title: Reply to: 'Analysing accounting discourse: avoiding the 'fallacy of internalism''

authors: Gallhofer, Sonja

subjects: accounting

abstract: Purpose – The purpose of this paper is to provide a response to “Analysing accounting discourse: avoiding the ‘fallacy of internalism’”, an article by Ferguson in which a work by Gallhofer et al. is critiqued. 
Design/methodology/approach – The paper responds to critique by Ferguson that one of their papers does not consider the “social-historical contexts of text production, transmission and reception”. It also looks at Ferguson's challenge of critical discourse analysis (CDA) and its political motivation. 
Findings – The paper defends Gallhofer et al. in that they chose to “promote critical discourse analysis respecting the focus of accounting and finance” and that the aim of their work was pedagogical. They chose to focus on the production of the texts rather than their reception because the work wanted to gain insights into how accounting texts are read and mobilised by radical activists in pursuance of their emancipatory goals, especially through CDA. 
Originality/value – The paper provides a defence of a previous paper of the authors, which was concerned with emancipatory change, evident in Fairclough's version of CDA.

text: Reply to: 'Analysing accounting discourse: avoiding the 'fallacy of internalism'' Purpose – The purpose of this paper is to provide a response to “Analysing accounting discourse: avoiding the ‘fallacy of internalism’”, an article by Ferguson in which a work by Gallhofer et al. is critiqued. 
Design/methodology/approach – The paper responds to critique by Ferguson that one of their papers does not consider the “social-historical contexts of text production, transmission and reception”. It also looks at Ferguson's challenge of critical discourse analysis (CDA) and its political motivation. 
Findings – The paper defends Gallhofer et al. in that they chose to “promote critical discourse analysis respecting the focus of accounting and finance” and that the aim of their work was pedagogical. They chose to focus on the production of the texts rather than their reception because the work wanted to gain insights into how accounting texts are read and mobilised by radical activists in pursuance of their emancipatory goals, especially through CDA. 
Originality/value – The paper provides a defence of a previous paper of the authors, which was concerned with emancipatory change, evident in Fairclough's version of CDA.

year: 2007

title: Mathematics education ITE students examining the value of digital learning objects

authors: Hawera, Ngārewa

abstract: One issue in mathematics initial teacher education (ITE) is how to best support students to use digital technologies (DTs) to enhance their teaching of mathematics. While most ITE students are probably using DTs on a daily basis for personal use, they are often unfamiliar with using them for educative purposes in New Zealand primary school settings. Our mathematics education programme is finding ways to address this issue, beginning with a small research project. The study’s aim is to support ITE students to develop critical thinking, confidence, knowledge and skill using DTs in teaching and learning. This paper arises from the larger action research study that sought 40 Year two ITE students’ perceptions about the mathematical content of particular Digital Learning Objects (DLOs) promoted by the Ministry of Education, and how these might be used with learners in the classroom. Key research methods were survey instruments, field notes and classroom observations. Findings from two questions in student perception surveys (centred on any mathematics concepts and skills they thought the relevant DLOs would support children’s learning, plus how these same DLOs could be used in primary classrooms) suggest that they would mainly use the DLOs to consolidate ideas already taught or learned.

text: Mathematics education ITE students examining the value of digital learning objects One issue in mathematics initial teacher education (ITE) is how to best support students to use digital technologies (DTs) to enhance their teaching of mathematics. While most ITE students are probably using DTs on a daily basis for personal use, they are often unfamiliar with using them for educative purposes in New Zealand primary school settings. Our mathematics education programme is finding ways to address this issue, beginning with a small research project. The study’s aim is to support ITE students to develop critical thinking, confidence, knowledge and skill using DTs in teaching and learning. This paper arises from the larger action research study that sought 40 Year two ITE students’ perceptions about the mathematical content of particular Digital Learning Objects (DLOs) promoted by the Ministry of Education, and how these might be used with learners in the classroom. Key research methods were survey instruments, field notes and classroom observations. Findings from two questions in student perception surveys (centred on any mathematics concepts and skills they thought the relevant DLOs would support children’s learning, plus how these same DLOs could be used in primary classrooms) suggest that they would mainly use the DLOs to consolidate ideas already taught or learned.

year: 2017

title: Adopting a Maori property rights approach to fisheries

authors: Toki, Valmaine

abstract: For Maori, tikanga Maori or custom law not only underpinned the recognition of property rights to their fishery but also their environmental ethics and the sustainable management of that fishery. In comparison, the property right of non-indigenous peoples was sourced from a rights system determined by the State. The nature of these property rights, for Maori, has been acknowledged by legislation. The challenge for Maori is to effectively maintain, develop and manage this allocated resource in a way that will not only sustain the resource but also ensure its longevity both socially and economically for future generations. Among the issues Maori will face are how to balance effective governance and efficient management, together with the requirement to address global issues of over-fishing and property rights, all the while preserving and respecting tradition. Irrespective of these challenges, it is the tikanga, or philosophy, intrinsic to the traditional Maori worldview which will guide Maori through these challenges, and provide a way forward for global issues such as climate change.

text: Adopting a Maori property rights approach to fisheries For Maori, tikanga Maori or custom law not only underpinned the recognition of property rights to their fishery but also their environmental ethics and the sustainable management of that fishery. In comparison, the property right of non-indigenous peoples was sourced from a rights system determined by the State. The nature of these property rights, for Maori, has been acknowledged by legislation. The challenge for Maori is to effectively maintain, develop and manage this allocated resource in a way that will not only sustain the resource but also ensure its longevity both socially and economically for future generations. Among the issues Maori will face are how to balance effective governance and efficient management, together with the requirement to address global issues of over-fishing and property rights, all the while preserving and respecting tradition. Irrespective of these challenges, it is the tikanga, or philosophy, intrinsic to the traditional Maori worldview which will guide Maori through these challenges, and provide a way forward for global issues such as climate change.

year: 2010