title: Students with Osteogenesis Imperfecta:  A Comparative Intergenerational Study of Inclusive Participation in New Zealand schools.

authors: Holmes, Heather Jeanette

subjects: Osteogenesis imperfecta

abstract: Osteogenesis imperfecta (OI) is a genetic condition commonly known as Brittle Bones. The purpose of this study was to listen to and document the experiences of those with OI to investigate if there were barriers to inclusive education for students with osteogenesis imperfecta (OI). Persons with OI are often small in stature, have limited strength and varying degrees of mobility. Adventurous behaviour or everyday activities may result in fractures. Often in the world of disability the focus is on the medical condition rather than the personal experiences of those with the condition. This study provided an opportunity to articulate the personal experiences of the participants.

In this study two specific aspects of educational experiences were examined. The first aspect explored was the way students managed physically within the educational setting, while the second aspect examined how students coped emotionally. Five major questions were used to determine if special education policies have affected the quality of inclusiveness for students with OI in New Zealand classrooms over a period of forty years. These questions examined what barriers exist in the past and whether the same barriers still exist within today's educational setting. The questions investigated what or who may be the cause of these barriers and what possible effects these barriers might have on the student The present situation was compared with the past and finally how might these barriers be overcome was investigated.

This qualitative study focused on three individuals, each representing a different generation. The participants exemplified a particular phenomenon, specifically the daily school lives in New Zealand of those with OI. The difficulties these students faced were explored through semi-structured interviews to encourage the three participants to voice their individual experiences. All three participants gave freely of their thoughts in an articulate, thoughtful and open manner, sharing both their positive and unpleasant experiences.

This study revealed that some New Zealand schools have yet to implement recent inclusive education policies set out by the Ministry of Education. The three participants identified barriers to inclusive education from their own personal perspectives. The physical environment of school presented challenges. Distance between classrooms and assembly halls and accessibility to the playground, ramps and toilet facilities created difficulties for students with OI who did not walk independently. Attitudes of parents, teachers, and the wider school community impacted on the self-attitude of students with OI. Over-protection, fear and anxiety were identified as unintentional attitudes that placed limitations on participation of meaningful activities and added to student feelings of isolation and difference. Lack of knowledge of the medical and psychosocial aspects of students with OI could account for the continued barriers imposed by some teachers.

Barriers do still exist in some New Zealand schools for students with osteogenesis imperfecta. Improved access could result in more participation. More participation could allow for an improved quality of social interaction and thus result in greater focus on the person and less focus on the disability. Collaboration between all school staff, parents and students with OI is essential to minimise barriers and maximise academic and social opportunities.

text: Students with Osteogenesis Imperfecta:  A Comparative Intergenerational Study of Inclusive Participation in New Zealand schools. Osteogenesis imperfecta (OI) is a genetic condition commonly known as Brittle Bones. The purpose of this study was to listen to and document the experiences of those with OI to investigate if there were barriers to inclusive education for students with osteogenesis imperfecta (OI). Persons with OI are often small in stature, have limited strength and varying degrees of mobility. Adventurous behaviour or everyday activities may result in fractures. Often in the world of disability the focus is on the medical condition rather than the personal experiences of those with the condition. This study provided an opportunity to articulate the personal experiences of the participants.

In this study two specific aspects of educational experiences were examined. The first aspect explored was the way students managed physically within the educational setting, while the second aspect examined how students coped emotionally. Five major questions were used to determine if special education policies have affected the quality of inclusiveness for students with OI in New Zealand classrooms over a period of forty years. These questions examined what barriers exist in the past and whether the same barriers still exist within today's educational setting. The questions investigated what or who may be the cause of these barriers and what possible effects these barriers might have on the student The present situation was compared with the past and finally how might these barriers be overcome was investigated.

This qualitative study focused on three individuals, each representing a different generation. The participants exemplified a particular phenomenon, specifically the daily school lives in New Zealand of those with OI. The difficulties these students faced were explored through semi-structured interviews to encourage the three participants to voice their individual experiences. All three participants gave freely of their thoughts in an articulate, thoughtful and open manner, sharing both their positive and unpleasant experiences.

This study revealed that some New Zealand schools have yet to implement recent inclusive education policies set out by the Ministry of Education. The three participants identified barriers to inclusive education from their own personal perspectives. The physical environment of school presented challenges. Distance between classrooms and assembly halls and accessibility to the playground, ramps and toilet facilities created difficulties for students with OI who did not walk independently. Attitudes of parents, teachers, and the wider school community impacted on the self-attitude of students with OI. Over-protection, fear and anxiety were identified as unintentional attitudes that placed limitations on participation of meaningful activities and added to student feelings of isolation and difference. Lack of knowledge of the medical and psychosocial aspects of students with OI could account for the continued barriers imposed by some teachers.

