title: Reconceptualising outdoor adventure education: Activity in search of an appropriate theory.

authors: Brown, Mike

subjects: outdoor adventure education

abstract: Experiential approaches to learning underpin teaching and learning strategies in outdoor adventure education (OAE). Recent critiques of experiential learning have problematised the individualistic and overly cognitive focus of this approach which creates binaries between experience-reflection and the learner-situation. This paper summarises these critiques and investigates the possibilities made available by understanding OAE from a socio-cultural perspective. Consideration of OAE students as participants in a highly orchestrated community of practice places learning, and observable change, within a socio-cultural frame rather than as primarily a function of cognitive processes within the individual. This position takes seriously the claims made by practitioners of ‘seeing evidence of change’ and researchers who raise questions about the validity of ‘generalised claims’ by placing greater emphasis on the situated nature of learning and acting. Moving beyond conceptions of the learner as an autonomous ‘processor’ of experiences, who is capable of generating context free knowledge, has implications for existing OAE theory and practice.

text: Reconceptualising outdoor adventure education: Activity in search of an appropriate theory. Experiential approaches to learning underpin teaching and learning strategies in outdoor adventure education (OAE). Recent critiques of experiential learning have problematised the individualistic and overly cognitive focus of this approach which creates binaries between experience-reflection and the learner-situation. This paper summarises these critiques and investigates the possibilities made available by understanding OAE from a socio-cultural perspective. Consideration of OAE students as participants in a highly orchestrated community of practice places learning, and observable change, within a socio-cultural frame rather than as primarily a function of cognitive processes within the individual. This position takes seriously the claims made by practitioners of ‘seeing evidence of change’ and researchers who raise questions about the validity of ‘generalised claims’ by placing greater emphasis on the situated nature of learning and acting. Moving beyond conceptions of the learner as an autonomous ‘processor’ of experiences, who is capable of generating context free knowledge, has implications for existing OAE theory and practice.

year: 2009

title: A teacher’s voice: Embracing change to make a difference

authors: Blakeney-Williams, Marilyn

subjects: education

abstract: The challenge to understand the impact and demands of new forms of literacy for teachers with considerable expertise is intensified when making sense of multiple forms of texts. This paper examines how an experienced teacher made changes to her literacy pedagogy when faced with a class problem for which she felt unprepared. The story is told predominantly through the voice of the teacher using her reflective journal. An example of Web 2.0 technology, specifically the construction of a wiki, is planned and implemented to reflect the teacher’s changing views of literacy. The key focus is how this teacher will transition her practice to meet the new demands of literacy teaching, what critical moves are required of her in order to do this and how does she shift from the traditional role of facilitator to designer of online learning. Through such analysis it is proposed that it is possible for an experienced teacher to theorise, implement and adopt a stance that encompasses a broader view of literacy and literacy instruction.

text: A teacher’s voice: Embracing change to make a difference The challenge to understand the impact and demands of new forms of literacy for teachers with considerable expertise is intensified when making sense of multiple forms of texts. This paper examines how an experienced teacher made changes to her literacy pedagogy when faced with a class problem for which she felt unprepared. The story is told predominantly through the voice of the teacher using her reflective journal. An example of Web 2.0 technology, specifically the construction of a wiki, is planned and implemented to reflect the teacher’s changing views of literacy. The key focus is how this teacher will transition her practice to meet the new demands of literacy teaching, what critical moves are required of her in order to do this and how does she shift from the traditional role of facilitator to designer of online learning. Through such analysis it is proposed that it is possible for an experienced teacher to theorise, implement and adopt a stance that encompasses a broader view of literacy and literacy instruction.

year: 2011

title: Kei moenga - Tārā i te ārero. Lest it be severed from the tongue

authors: Bailey, Iraia Thompson

subjects: te reo Māori

abstract: Tūwharetoa are a distinctive tribal group who are located within the central North Island. With a proud and celebrated history, Tūwharetoa evolved through out time to become a complex and unique tribe, containing a number of sub tribes, each with its own authority, structure and land holdings. However, like all Māori, Tūwharetoa were greatly affected by the impact of European colonisation. In particular the unique language and customs of Tūwharetoa where savaged by the policy of assimilation and the introduction of a new language and its cultural beliefs. Presently the traditional language of Tūwharetoa is in a perilous state, and regardless of the many Māori language initiatives that have been established over the past few decades, the special language of Tūwharetoa is declining. This thesis is concerned with understanding the reasons why the traditional language of Tūwharetoa finds itself in this position, while also assessing the initatives implemented by Tūwharetoa to rectify this situation. Furthermore this study will look to create a possible pathway forward for Tūwharetoa to support the regeneration and revitalisation of the language. Ultimately this thesis will propose a framework bedded within language planning theory, supported by a kaupapa Māori research methodology and founded within the beliefs of Tūwharetoa, to see the return of te reo Māori as the main form of communication for the people of Tūwharetoa, and as a clear marker of our identity and uniqueness.

text: Kei moenga - Tārā i te ārero. Lest it be severed from the tongue Tūwharetoa are a distinctive tribal group who are located within the central North Island. With a proud and celebrated history, Tūwharetoa evolved through out time to become a complex and unique tribe, containing a number of sub tribes, each with its own authority, structure and land holdings. However, like all Māori, Tūwharetoa were greatly affected by the impact of European colonisation. In particular the unique language and customs of Tūwharetoa where savaged by the policy of assimilation and the introduction of a new language and its cultural beliefs. Presently the traditional language of Tūwharetoa is in a perilous state, and regardless of the many Māori language initiatives that have been established over the past few decades, the special language of Tūwharetoa is declining. This thesis is concerned with understanding the reasons why the traditional language of Tūwharetoa finds itself in this position, while also assessing the initatives implemented by Tūwharetoa to rectify this situation. Furthermore this study will look to create a possible pathway forward for Tūwharetoa to support the regeneration and revitalisation of the language. Ultimately this thesis will propose a framework bedded within language planning theory, supported by a kaupapa Māori research methodology and founded within the beliefs of Tūwharetoa, to see the return of te reo Māori as the main form of communication for the people of Tūwharetoa, and as a clear marker of our identity and uniqueness.

year: 2013