title: Reimagining communities of practice: Using relational frameworks to disrupt assumptions and inequity

authors: Fish, L

abstract: As theorised by Etienne Wenger, communities of practice are becoming settled as a framework for community engagement within Aotearoa New Zealand schools. In this article, the authors critically analyse the assumptions and inequities that can arise when communities of practice prioritise school values and staff comfort over the priorities of community participants and the knowledge they bring. The authors reference their experiences in communities of practice, using vignettes to explore tensions. The article argues that when schools draw authentically on Indigenous principles, including teu le vā, and use these to establish communities of practice, hospitable, equitable and productive relationships can be realised.

text: Reimagining communities of practice: Using relational frameworks to disrupt assumptions and inequity As theorised by Etienne Wenger, communities of practice are becoming settled as a framework for community engagement within Aotearoa New Zealand schools. In this article, the authors critically analyse the assumptions and inequities that can arise when communities of practice prioritise school values and staff comfort over the priorities of community participants and the knowledge they bring. The authors reference their experiences in communities of practice, using vignettes to explore tensions. The article argues that when schools draw authentically on Indigenous principles, including teu le vā, and use these to establish communities of practice, hospitable, equitable and productive relationships can be realised.

year: 2022-11-17

title: Remarkable simple fabrication of superhydrophobic surfaces using electroless galvanic deposition

authors: Larmour, Iain A.

subjects: hydrophobic effect

abstract: Much of the recent research on hydrophobic materials has been inspired by the water-repellent nature of lotus leaves (Nelumbo nucifera and N. lutea), which show a double roughness on their surfaces (nanohairs on microbumps) along with a waxy coating.

text: Remarkable simple fabrication of superhydrophobic surfaces using electroless galvanic deposition Much of the recent research on hydrophobic materials has been inspired by the water-repellent nature of lotus leaves (Nelumbo nucifera and N. lutea), which show a double roughness on their surfaces (nanohairs on microbumps) along with a waxy coating.

year: 2007

title: Supervising research in Māori cultural contexts: a decolonizing, relational response

authors: Berryman, Mere

abstract: We have collaborated for 25 years as indigenous Māori and non- Māori researchers undertaking research with Māori families, their schools and communities. We have endeavored to meet our responsibilities to the Māori people (indigenous inhabitants of New Zealand) and communities with whom we have researched, as well as meet the requirements and responsibilities of our academic institutions. In this paper, we reflect on the implications of these responsibilities for our work as supervisors of master’s and doctoral students (Māori and non-Māori) who seek to draw on decolonizing methodologies as they undertake research in Māori cultural contexts. We draw on the experiences and interactions we have had with four different postgraduate students whose research on improving educational outcomes for Māori students has required them to engage and participate in Māori cultural contexts.

text: Supervising research in Māori cultural contexts: a decolonizing, relational response We have collaborated for 25 years as indigenous Māori and non- Māori researchers undertaking research with Māori families, their schools and communities. We have endeavored to meet our responsibilities to the Māori people (indigenous inhabitants of New Zealand) and communities with whom we have researched, as well as meet the requirements and responsibilities of our academic institutions. In this paper, we reflect on the implications of these responsibilities for our work as supervisors of master’s and doctoral students (Māori and non-Māori) who seek to draw on decolonizing methodologies as they undertake research in Māori cultural contexts. We draw on the experiences and interactions we have had with four different postgraduate students whose research on improving educational outcomes for Māori students has required them to engage and participate in Māori cultural contexts.

year: 2017