title: Sport-war cartoon art

authors: Rinehart, Robert E.

abstract: In this article, We explore the extent to which political cartoons and comic strips – as mediated public and political visual art, the ‘ninth art’ according to Groensteen’s The System of Comics (2007[1999] – subvert/confirm institutional values of so-called Western democracies during times of war. Our concern, as sociologists of sport, is with the ways dominant sporting sensibilities are (re)presented in cartoon art, and how sport itself is conflated with patriotic ideologies of war as a vehicle for propaganda. In particular, We interrogate how competitive- sporting ideals are aligned with war and conflict, and mobilized by cartoons during periods of Western-asserted conflict. We are intrigued by how some cartoon illustrations have the visual power to misplace, simplify and essentialize – via sporting analogy – the intense and complex emotions surrounding war. The aim of the article is to examine how the visual within popular culture is used to dis-connect and dis-engage a public with the realities of war and human conflict.

text: Sport-war cartoon art In this article, We explore the extent to which political cartoons and comic strips – as mediated public and political visual art, the ‘ninth art’ according to Groensteen’s The System of Comics (2007[1999] – subvert/confirm institutional values of so-called Western democracies during times of war. Our concern, as sociologists of sport, is with the ways dominant sporting sensibilities are (re)presented in cartoon art, and how sport itself is conflated with patriotic ideologies of war as a vehicle for propaganda. In particular, We interrogate how competitive- sporting ideals are aligned with war and conflict, and mobilized by cartoons during periods of Western-asserted conflict. We are intrigued by how some cartoon illustrations have the visual power to misplace, simplify and essentialize – via sporting analogy – the intense and complex emotions surrounding war. The aim of the article is to examine how the visual within popular culture is used to dis-connect and dis-engage a public with the realities of war and human conflict.

year: 2017

title: Tension and challenge in collaborative school-university research.

authors: Fraser, Deborah

subjects: education

abstract: Collaborative university and school research projects are inevitably labour intensive endeavours that require the careful negotiation of trust and the joint critique of current practice. While this raises tension it can also build generative communities of inquiry that enhance both theory and practice. This article refers to an arts project undertaken in eight primary schools between university staff and generalist teacher co-researchers, focusing on children's idea development in dance, drama, music and visual art. The two-year project is briefly outlined and some issues that arise in school research are explored. There were issues related to insider-outsider tensions, the familiarity all project members have with classrooms, and the associated difficulties with reconceptualising how things might be done. While there are many strengths in collaborative research, there are also tensions. Some of the tensions outlined in this paper include: the need to exercise healthy scepticism alongside interest in the arts; the different cultures of schools and universities and how these influence research; and issues of risk and trust, which are both sensitive areas of ongoing negotiation. These issues and paradoxes in collaborative research are considered alongside particular processes that build school and university partnerships.

text: Tension and challenge in collaborative school-university research. Collaborative university and school research projects are inevitably labour intensive endeavours that require the careful negotiation of trust and the joint critique of current practice. While this raises tension it can also build generative communities of inquiry that enhance both theory and practice. This article refers to an arts project undertaken in eight primary schools between university staff and generalist teacher co-researchers, focusing on children's idea development in dance, drama, music and visual art. The two-year project is briefly outlined and some issues that arise in school research are explored. There were issues related to insider-outsider tensions, the familiarity all project members have with classrooms, and the associated difficulties with reconceptualising how things might be done. While there are many strengths in collaborative research, there are also tensions. Some of the tensions outlined in this paper include: the need to exercise healthy scepticism alongside interest in the arts; the different cultures of schools and universities and how these influence research; and issues of risk and trust, which are both sensitive areas of ongoing negotiation. These issues and paradoxes in collaborative research are considered alongside particular processes that build school and university partnerships.

