title: Globalization of tephrochronology: new views from Australasia

authors: Lowe, David J.

subjects: tephrochronology

abstract: Tephra (or volcanic ash) studies, once confined largely to volcanic lands, have become increasingly practised in countries far removed from areas of active or recent volcanism – and Australia is no exception. At the International Union for Quaternary Research (INQUA) conference in Cairns in July/August 2007, Sarah E. Coulter (née Davies), now a postdoctoral ice-core tephrochronologist at Queen’s University Belfast, reportedthe first occurrence of an exotic tephra in Australia in a core from Lynch’s Crater, Atherton Tableland, Queensland (Figure 1). The distal tephra, manifest as a tiny concentration of glass shards, was probably derived from a Papua New Guinean eruption around 75,000–80,000 years ago (S.E. Davies et al., 2007). Its value lies in providing a precise chronostratigraphic marker that potentially allows correlation of other long palaeoenvironmental sequences over wide distances. Davies’ study is but one of a revolutionary development in tephrochronology now focused on detecting diminutive, distal tephras that are invisible in the field and referred to as cryptotephras. From the Greek word kryptein, meaning ‘to hide’ (Hunt, 1999a; Hunt and Hill, 2001; Lowe and Hunt, 2001), cryptotephras typically comprise fine-ashsized (< ~100 μm) glass shards sparsely preserved and ‘hidden’ in peats or in lake, marine or aeolian sediments, or in ice cores (Figure 2). The cryptotephra theme is continued in section III, but beforehand nomenclature associated with the term ‘tephra’, which can be confusing and which sometimes is used incorrectly, is outlined.

text: Globalization of tephrochronology: new views from Australasia Tephra (or volcanic ash) studies, once confined largely to volcanic lands, have become increasingly practised in countries far removed from areas of active or recent volcanism – and Australia is no exception. At the International Union for Quaternary Research (INQUA) conference in Cairns in July/August 2007, Sarah E. Coulter (née Davies), now a postdoctoral ice-core tephrochronologist at Queen’s University Belfast, reportedthe first occurrence of an exotic tephra in Australia in a core from Lynch’s Crater, Atherton Tableland, Queensland (Figure 1). The distal tephra, manifest as a tiny concentration of glass shards, was probably derived from a Papua New Guinean eruption around 75,000–80,000 years ago (S.E. Davies et al., 2007). Its value lies in providing a precise chronostratigraphic marker that potentially allows correlation of other long palaeoenvironmental sequences over wide distances. Davies’ study is but one of a revolutionary development in tephrochronology now focused on detecting diminutive, distal tephras that are invisible in the field and referred to as cryptotephras. From the Greek word kryptein, meaning ‘to hide’ (Hunt, 1999a; Hunt and Hill, 2001; Lowe and Hunt, 2001), cryptotephras typically comprise fine-ashsized (< ~100 μm) glass shards sparsely preserved and ‘hidden’ in peats or in lake, marine or aeolian sediments, or in ice cores (Figure 2). The cryptotephra theme is continued in section III, but beforehand nomenclature associated with the term ‘tephra’, which can be confusing and which sometimes is used incorrectly, is outlined.

year: 2008

title: Transnational conversations about teacher identities in early childhood places and spaces: Call for alliance-building, advocacy and activism

authors: Kamenarac, Olivera

subjects: teacher identities

abstract: The professional identities of teachers are fundamental to their understanding of how to be and how to act in early childhood education and care (ECEC). Professional identities have emerged as a key consideration both in policy and scholarship as a result of growing political interest in ECEC and the work of teachers. When we first called for papers for a special issue on teacher identities, it was in the context of a global neoliberal policy-scape dominated by ideas about the social and economic benefits of investing in ECEC, as well as free-market and entrepreneurial discourses. Specifically, our intention was to engage in a collective and cross-national conversation that problematised prevailing discourses, examined intersections with local concerns and policy priorities, and their shifting and ongoing influences on professional identities. The complexities associated with neoliberal discourse in ECEC have surfaced more urgently in the context of a global Covid-19 pandemic. In many countries, ECEC teachers have been positioned as essential workers supporting ongoing economic activity during the pandemic, sometimes at the same time as schools and tertiary institutions have remained closed. ECEC work has become more entrenched in economic narratives that position the purpose of ECEC as supporting work-force participation, child wellbeing, and family support. These new and unexpected contexts also shape teacher identities. The tensions present in current policy constructions of teachers and intersections with emergency measures present new opportunities to govern teachers and practice in particular ways. These materialise in teachers’ daily experiences, work conditions, and wellbeing. A current narrative about the pandemic includes the idea of not letting the crisis go to waste, and we agree that it is important to use this moment to re-think and problematise teacher identities across educational contexts and to encourage critical conversations about what we do, why we do it and who benefits.

text: Transnational conversations about teacher identities in early childhood places and spaces: Call for alliance-building, advocacy and activism The professional identities of teachers are fundamental to their understanding of how to be and how to act in early childhood education and care (ECEC). Professional identities have emerged as a key consideration both in policy and scholarship as a result of growing political interest in ECEC and the work of teachers. When we first called for papers for a special issue on teacher identities, it was in the context of a global neoliberal policy-scape dominated by ideas about the social and economic benefits of investing in ECEC, as well as free-market and entrepreneurial discourses. Specifically, our intention was to engage in a collective and cross-national conversation that problematised prevailing discourses, examined intersections with local concerns and policy priorities, and their shifting and ongoing influences on professional identities. The complexities associated with neoliberal discourse in ECEC have surfaced more urgently in the context of a global Covid-19 pandemic. In many countries, ECEC teachers have been positioned as essential workers supporting ongoing economic activity during the pandemic, sometimes at the same time as schools and tertiary institutions have remained closed. ECEC work has become more entrenched in economic narratives that position the purpose of ECEC as supporting work-force participation, child wellbeing, and family support. These new and unexpected contexts also shape teacher identities. The tensions present in current policy constructions of teachers and intersections with emergency measures present new opportunities to govern teachers and practice in particular ways. These materialise in teachers’ daily experiences, work conditions, and wellbeing. A current narrative about the pandemic includes the idea of not letting the crisis go to waste, and we agree that it is important to use this moment to re-think and problematise teacher identities across educational contexts and to encourage critical conversations about what we do, why we do it and who benefits.

year: 2021-05-07

title: Te Kōtihitihi: Ngā Tuhinga Reo Māori, Putanga 2

authors: Ngāpō, Korohere

abstract: Koinei te katoa o te Putanga 2 o te puka hautaka, Te Kōtihitihi.

text: Te Kōtihitihi: Ngā Tuhinga Reo Māori, Putanga 2 Koinei te katoa o te Putanga 2 o te puka hautaka, Te Kōtihitihi.

year: 2012-05