of one possible society which merges a high level of social solidarity with industrial capitalism. However the brief nature of Fordist society suggests that the underlying logic of capitalism may make such a society with high social solidarity unsustainable.

text: Comparing Social Solidarity Across Historical Societies The purpose of this thesis is to develop the concept of social solidarity such that it can be compared across different societies. This is demonstrated by comparing social solidarity across four different historical societies. This thesis develops the concept of social solidarity through a critical dialogue with the work of Emile Durkheim. By applying contemporary sociological and psychological theory to the concept of social solidarity this thesis develops a conceptual framework of social solidarity such that differing levels and forms of social solidarity can be inferred across societies. In particular this is done by linking human material and psychological needs to social solidarity. This thesis argues that those social institutions which meet the needs of people also increase the level of social solidarity between those people. By examining social institutions and the degree to which they meet people's needs it is possible to infer the extent of social solidarity in that society.

This thesis goes on to apply this procedure to four forms of society, feudal, early industrial, Fordist and neo-liberal societies. This thesis argues that the shift from feudal society to industrial capitalist society caused a significant decline in the level of social solidarity, although this social transformation was not without potential for generating a society with a much higher level of social solidarity. Fordist society is an example of one possible society which merges a high level of social solidarity with industrial capitalism. However the brief nature of Fordist society suggests that the underlying logic of capitalism may make such a society with high social solidarity unsustainable.

year: 2014

title: He Ara Angitu: A Description of Literacy Achievement for Year 0 - 2 students in Total Immersion in Māori Programmes

authors: Rau, Cath R.

abstract: In response to the recommendations of the Literacy Taskforce Report (1999) and issues highlighted in the Green Paper - Assessment for Success in Primary Schools (1998), the Ministry of Education funded a project in 2000 and 2001 to develop a description of achievement in reading and writing for five-year-old Māori medium students.

This provided the opportunity to take a systematic comprehensive look at children’s literacy performance during the first two years of instruction and begin to identify reasonable expectations of progress in reading, written and oral language.

text: He Ara Angitu: A Description of Literacy Achievement for Year 0 - 2 students in Total Immersion in Māori Programmes In response to the recommendations of the Literacy Taskforce Report (1999) and issues highlighted in the Green Paper - Assessment for Success in Primary Schools (1998), the Ministry of Education funded a project in 2000 and 2001 to develop a description of achievement in reading and writing for five-year-old Māori medium students.

This provided the opportunity to take a systematic comprehensive look at children’s literacy performance during the first two years of instruction and begin to identify reasonable expectations of progress in reading, written and oral language.

year: 2001