title: Paradox and promise in joint school/university arts research

authors: Fraser, Deborah

subjects: arts research

abstract: Collaborative university and school research projects are inevitably labour intensive endeavours that require the careful negotiation of trust and the joint development of critique of current practice. While this raises tension it also builds generative communities of inquiry that can enhance both theory and practice.
This paper reports on an Arts project undertaken in primary classrooms between university staff and generalist teacher co-researchers focusing on children’s idea development in dance, drama, music and art. This two year project is briefly outlined and some issues that arise in school research are explored. Project collaborators need to exercise caution in their examination of practice and strive to resist premature closure. All parties need to hold the tension of apparent contradictions, being both interested (in effective Arts pedagogy) and disinterested (in order to heighten perception) so that they might ‘surprise themselves in a landscape of practice with which many are very familiar indeed’ (McWilliam 2004:14). These issues and paradoxes in collaborative research are considered alongside some particular processes that build school and university partnerships.

text: Paradox and promise in joint school/university arts research Collaborative university and school research projects are inevitably labour intensive endeavours that require the careful negotiation of trust and the joint development of critique of current practice. While this raises tension it also builds generative communities of inquiry that can enhance both theory and practice.
This paper reports on an Arts project undertaken in primary classrooms between university staff and generalist teacher co-researchers focusing on children’s idea development in dance, drama, music and art. This two year project is briefly outlined and some issues that arise in school research are explored. Project collaborators need to exercise caution in their examination of practice and strive to resist premature closure. All parties need to hold the tension of apparent contradictions, being both interested (in effective Arts pedagogy) and disinterested (in order to heighten perception) so that they might ‘surprise themselves in a landscape of practice with which many are very familiar indeed’ (McWilliam 2004:14). These issues and paradoxes in collaborative research are considered alongside some particular processes that build school and university partnerships.

year: 2007

title: Travel Writing, Self and Other: Finding Reciprocal Space

authors: Ullal, Kathleen

subjects: reciprocity

abstract: My thesis engages with the complex relationships between self and other as these are constructed in the travel writing of five authors: the early feminist Mary Wollstonecraft’s Letters Written During a Short Residence in Sweden, Norway, and Denmark; the Victorian polymath William Morris’ Icelandic Journals; travel writer and historian Robert Byron’s The Road to Oxiana; and Nobel Prize for Literature recipients V. S. Naipaul’s An Area of Darkness and Orhan Pamuk’s Istanbul: Memories and the City. The texts under consideration appeared respectively in 1796, 1873, 1937, 1964 and 2006: they therefore encompass a range of conceptions of the self and other. 
My examination of these authors’ works prompts a reconsideration of the Saidian self/Other binary, in search of a less polemical stance towards this socially constructed relationship. In problematising this binary, I adopt feminist and postcolonial perspectives and apply critical textual analysis. I posit, and find, that the self and other are mutually constitutive. I suggest this shift visually and textually by using self-other, rather than the more usual self/Other.
I find that these travel writers point to several ways in which the self/Other binary, cemented textually in place by Said’s Orientalism, is not fixed but rather is as unstable and shifting as each individual’s subjectivity. While power and knowledge are clearly contributory factors to that subjectivity, I show that these, too, are not fixed, but are rather shifting concepts variously influencing the shape of the self-other relationship, as are the notions of home which inflect these works. Writing itself clearly serves as a vivifying home of sorts for these writers and, crucially, as a means of remaking or refashioning the self.
I employ an interpretative process that compares and contrasts the departing with the returning self, as against the intercultural experiences encountered and the changes attendant on those experiences. I find that the self-other relationship can be more richly apprehended by interpellating a redefined notion of reciprocity, one removed from its usual (Western) signification as part of a straightforward exchange of commodity or service. This redefined notion of reciprocity sees value in difference in the social encounter, where difference is acknowledged but not subsumed. 
My research contributes to the dynamic nature of travel writing studies by exploring beyond prevailing theoretical co-ordinates. Overall, my findings – and redefining of terms – indicate that seeking out such reciprocal engagements in these authors’ travel writings is a fruitful expansion in the field of travel writing studies.

