title: Teaching gender geography in Aotearoa New Zealand

authors: Longhurst, Robyn

subjects: gender geography

abstract: In New Zealand universities, gender is still not a substantial part of the curriculum in most geography departments. Although at the University of Waikato, the situation is different. Its specific history of radical scholarship has enabled feminist academics in a variety of disciplines including geography to have had a stronger voice than in other universities. This does not, however, necessarily ensure the continuation of, or a healthy future for, gender geography. Some colleagues and students continue to resist seeing value in feminist perspectives. Also, in Aotearoa New Zealand, over the past few years, as neoliberal agendas have been embraced by universities, courses that are vocationally driven have prospered often at the expense of other subjects such as music, languages and gender studies. There remains, however, a strong commitment among many individuals to teaching critical geographical perspectives including gender.

text: Teaching gender geography in Aotearoa New Zealand In New Zealand universities, gender is still not a substantial part of the curriculum in most geography departments. Although at the University of Waikato, the situation is different. Its specific history of radical scholarship has enabled feminist academics in a variety of disciplines including geography to have had a stronger voice than in other universities. This does not, however, necessarily ensure the continuation of, or a healthy future for, gender geography. Some colleagues and students continue to resist seeing value in feminist perspectives. Also, in Aotearoa New Zealand, over the past few years, as neoliberal agendas have been embraced by universities, courses that are vocationally driven have prospered often at the expense of other subjects such as music, languages and gender studies. There remains, however, a strong commitment among many individuals to teaching critical geographical perspectives including gender.

year: 2011

title: Improving access to large-scale digital libraries through semantic-enhanced search and disambiguation

authors: Hinze, Annika

subjects: computer science

abstract: With 13,000,000 volumes comprising 4.5 billion pages of text, it is currently very difficult for scholars to locate relevant sets of documents that are useful in their research from the HathiTrust Digital Libary (HTDL) using traditional lexically-based retrieval techniques. Existing document search tools and document clustering approaches use purely lexical analysis, which cannot address the inherent ambiguity of natural language. A semantic search approach offers the potential to overcome the shortcoming of lexical search, but even if an appropriate network of ontologies could be decided upon it would require a full semantic markup of each document. In this paper, we present a conceptual design and report on the initial implementation of a new framework that affords the benefits of semantic search while minimizing the problems associated with applying existing semantic analysis at scale. Our approach avoids the need for complete semantic document markup using pre-existing ontologies by developing an automatically generated Concept-in-Context (CiC) network seeded by a priori analysis of Wikipedia texts and identification of semantic metadata. Our Capisco system analyzes documents by the semantics and context of their content. The disambiguation of search queries is done interactively, to fully utilize the domain knowledge of the scholar. Our method achieves a form of semantic-enhanced search that simultaneously exploits the proven scale benefits provided by lexical indexing.

text: Improving access to large-scale digital libraries through semantic-enhanced search and disambiguation With 13,000,000 volumes comprising 4.5 billion pages of text, it is currently very difficult for scholars to locate relevant sets of documents that are useful in their research from the HathiTrust Digital Libary (HTDL) using traditional lexically-based retrieval techniques. Existing document search tools and document clustering approaches use purely lexical analysis, which cannot address the inherent ambiguity of natural language. A semantic search approach offers the potential to overcome the shortcoming of lexical search, but even if an appropriate network of ontologies could be decided upon it would require a full semantic markup of each document. In this paper, we present a conceptual design and report on the initial implementation of a new framework that affords the benefits of semantic search while minimizing the problems associated with applying existing semantic analysis at scale. Our approach avoids the need for complete semantic document markup using pre-existing ontologies by developing an automatically generated Concept-in-Context (CiC) network seeded by a priori analysis of Wikipedia texts and identification of semantic metadata. Our Capisco system analyzes documents by the semantics and context of their content. The disambiguation of search queries is done interactively, to fully utilize the domain knowledge of the scholar. Our method achieves a form of semantic-enhanced search that simultaneously exploits the proven scale benefits provided by lexical indexing.

year: 2015

title: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms

authors: Burnette, Jessie

abstract: The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

text: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

year: 2024