title: Pretty difficult: Implementing kaupapa Māori theory in English-medium secondary schools

authors: Bishop, Russell

subjects: Te Kotahitanga Project

abstract: Developed in New Zealand some twenty years ago, kaupapa Māori has had a successful impact in education, notably in Māori-medium settings such as kōhanga reo, kura kaupapa Māori and wharekura. However, in mainstream educational settings, where the vast majority of Māori children continue to be educated, achievement disparities between Māori and their non-Māori peers persist. This article focuses on Te Kotahitanga, a large-scale kaupapa Māori school reform project that seeks to address educational disparities by improving the educational achievement of Māori students in mainstream schooling. Experiences with implementing Te Kotahitanga would suggest that reforming mainstream educational practices along kaupapa Māori lines is not easy. This article examines three main impediments encountered in attempts to implement the Te Kotahitanga project in mainstream schools: confusion about the culture of the Māori child; uneven implementation of the project; and problems with measuring student progress. For the project’s aims to be realised, professional development needs to be ongoing, iterative and responsive.

text: Pretty difficult: Implementing kaupapa Māori theory in English-medium secondary schools Developed in New Zealand some twenty years ago, kaupapa Māori has had a successful impact in education, notably in Māori-medium settings such as kōhanga reo, kura kaupapa Māori and wharekura. However, in mainstream educational settings, where the vast majority of Māori children continue to be educated, achievement disparities between Māori and their non-Māori peers persist. This article focuses on Te Kotahitanga, a large-scale kaupapa Māori school reform project that seeks to address educational disparities by improving the educational achievement of Māori students in mainstream schooling. Experiences with implementing Te Kotahitanga would suggest that reforming mainstream educational practices along kaupapa Māori lines is not easy. This article examines three main impediments encountered in attempts to implement the Te Kotahitanga project in mainstream schools: confusion about the culture of the Māori child; uneven implementation of the project; and problems with measuring student progress. For the project’s aims to be realised, professional development needs to be ongoing, iterative and responsive.

year: 2012

title: The enowning of thought and whakapapa: Heidegger's fourfold

authors: Mika, Carl Te Hira

subjects: Maori

abstract: Throughout colonization, Maori have been constantly urged to think of their terminology, and the objects it relates to, along constrained lines. In this practice, the self and other things are arguably restricted and impoverished. However, certain frequently used Maori terms – such as “whakapapa” and “whakaaro” – may be read alongside Heidegger’s “Ereignis,” revealing a completely other sense to them than their orthodox, respective translations of “genealogy” and “to think” allow. This kind of thinking in concert with an existential philosophy is an active process that allows for the “freeing up” of entities and a colonized group. With Heidegger’s assistance, the terms, and the original sources they refer to, reflect a kind of “Geviert”/Fourfold that ensures a continual strife and interplay between things in the world and self.

text: The enowning of thought and whakapapa: Heidegger's fourfold Throughout colonization, Maori have been constantly urged to think of their terminology, and the objects it relates to, along constrained lines. In this practice, the self and other things are arguably restricted and impoverished. However, certain frequently used Maori terms – such as “whakapapa” and “whakaaro” – may be read alongside Heidegger’s “Ereignis,” revealing a completely other sense to them than their orthodox, respective translations of “genealogy” and “to think” allow. This kind of thinking in concert with an existential philosophy is an active process that allows for the “freeing up” of entities and a colonized group. With Heidegger’s assistance, the terms, and the original sources they refer to, reflect a kind of “Geviert”/Fourfold that ensures a continual strife and interplay between things in the world and self.

year: 2014

title: Challenges in interface and interaction design for context-aware augmented memory systems

authors: Schweer, Andrea

subjects: computer science

abstract: The human long-term memory is astonishingly powerful but fallible at the same time. This makes it very easy to forget information one is sure one actually knows. We propose context-aware augmented memory systems as a solution to this problem. In this paper, we analyse the user interface and interaction design challenges that need to be overcome to build such a system. We hope for fruitful interdisciplinary discussions on how best to address these challenges.

text: Challenges in interface and interaction design for context-aware augmented memory systems The human long-term memory is astonishingly powerful but fallible at the same time. This makes it very easy to forget information one is sure one actually knows. We propose context-aware augmented memory systems as a solution to this problem. In this paper, we analyse the user interface and interaction design challenges that need to be overcome to build such a system. We hope for fruitful interdisciplinary discussions on how best to address these challenges.

year: 2007