year: 2010

title: Te kiri ka tōkia e te anu: Ko ētahi āhuatanga ki ngā kāinga o Hiruhārama me Te Horo

authors: Parata, Patricia Hekia

subjects: Tangihanga

abstract: He mea waihanga e ahau, tēnei tuhituhinga, i runga i tēnei whakaaro, kia tirohia te hanga, me te āhua o te tangihanga, ki ōku marae e rua, o roto o Ngāti Porou, kei Hiruhārama me Te Horo. Kāore i whāia he wāhanga ki ngā pūtakenga mai o ngā tikanga. Engari, he mea tātaki haere noa iho ko ngā kaupapa tauira o ēnei tikanga. 
He mea raranga anō ngā kōrero nei, kia whiri ai i roto i ngā tauira kōrero nei, te tūpāpaku, te marae, ngā tāngata me ngā tikanga, e pā ana ki a rātau katoa. 
Ahakoa te nui, te huhua noa iho, o ngā tuhituhinga mō te āhua ki tēnei mea, ki te marae, te whaikōrero, te tangihanga, ēnei mea katoa, kore rawa anō nei, tētahi paku tuhituhi kua whakatakotoria i tēnei hanga nei. Ehara hoki tēnei i te tuhituhinga e whai ana i te āhua o ērā o mua atu. 
He mea kohikohi ēnei kōrero, nā ētahi kuia, me ētahi kaumātua, me ngā mea pakeke o tōku nei rohe, ā, he aronga nui nāku ki ngā mea i kite ai au i ngā wā i ahau i te kāinga, me ngā hui i tae ai au mai anō i tōku tamarikitanga. Nō reira, he whakapūteatanga ēnei mea katoa, nō ngā mea katoa i runga ake nei. 
Kua wehewehengia ēnei kōrero kia takoto pēnei ana nā: ko te wāhanga tuatahi, ko te takenga mai o Ngāti Porou, me ngā wehewehenga mai o ngā hapū; ko te wāhanga tuarua, e pā ana ki ngā whakamārama o ngā kupu, arā, te kirimate, te paemate, me te wharemate; tuatoru, ko te whakahoki o te tūpāpaku; tuawhā, kei ngā mahi ki runga i te marae; tuarima, ngā tikanga o te rā nehu; tuaono, ngā mahi whakatutuki. 
Hei whakamutu ake, kua whakarārangitia e ahau, ngā roherohenga mahi, me ngā tūranga e rite ana mō tēnā, mō tēnā, mō tēnā.

text: Te kiri ka tōkia e te anu: Ko ētahi āhuatanga ki ngā kāinga o Hiruhārama me Te Horo He mea waihanga e ahau, tēnei tuhituhinga, i runga i tēnei whakaaro, kia tirohia te hanga, me te āhua o te tangihanga, ki ōku marae e rua, o roto o Ngāti Porou, kei Hiruhārama me Te Horo. Kāore i whāia he wāhanga ki ngā pūtakenga mai o ngā tikanga. Engari, he mea tātaki haere noa iho ko ngā kaupapa tauira o ēnei tikanga. 
He mea raranga anō ngā kōrero nei, kia whiri ai i roto i ngā tauira kōrero nei, te tūpāpaku, te marae, ngā tāngata me ngā tikanga, e pā ana ki a rātau katoa. 
Ahakoa te nui, te huhua noa iho, o ngā tuhituhinga mō te āhua ki tēnei mea, ki te marae, te whaikōrero, te tangihanga, ēnei mea katoa, kore rawa anō nei, tētahi paku tuhituhi kua whakatakotoria i tēnei hanga nei. Ehara hoki tēnei i te tuhituhinga e whai ana i te āhua o ērā o mua atu. 
He mea kohikohi ēnei kōrero, nā ētahi kuia, me ētahi kaumātua, me ngā mea pakeke o tōku nei rohe, ā, he aronga nui nāku ki ngā mea i kite ai au i ngā wā i ahau i te kāinga, me ngā hui i tae ai au mai anō i tōku tamarikitanga. Nō reira, he whakapūteatanga ēnei mea katoa, nō ngā mea katoa i runga ake nei. 
Kua wehewehengia ēnei kōrero kia takoto pēnei ana nā: ko te wāhanga tuatahi, ko te takenga mai o Ngāti Porou, me ngā wehewehenga mai o ngā hapū; ko te wāhanga tuarua, e pā ana ki ngā whakamārama o ngā kupu, arā, te kirimate, te paemate, me te wharemate; tuatoru, ko te whakahoki o te tūpāpaku; tuawhā, kei ngā mahi ki runga i te marae; tuarima, ngā tikanga o te rā nehu; tuaono, ngā mahi whakatutuki. 
Hei whakamutu ake, kua whakarārangitia e ahau, ngā roherohenga mahi, me ngā tūranga e rite ana mō tēnā, mō tēnā, mō tēnā.

year: 1983