title: Singing 'A Tune Beyond Ourselves': An Investigation into the Diverse Voices of Childhood and Poetry

authors: Masters, Caroline J.

subjects: Childhood

abstract: Over the past 300 years the ‘World of Children’ has evolved and along with it so has poetry written for, and about, children. This thesis focuses on the poetic portrayal of children in Great Britain from 1715 to 1885, specifically the virtues which adults have deemed necessary, ‘desirable, attractive, or interesting in the young’.   The poets I discuss — Isaac Watts, William Blake, Charles and Mary Lamb, Charlotte Smith, Anna Laetitia Barbauld, William Wordsworth, Lewis Carroll, Edward Lear, and Robert Louis Stevenson— either view children as little adults, adults in training, or rebel against adult interference in children’s lives. All of the poets strive to protect and advance a particular concept of childhood.
	The recent scholarship of critics such as Nancy Taylor Coghill, Norejane J. Henrickson, and Mitzi Myers has shown that as the canon of children’s literature has evolved, a progression away from didacticism towards imagination and ‘fun’ is apparent, with the latter being preferred. This thesis explores whether the apparent division of poetry for, and about, children is as clear cut as this.
	Throughout, I argue that the history of childhood and poetry is variegated and that creativity has not ousted didacticism over time. Instead the two currents have at times co-existed, been merged, or blended with other approaches.

text: Singing 'A Tune Beyond Ourselves': An Investigation into the Diverse Voices of Childhood and Poetry Over the past 300 years the ‘World of Children’ has evolved and along with it so has poetry written for, and about, children. This thesis focuses on the poetic portrayal of children in Great Britain from 1715 to 1885, specifically the virtues which adults have deemed necessary, ‘desirable, attractive, or interesting in the young’.   The poets I discuss — Isaac Watts, William Blake, Charles and Mary Lamb, Charlotte Smith, Anna Laetitia Barbauld, William Wordsworth, Lewis Carroll, Edward Lear, and Robert Louis Stevenson— either view children as little adults, adults in training, or rebel against adult interference in children’s lives. All of the poets strive to protect and advance a particular concept of childhood.
	The recent scholarship of critics such as Nancy Taylor Coghill, Norejane J. Henrickson, and Mitzi Myers has shown that as the canon of children’s literature has evolved, a progression away from didacticism towards imagination and ‘fun’ is apparent, with the latter being preferred. This thesis explores whether the apparent division of poetry for, and about, children is as clear cut as this.
	Throughout, I argue that the history of childhood and poetry is variegated and that creativity has not ousted didacticism over time. Instead the two currents have at times co-existed, been merged, or blended with other approaches.

year: 2015

title: Learning legal reasoning while rejecting the oxymoronic status of feminist judicial rationalities: a view from the law classroom

authors: Grear, Anna

abstract: One misconception accompanying the idea of a feminist judgment is that feminist judgment is inherently at odds with the putative neutrality of the "judge" as a "neutral" adjudicator. Many lawyers, scholars and law students tend to assume that when deliberating as a judge, feminism(s) simply has/have no rightful or rational place, relevance or bearing upon the process or the outcome and that such a "non-neutral" view will necessarily deviate from the standard canons of judicial reasoning by embodying an unacceptable bias. Introducing students to the "grammar" of reasoning in an undergraduate course dedicated to both general critical reasoning and legal reasoning, however, presented an ideal opportunity for students to encounter in greater intimacy the interpretive openness of law and the indeterminacies that argument alone can never ultimately resolve without recourse to deeper positional commitments. By stepping into the role of judge, having studied the techniques, inherent malleability and limitations of legal argument, students could explore for themselves the range of argumentatively defensible interpretations and outcomes possible in any given legal case. In the process, the students could appreciate not only the open textured nature of judgment and legal reasoning more richly, but also see the "rationality" of feminist judgment as a fully plausible alternative to non-feminist "rationality" and judgment.

text: Learning legal reasoning while rejecting the oxymoronic status of feminist judicial rationalities: a view from the law classroom One misconception accompanying the idea of a feminist judgment is that feminist judgment is inherently at odds with the putative neutrality of the "judge" as a "neutral" adjudicator. Many lawyers, scholars and law students tend to assume that when deliberating as a judge, feminism(s) simply has/have no rightful or rational place, relevance or bearing upon the process or the outcome and that such a "non-neutral" view will necessarily deviate from the standard canons of judicial reasoning by embodying an unacceptable bias. Introducing students to the "grammar" of reasoning in an undergraduate course dedicated to both general critical reasoning and legal reasoning, however, presented an ideal opportunity for students to encounter in greater intimacy the interpretive openness of law and the indeterminacies that argument alone can never ultimately resolve without recourse to deeper positional commitments. By stepping into the role of judge, having studied the techniques, inherent malleability and limitations of legal argument, students could explore for themselves the range of argumentatively defensible interpretations and outcomes possible in any given legal case. In the process, the students could appreciate not only the open textured nature of judgment and legal reasoning more richly, but also see the "rationality" of feminist judgment as a fully plausible alternative to non-feminist "rationality" and judgment.

year: 2012

title: Ngā kanohi hou – identifying and exploring the issues: Experiences of an intern

authors: Masters-Awatere, Bridgette

subjects: Maori

abstract: The current paper reflects upon the discovery of an intern from the post graduate diploma in community psychology programme (PGDipPsych (Com). The PGDipPsych (Com) is currently facilitated through the University of Waikato School of Arts and Social Sciences, Psychology Department. This journey of discovery is presented from the perspective of a Māori student who is employed in a mainstream public health organisation. The perspective of a person who is new to the workforce, and the “real world,” who views the surrounding environment with a pair of fresh eyes.

This paper highlights the importance of the internship period as it supports the student who moves from a structured environment with a strong emphasis on theory, towards a competitive, semi structured environment that is driven by deadlines, budgets and contracts.

Factors identified are the demands of Māori communities on Māori health researchers, supportive versus competitive environments, the benefits and drawbacks of being based in a mainstream health organisation, and the future direction of Māori health research. It is hoped that the current paper will encourage further discussion about the future direction of a diploma programme such as the PGDipPsychCom for Māori graduates of a New Zealand tertiary institution.

text: Ngā kanohi hou – identifying and exploring the issues: Experiences of an intern The current paper reflects upon the discovery of an intern from the post graduate diploma in community psychology programme (PGDipPsych (Com). The PGDipPsych (Com) is currently facilitated through the University of Waikato School of Arts and Social Sciences, Psychology Department. This journey of discovery is presented from the perspective of a Māori student who is employed in a mainstream public health organisation. The perspective of a person who is new to the workforce, and the “real world,” who views the surrounding environment with a pair of fresh eyes.

This paper highlights the importance of the internship period as it supports the student who moves from a structured environment with a strong emphasis on theory, towards a competitive, semi structured environment that is driven by deadlines, budgets and contracts.

Factors identified are the demands of Māori communities on Māori health researchers, supportive versus competitive environments, the benefits and drawbacks of being based in a mainstream health organisation, and the future direction of Māori health research. It is hoped that the current paper will encourage further discussion about the future direction of a diploma programme such as the PGDipPsychCom for Māori graduates of a New Zealand tertiary institution.

year: 1999