title: Overcoming ‘Being’ in Favour of Knowledge: The fixing effect of ‘mātauranga’

authors: Mika, Carl Te Hira

subjects: knowledge

abstract: It is common to hear Māori discuss primordial states of Being, yet in colonisation those very central beliefs are forced into weaker utterances. In this process those utterances merely conform to a colonised agenda. ‘Mātauranga’, a tidy term that overwhelmingly refers to an epistemological knowing of the world, colludes nicely with its English equivalent, ‘knowledge’, to further colonise those core contemplations of Being. Its plausibility relies on an orderly regard of things in the world. In education, historical and current practices of schooling pave the way for things in the world so that they amount to mātauranga for Māori, and even the term ‘ako’ will conspire in its own way. Both Novalis and Heidegger have the ability to identify subtly colonising philosophies, and may even propose some theoretical solutions for Māori.

text: Overcoming ‘Being’ in Favour of Knowledge: The fixing effect of ‘mātauranga’ It is common to hear Māori discuss primordial states of Being, yet in colonisation those very central beliefs are forced into weaker utterances. In this process those utterances merely conform to a colonised agenda. ‘Mātauranga’, a tidy term that overwhelmingly refers to an epistemological knowing of the world, colludes nicely with its English equivalent, ‘knowledge’, to further colonise those core contemplations of Being. Its plausibility relies on an orderly regard of things in the world. In education, historical and current practices of schooling pave the way for things in the world so that they amount to mātauranga for Māori, and even the term ‘ako’ will conspire in its own way. Both Novalis and Heidegger have the ability to identify subtly colonising philosophies, and may even propose some theoretical solutions for Māori.

year: 2012

title: Traditional New Zealand Māori instruments, composition and digital technology: some recent collaborations and processes

authors: Whalley, Ian

abstract: This paper examines the integration of traditional New Zealand Māori instruments with digital music technology, and the use of these instruments in making new works. The focus is on the work of performer/composers Hirini Melbourne and Richard Nunns, as well as recent collaborations that Richard Nunns has undertaken with some composers and musicians in genres other than Māori music. Aesthetic, practical and cultural considerations in the composition process are explored.

text: Traditional New Zealand Māori instruments, composition and digital technology: some recent collaborations and processes This paper examines the integration of traditional New Zealand Māori instruments with digital music technology, and the use of these instruments in making new works. The focus is on the work of performer/composers Hirini Melbourne and Richard Nunns, as well as recent collaborations that Richard Nunns has undertaken with some composers and musicians in genres other than Māori music. Aesthetic, practical and cultural considerations in the composition process are explored.

year: 2005

title: Good practice in international placements: Ideas for students and tertiary staff

authors: Lowe, Simon

abstract: This publication considers seven key aspects that drive good practice in international field education.
Its intention is to help guide educators and students who are considering or developing international placements.
The experiences described in this booklet were with social work programmes; however, it is expected that the information can be applied to courses across a spectrum of disciplines.
This booklet considers seven key aspects that drive good practice in international field education.
The template for good practice is adapted from Martin, Rees and Edwards (2011) with the additional elements of skill development and placement debriefing, as these are essential aspects for good practice in international placements (and arguably, all placements) (Hay, Keen, Thomson & Emerman, 2011; Hay & Lowe, 2016 under review).
The inclusion of student perspectives adds a personal and experience-informed voice to each of the elements.

text: Good practice in international placements: Ideas for students and tertiary staff This publication considers seven key aspects that drive good practice in international field education.
Its intention is to help guide educators and students who are considering or developing international placements.
The experiences described in this booklet were with social work programmes; however, it is expected that the information can be applied to courses across a spectrum of disciplines.
This booklet considers seven key aspects that drive good practice in international field education.
The template for good practice is adapted from Martin, Rees and Edwards (2011) with the additional elements of skill development and placement debriefing, as these are essential aspects for good practice in international placements (and arguably, all placements) (Hay, Keen, Thomson & Emerman, 2011; Hay & Lowe, 2016 under review).
The inclusion of student perspectives adds a personal and experience-informed voice to each of the elements.

year: 2016