title: Exploring children’s perspectives: Multiple ways of seeing and knowing the child

authors: Peters, Sally

subjects: Young children

abstract: This article focuses on human development in the early years, and the challenges for teachers and researchers in seeking to explore young children’s perspectives. The current interest in listening to children’s voices sits within competing developmental discourses about infants, toddlers and young children, which emphasise both their capability and confidence as well as their immaturity, especially with regard to oral language. Their “voice” can be heard and seen differently by teachers, researchers and families, who filter it according to their own perspectives and their image of the child. Drawing on a range of contemporary New Zealand studies, we discuss some key issues such as whether children need speech to have a voice? And in what ways can we gather children’s perspectives in research and education? To explore children’s perspectives and hear their voices requires skilled and flexible researchers and teachers, who watch and listen carefully whilst being mindful of their filtering/interpretive gazes. This takes time and patience and requires multiple ways of gathering data in order that the child is heard authentically.

text: Exploring children’s perspectives: Multiple ways of seeing and knowing the child This article focuses on human development in the early years, and the challenges for teachers and researchers in seeking to explore young children’s perspectives. The current interest in listening to children’s voices sits within competing developmental discourses about infants, toddlers and young children, which emphasise both their capability and confidence as well as their immaturity, especially with regard to oral language. Their “voice” can be heard and seen differently by teachers, researchers and families, who filter it according to their own perspectives and their image of the child. Drawing on a range of contemporary New Zealand studies, we discuss some key issues such as whether children need speech to have a voice? And in what ways can we gather children’s perspectives in research and education? To explore children’s perspectives and hear their voices requires skilled and flexible researchers and teachers, who watch and listen carefully whilst being mindful of their filtering/interpretive gazes. This takes time and patience and requires multiple ways of gathering data in order that the child is heard authentically.

year: 2015

title: Carbohydrate storage and remobilisation: The mechanisms involved in woody stem tissue of apple trees

authors: McQueen, Joanna C.

abstract: This thesis investigated the storage and remobilisation of carbohydrate reserves in perennial woody stem tissue, using one-year-old apple stems. In this study, the theories developed in herbaceous annual species were applied to woody perennial plants. Perennial plants are more complicated to study as they need reserves over a longer temporal scale and the woody tissue makes experimental manipulation difficult. In addition, apple is a multiple carbohydrate transporter and sorbitol (a sugar alcohol) is a major translocation product. These complications were overcome in this thesis, allowing hypotheses, developed from knowledge of carbohydrate movement in herbaceous plants, to be tested. The hypotheses were tested by manipulating sink conditions, 14C and 11C tracer experiments, use of inhibitors and enzyme extractions. 
The findings allowed models of carbohydrate storage and remobilisation in stem tissue of apple to be made. The sieve elements of apple are leaky pipes and assimilates are lost through passive leakage or active unloading during their journey from source to terminal sink. During remobilisation of carbohydrate in spring, retrieval of this leaked assimilate back into the phloem stream is up-regulated. This retrieval is likely to be directly into the sieve elements and involves carriers similar to those found in herbaceous annuals. Buffering also occurs along the stem length to prevent interruption to flow from short-term changes in photoassimilate supply. Buffering, leakage and retrieval probably occur into the apoplast. Starch is initially remobilised from storage cells closest to the phloem region in the spring. Sorbitol in the stem probably cannot be metabolised, which allows sorbitol to exist in high concentrations in the stem where it could act as a temporary (days to weeks) storage pool and could play a buffering role, maintaining a constant flow of sorbitol to sink tissue. 
During storage in autumn, when terminal sink tissue is either removed or saturated, assimilates continue to be lost from the leaky sieve tubes. However, retrieval is down-regulated so high concentrations of sugars build up in the stem apoplast. This results in storage of carbohydrate as starch, initially into the cells surrounding the phloem. Storage in the stem is given the lowest priority in terms of accumulating available carbohydrate and only occurs when there is an excess of photoassimilate, such as when higher priority sinks like fruit are removed or saturated. Eventually starch storage will saturate (at a concentration of 50mg g-1 in trees growing in the Hawkes Bay). Saturation of storage is likely to reduce concentration gradients between sieve elements and the apoplast, leading to a build up of sugars in the sieve elements and reduced assimilate flow. This is likely to result in a reduction or stoppage of photosynthesis, followed by leaf senescence. 
The results of this thesis show that most of the processes of carbohydrate storage and remobilisation in herbaceous plants also occur in woody perennial plants and this has increased our knowledge of basic plant processes. In order to manipulate source-sink relationships in plants to increase crop yields, we need to understand the physiological processes involving the movement of carbohydrates. The retrieval and release of sugars along the transport phloem is important, as there is a balance between supplying terminal sinks with photosynthate and retention of photosynthate along the pathway. In addition, physiological studies into apple trees are sparse. It was important to go to the next stage of carbohydrate studies in apple trees, beyond orchard management, and understand the physiological processes involved in carbohydrate movement and remobilisation. Apple is a high yielding crop and knowledge of the carbohydrate processes in this plant could help to increase yields in other commercially important tree species.

