title: Connecting key competencies and social inquiry in primary social studies pedagogy: initial teacher education students' planning decisions and reflections.

authors: Hunter, Philippa Anne

subjects: key competencies

abstract: Over 2007-2009 we have worked with the national curriculum's key competencies to establish their place and purpose in the social sciences learning area. As a result, our initial teacher education (ITE) primary social studies programmes involve pedagogy that conceives key competencies as analogous to social inquiry thinking and skills processes. Our team was keen to research ways ITE students identify and embed key competencies in their social inquiry planning decisions. The research also sought student reflection of how engagement with key competencies might influence their future social studies teaching and learning. The article offers a storying of ways the curriculum element of key competencies has been developed, implemented, researched and reflected upon within ITE primary social studies curriculum.

text: Connecting key competencies and social inquiry in primary social studies pedagogy: initial teacher education students' planning decisions and reflections. Over 2007-2009 we have worked with the national curriculum's key competencies to establish their place and purpose in the social sciences learning area. As a result, our initial teacher education (ITE) primary social studies programmes involve pedagogy that conceives key competencies as analogous to social inquiry thinking and skills processes. Our team was keen to research ways ITE students identify and embed key competencies in their social inquiry planning decisions. The research also sought student reflection of how engagement with key competencies might influence their future social studies teaching and learning. The article offers a storying of ways the curriculum element of key competencies has been developed, implemented, researched and reflected upon within ITE primary social studies curriculum.

year: 2010

title: Islamic philosophy: a beginner’s guide [Book review]

authors: Pratt, Douglas

subjects: book review

abstract: Review the book: “Islamic philosophy: a beginner’s guide”, by Majid Fakhry.

text: Islamic philosophy: a beginner’s guide [Book review] Review the book: “Islamic philosophy: a beginner’s guide”, by Majid Fakhry.

year: 2010

title: Approaching Māori language through meaning: The predominance of Indo-European models of relationships within propositions

authors: Whaanga, Hēmi

subjects: Te reo Māori

abstract: In every language, there are relationships between predicators (such as, for example, 'go'/'haere') and arguments (such as, for example, ‘James'/'Hēmi’). One such relationship that has been proposed is that of agency. Thus, in 'James goes'/ ‘E haere ana a Hēmi’), 'James'/'Hēmi' can be said to be the agent of the action 'go'/'haere'. Much of the international literature on relationships of this type is based on research on English and it has been claimed that the relationships that have been identified are universals. However, there may be differences among languages, differences that are attributable to the fact that different languages encode different ways of perceiving divisions in perceptual space. My aim here is to demonstrate, with reference to a number of different models of predicator/ argument relations, that most of them are based on assumptions that derive from the structure of Indo-European languages, English in particular. In Part 2 of this paper (to appear in a subsequent issue of this Journal), the implications of this discussion will be examined with reference to an analysis of Māori in terms of relationships within propositions.

text: Approaching Māori language through meaning: The predominance of Indo-European models of relationships within propositions In every language, there are relationships between predicators (such as, for example, 'go'/'haere') and arguments (such as, for example, ‘James'/'Hēmi’). One such relationship that has been proposed is that of agency. Thus, in 'James goes'/ ‘E haere ana a Hēmi’), 'James'/'Hēmi' can be said to be the agent of the action 'go'/'haere'. Much of the international literature on relationships of this type is based on research on English and it has been claimed that the relationships that have been identified are universals. However, there may be differences among languages, differences that are attributable to the fact that different languages encode different ways of perceiving divisions in perceptual space. My aim here is to demonstrate, with reference to a number of different models of predicator/ argument relations, that most of them are based on assumptions that derive from the structure of Indo-European languages, English in particular. In Part 2 of this paper (to appear in a subsequent issue of this Journal), the implications of this discussion will be examined with reference to an analysis of Māori in terms of relationships within propositions.

year: 2001-09