Barriers do still exist in some New Zealand schools for students with osteogenesis imperfecta. Improved access could result in more participation. More participation could allow for an improved quality of social interaction and thus result in greater focus on the person and less focus on the disability. Collaboration between all school staff, parents and students with OI is essential to minimise barriers and maximise academic and social opportunities.

year: 2007

title: The Social Relations and Interactions of a First Person Shooter (FPS) Gamer

authors: McQuarters, Glen Matthew

subjects: First person shooters

abstract: Video games have been part of society for over 40 years. During this period, a stereotypical image of a person who plays videogames has formed. Influenced by the stereotypical image (young, loner males, pale, socially inept, overweight, and possibly aggressive or violent), psychological research has focused on the possible negative effects of playing first person shooter video games. Contrary to the stereotype, first person shooter video games can be a medium in which social relationships are formed and maintained. This study aims to explored the social relationships and interactions of players of first person shooter video games in all locations of play, and how these relationships and interactions influenced the game experience, and how players managed these relationships and interactions. This research was done using qualitative interviews with 12 current first person shooter gamers. The study found that between non-persistent game worlds, technological advancements, and the potentially persistent social relationships, a large diversity of social relationships and interactions occur in and emerge from first person shooter video games. These social relationships and interactions play a central role in the enjoyment of playing first person shooter video games. The study found the interactions that are possible, happen in many different forms. The relationships found in the study developed from several different settings with playing together and friends’ friend being the most common start of a relationship. As well, the participants’ reported a level structure for the relationships that are part of their first person shooter gaming. The study also describes the interactions of players while gaming as being seen as mostly good, with a few antisocial acts committed. These findings are discussed in comparison with literature from other game genres on the social interactions and relationships of players. The seemingly “unsocial” and virtually violent first person shooter game world has been shown to encompass surprisingly rich and diverse social relationships.

text: The Social Relations and Interactions of a First Person Shooter (FPS) Gamer Video games have been part of society for over 40 years. During this period, a stereotypical image of a person who plays videogames has formed. Influenced by the stereotypical image (young, loner males, pale, socially inept, overweight, and possibly aggressive or violent), psychological research has focused on the possible negative effects of playing first person shooter video games. Contrary to the stereotype, first person shooter video games can be a medium in which social relationships are formed and maintained. This study aims to explored the social relationships and interactions of players of first person shooter video games in all locations of play, and how these relationships and interactions influenced the game experience, and how players managed these relationships and interactions. This research was done using qualitative interviews with 12 current first person shooter gamers. The study found that between non-persistent game worlds, technological advancements, and the potentially persistent social relationships, a large diversity of social relationships and interactions occur in and emerge from first person shooter video games. These social relationships and interactions play a central role in the enjoyment of playing first person shooter video games. The study found the interactions that are possible, happen in many different forms. The relationships found in the study developed from several different settings with playing together and friends’ friend being the most common start of a relationship. As well, the participants’ reported a level structure for the relationships that are part of their first person shooter gaming. The study also describes the interactions of players while gaming as being seen as mostly good, with a few antisocial acts committed. These findings are discussed in comparison with literature from other game genres on the social interactions and relationships of players. The seemingly “unsocial” and virtually violent first person shooter game world has been shown to encompass surprisingly rich and diverse social relationships.

year: 2013

title: RE-AUTHORISING BICULTURAL EXPERIENCES: Listening to previously silenced voices

authors: Stubbings, Mary Ann

subjects: Education

abstract: "Nothing strengthens authority so much as silence."
Leonardo de Vinci

The principles of the Doctrine of Discovery, conceived 500 years ago, advocated absolute power and authority for European invaders to conquer and claim indigenous land. This shaped the converging of Māori/Settler relationships and validated the colonisation of Aotearoa New Zealand. 

This thesis contends that the historic and taken for granted power and privilege that has benefitted Pākehā, transpired through a reimagined, fabricated version of our separate and combined past. The study unearths ingrained Pākehā perspectives and stereotypes about Māori, and a rejection of their disparate culture and identity. It highlights the role of schooling in Aotearoa New Zealand as a tool of colonisation to erase the culture and identity of Māori and to maintain a world view that authorised power and privilege for the Settlers. 

The study challenges Pākehā to 'step up' by shattering the sphere of silence around our combined historical narratives. It urges us [Pākehā] to develop critical consciousness so we may reflect on the world, and our position within it.

Inherent in this research is the premise that for Aotearoa, New Zealand to devise a future based on respectful and equitable sharing of social, financial, cultural, spiritual, and physical resources and opportunities, our silenced history, authorised by the State through the procedures of colonisation, must be acknowledged.

text: RE-AUTHORISING BICULTURAL EXPERIENCES: Listening to previously silenced voices "Nothing strengthens authority so much as silence."
Leonardo de Vinci

The principles of the Doctrine of Discovery, conceived 500 years ago, advocated absolute power and authority for European invaders to conquer and claim indigenous land. This shaped the converging of Māori/Settler relationships and validated the colonisation of Aotearoa New Zealand. 

This thesis contends that the historic and taken for granted power and privilege that has benefitted Pākehā, transpired through a reimagined, fabricated version of our separate and combined past. The study unearths ingrained Pākehā perspectives and stereotypes about Māori, and a rejection of their disparate culture and identity. It highlights the role of schooling in Aotearoa New Zealand as a tool of colonisation to erase the culture and identity of Māori and to maintain a world view that authorised power and privilege for the Settlers. 

The study challenges Pākehā to 'step up' by shattering the sphere of silence around our combined historical narratives. It urges us [Pākehā] to develop critical consciousness so we may reflect on the world, and our position within it.

Inherent in this research is the premise that for Aotearoa, New Zealand to devise a future based on respectful and equitable sharing of social, financial, cultural, spiritual, and physical resources and opportunities, our silenced history, authorised by the State through the procedures of colonisation, must be acknowledged.

year: 2023