text: Travel Writing, Self and Other: Finding Reciprocal Space My thesis engages with the complex relationships between self and other as these are constructed in the travel writing of five authors: the early feminist Mary Wollstonecraft’s Letters Written During a Short Residence in Sweden, Norway, and Denmark; the Victorian polymath William Morris’ Icelandic Journals; travel writer and historian Robert Byron’s The Road to Oxiana; and Nobel Prize for Literature recipients V. S. Naipaul’s An Area of Darkness and Orhan Pamuk’s Istanbul: Memories and the City. The texts under consideration appeared respectively in 1796, 1873, 1937, 1964 and 2006: they therefore encompass a range of conceptions of the self and other. 
My examination of these authors’ works prompts a reconsideration of the Saidian self/Other binary, in search of a less polemical stance towards this socially constructed relationship. In problematising this binary, I adopt feminist and postcolonial perspectives and apply critical textual analysis. I posit, and find, that the self and other are mutually constitutive. I suggest this shift visually and textually by using self-other, rather than the more usual self/Other.
I find that these travel writers point to several ways in which the self/Other binary, cemented textually in place by Said’s Orientalism, is not fixed but rather is as unstable and shifting as each individual’s subjectivity. While power and knowledge are clearly contributory factors to that subjectivity, I show that these, too, are not fixed, but are rather shifting concepts variously influencing the shape of the self-other relationship, as are the notions of home which inflect these works. Writing itself clearly serves as a vivifying home of sorts for these writers and, crucially, as a means of remaking or refashioning the self.
I employ an interpretative process that compares and contrasts the departing with the returning self, as against the intercultural experiences encountered and the changes attendant on those experiences. I find that the self-other relationship can be more richly apprehended by interpellating a redefined notion of reciprocity, one removed from its usual (Western) signification as part of a straightforward exchange of commodity or service. This redefined notion of reciprocity sees value in difference in the social encounter, where difference is acknowledged but not subsumed. 
My research contributes to the dynamic nature of travel writing studies by exploring beyond prevailing theoretical co-ordinates. Overall, my findings – and redefining of terms – indicate that seeking out such reciprocal engagements in these authors’ travel writings is a fruitful expansion in the field of travel writing studies.

year: 2017

title: Maori-medium education: current issues and challenges.

authors: May, Stephen

subjects: Maori-medium education

abstract: This paper summarises the key issues and challenges that have emerged from a
recent major report by the authors on Maori-medium education in Aotearoa/New
Zealand. The discussion is situated within a wider international analysis of
bilingual/immersion programmes, including heritage language programmes for
indigenous peoples. Key issues explored in the paper include the negotiation of,
and occasional tension between, the wider goals of indigenous Maori language
revitalisation and the successful achievement of bilingualism and biliteracy in
Maori-medium educational contexts. Issues to do with current pedagogy, staffing
and resourcing of Maori-medium programmes are also examined. The paper
concludes with suggestions for the ongoing development and extension of Maori-medium education.

text: Maori-medium education: current issues and challenges. This paper summarises the key issues and challenges that have emerged from a
recent major report by the authors on Maori-medium education in Aotearoa/New
Zealand. The discussion is situated within a wider international analysis of
bilingual/immersion programmes, including heritage language programmes for
indigenous peoples. Key issues explored in the paper include the negotiation of,
and occasional tension between, the wider goals of indigenous Maori language
revitalisation and the successful achievement of bilingualism and biliteracy in
Maori-medium educational contexts. Issues to do with current pedagogy, staffing
and resourcing of Maori-medium programmes are also examined. The paper
concludes with suggestions for the ongoing development and extension of Maori-medium education.

year: 2005-01-01