title: Audiences, referees, and landscapes: Understanding the use of Māori and English in New Zealand dual language picturebooks through a sociolinguistic lens

authors: Daly, Nicola

abstract: When non-dominant perspectives are represented in children's literature, it is labelled multicultural, and this form of literature has much potential for altering existing power structures in society. Bishop (1990) first introduced the metaphor of multicultural children's literature offering the possibility of windows - an opportunity to see into others' worlds; mirrors - an opportunity to see your own world being reflected back; and glass sliding doors - an opportunity to step into a world through a book. However, to date, any exploration of the extent to which language diversity contributes to the representation of non-dominant perspectives in multicultural children's literature has been limited, and the use of sociolinguistic theories to frame and theorise such explorations almost non-existent.

text: Audiences, referees, and landscapes: Understanding the use of Māori and English in New Zealand dual language picturebooks through a sociolinguistic lens When non-dominant perspectives are represented in children's literature, it is labelled multicultural, and this form of literature has much potential for altering existing power structures in society. Bishop (1990) first introduced the metaphor of multicultural children's literature offering the possibility of windows - an opportunity to see into others' worlds; mirrors - an opportunity to see your own world being reflected back; and glass sliding doors - an opportunity to step into a world through a book. However, to date, any exploration of the extent to which language diversity contributes to the representation of non-dominant perspectives in multicultural children's literature has been limited, and the use of sociolinguistic theories to frame and theorise such explorations almost non-existent.

year: 2017

title: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana

authors: Woller, Paul Robert

subjects: Ngāi Tamarāwaho

abstract: Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

text: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

year: 2016

title: Modes of representation in contemporary Galician visual poetry

authors: Lopez-Fernandez, Laura

subjects: visual poetry

abstract: Visual poetry in Galicia had a plural and discontinuous existence in the twentieth century'! Its development in Galicia follows national (Spanish) and international artistic practices, while also engaging in the configuration of a local, national, and transnational Galician identity. The practice of different styles of visual poetry shows a rich line of creativity, especially in the last four decades. Their approaches coincide with sociocultural and economic changes in Spain, such as the end of the dictatorship in 1975, the consequent normalization of the Galician language, and more recently the progressive influence of globalization. This essay considers how current Galician visual poets  reconceptualize these issues in the context of an international cultural and visual aesthetics.

text: Modes of representation in contemporary Galician visual poetry Visual poetry in Galicia had a plural and discontinuous existence in the twentieth century'! Its development in Galicia follows national (Spanish) and international artistic practices, while also engaging in the configuration of a local, national, and transnational Galician identity. The practice of different styles of visual poetry shows a rich line of creativity, especially in the last four decades. Their approaches coincide with sociocultural and economic changes in Spain, such as the end of the dictatorship in 1975, the consequent normalization of the Galician language, and more recently the progressive influence of globalization. This essay considers how current Galician visual poets  reconceptualize these issues in the context of an international cultural and visual aesthetics.

year: 2011