title: Can the goldfish see the water? A critical analysis of ‘good intentions’ in cross-cultural practice

authors: Ferguson, Bruce

abstract: We claim to hold values that our students are responsible and autonomous adults whose success in our courses is best facilitated by our understanding of and respect for their specific backgrounds. We wish to be judged on these values by feedback provided by our students and those with whom we work. However, how well, if ever, are we able to ‘see the water,’ the cultural conditioning that leads us to act in ways that seem supportive of our students to us, but may be perceived differently by them?

In this paper, we present conflicting evidence around perceptions of our practice. We discuss where things have gone well, and where interventions have possibly been traumatic for the recipients. We question whether, and how, our practice cross-culturally can be safe. We challenge ourselves and others to think carefully about our responsibilities to our students, whether our privileged positioning obliges us to share and if so, how that sharing can occur in ways that validate and equally respect the values of those with whom we work.

text: Can the goldfish see the water? A critical analysis of ‘good intentions’ in cross-cultural practice We claim to hold values that our students are responsible and autonomous adults whose success in our courses is best facilitated by our understanding of and respect for their specific backgrounds. We wish to be judged on these values by feedback provided by our students and those with whom we work. However, how well, if ever, are we able to ‘see the water,’ the cultural conditioning that leads us to act in ways that seem supportive of our students to us, but may be perceived differently by them?

In this paper, we present conflicting evidence around perceptions of our practice. We discuss where things have gone well, and where interventions have possibly been traumatic for the recipients. We question whether, and how, our practice cross-culturally can be safe. We challenge ourselves and others to think carefully about our responsibilities to our students, whether our privileged positioning obliges us to share and if so, how that sharing can occur in ways that validate and equally respect the values of those with whom we work.

year: 2010

title: Re-thinking pedagogies: New immigrants in Aotearoa New Zealand early childhood settings

authors: Arndt, Sonja Kathrina

abstract: This chapter examines the importance of teacher orientations towards immigrant children, families, and teachers in early childhood education settings in Aotearoa New Zealand. Informed by a critical literature review and analysis,I highlight the complexity of cultural “otherness”and some tensions, risks, and dangers of superficial, simple interpretations of curriculum aspirations and guidelines. I argue that an orientation towards committed, sensitive, and accepting engagements is required to promote ethical and just practices. Following this, I argue that critical attention must be paid to interpretations of policy documents and guidelines for practice, and that ongoing questioning of possibilities for socially just professional practices are crucial to support diverse immigrants in early childhood settings.

text: Re-thinking pedagogies: New immigrants in Aotearoa New Zealand early childhood settings This chapter examines the importance of teacher orientations towards immigrant children, families, and teachers in early childhood education settings in Aotearoa New Zealand. Informed by a critical literature review and analysis,I highlight the complexity of cultural “otherness”and some tensions, risks, and dangers of superficial, simple interpretations of curriculum aspirations and guidelines. I argue that an orientation towards committed, sensitive, and accepting engagements is required to promote ethical and just practices. Following this, I argue that critical attention must be paid to interpretations of policy documents and guidelines for practice, and that ongoing questioning of possibilities for socially just professional practices are crucial to support diverse immigrants in early childhood settings.

year: 2014

title: Kava and Maaori: New drug fashion or re-engagement with 'kawa'? [Invited presentation]

authors: Aporosa, S. 'Apo'

abstract: It is estimated there are more than 20,000 kava users in New Zealand on an average Friday or Saturday night, with increasing interest and uptake of this indigenous drink by Māori. This presentation argues that some of that increased use of kava by Māori can be interpreted as a cultural expression of pre-migration Hawaiki, rather than simply a new interaction with a foreign drug substance.

text: Kava and Maaori: New drug fashion or re-engagement with 'kawa'? [Invited presentation] It is estimated there are more than 20,000 kava users in New Zealand on an average Friday or Saturday night, with increasing interest and uptake of this indigenous drink by Māori. This presentation argues that some of that increased use of kava by Māori can be interpreted as a cultural expression of pre-migration Hawaiki, rather than simply a new interaction with a foreign drug substance.

year: 2016