text: Carbohydrate storage and remobilisation: The mechanisms involved in woody stem tissue of apple trees This thesis investigated the storage and remobilisation of carbohydrate reserves in perennial woody stem tissue, using one-year-old apple stems. In this study, the theories developed in herbaceous annual species were applied to woody perennial plants. Perennial plants are more complicated to study as they need reserves over a longer temporal scale and the woody tissue makes experimental manipulation difficult. In addition, apple is a multiple carbohydrate transporter and sorbitol (a sugar alcohol) is a major translocation product. These complications were overcome in this thesis, allowing hypotheses, developed from knowledge of carbohydrate movement in herbaceous plants, to be tested. The hypotheses were tested by manipulating sink conditions, 14C and 11C tracer experiments, use of inhibitors and enzyme extractions. 
The findings allowed models of carbohydrate storage and remobilisation in stem tissue of apple to be made. The sieve elements of apple are leaky pipes and assimilates are lost through passive leakage or active unloading during their journey from source to terminal sink. During remobilisation of carbohydrate in spring, retrieval of this leaked assimilate back into the phloem stream is up-regulated. This retrieval is likely to be directly into the sieve elements and involves carriers similar to those found in herbaceous annuals. Buffering also occurs along the stem length to prevent interruption to flow from short-term changes in photoassimilate supply. Buffering, leakage and retrieval probably occur into the apoplast. Starch is initially remobilised from storage cells closest to the phloem region in the spring. Sorbitol in the stem probably cannot be metabolised, which allows sorbitol to exist in high concentrations in the stem where it could act as a temporary (days to weeks) storage pool and could play a buffering role, maintaining a constant flow of sorbitol to sink tissue. 
During storage in autumn, when terminal sink tissue is either removed or saturated, assimilates continue to be lost from the leaky sieve tubes. However, retrieval is down-regulated so high concentrations of sugars build up in the stem apoplast. This results in storage of carbohydrate as starch, initially into the cells surrounding the phloem. Storage in the stem is given the lowest priority in terms of accumulating available carbohydrate and only occurs when there is an excess of photoassimilate, such as when higher priority sinks like fruit are removed or saturated. Eventually starch storage will saturate (at a concentration of 50mg g-1 in trees growing in the Hawkes Bay). Saturation of storage is likely to reduce concentration gradients between sieve elements and the apoplast, leading to a build up of sugars in the sieve elements and reduced assimilate flow. This is likely to result in a reduction or stoppage of photosynthesis, followed by leaf senescence. 
The results of this thesis show that most of the processes of carbohydrate storage and remobilisation in herbaceous plants also occur in woody perennial plants and this has increased our knowledge of basic plant processes. In order to manipulate source-sink relationships in plants to increase crop yields, we need to understand the physiological processes involving the movement of carbohydrates. The retrieval and release of sugars along the transport phloem is important, as there is a balance between supplying terminal sinks with photosynthate and retention of photosynthate along the pathway. In addition, physiological studies into apple trees are sparse. It was important to go to the next stage of carbohydrate studies in apple trees, beyond orchard management, and understand the physiological processes involved in carbohydrate movement and remobilisation. Apple is a high yielding crop and knowledge of the carbohydrate processes in this plant could help to increase yields in other commercially important tree species.

year: 2003

title: Uia ngā pou o te whare ask the posts of the whare:  (Re)storying the whare in curriculum

authors: Heaton, Sharyn

subjects: Whare

abstract: This research investigated the construction of whare tapawhā discourses in national curricula since 1999 and (re)presents other Māori perspectives of how a whare (house, building, school of learning, curriculum) can be known. I explored the constitutions and subjectivities of a whare and its relationship to hauora, well-being and its dimensions. The central questions raised in this thesis are how has a whare model of hauora, well-being been signified within dominant education texts, and how could a Māori (re)envisioning of a whare assist future Māori-medium hauora learning area developments? Further elaborations on how a whare can be known and its potential contribution to future hauora learning area developments take priority as a focus within this thesis.
For this study, I developed ngā pou whakaaro, a theoretical, conceptual, and methodological framework characterised by unfolding layers of awareness (and reflection) that I applied when thinking and reading through texts. Texts included primary and secondary literature such as curricula policy, hauora redevelopment wānanga (meetings, discussions) notes, hauora redevelopment video, hauora Ministry of Education milestone reports and interview transcripts. Within these texts, I searched for significations and signifiers of how the whare tapawhā model of hauora, well-being or a whare had been (re)presented. I searched for what was clearly evident and the assumptions made about a whare, and critiqued omissions of what had not yet been said. These gaps provided an opportunity to rewrite and reproduce other texts. 
I initially critiqued dominant representations of the whare tapawhā model of hauora, well-being, as evident in English-medium policy texts. I argue that the whare tapawhā model and its nuances in national curricula and compulsory schooling are not only driven by education imperatives, such as the valuing of the Māori language and knowledge in compulsory schooling, but are also assimilative in that the knowledge presented is simplistic and the understandings align more with Eurocentric ideals of well-being, albeit in the Māori language. I show that simplified significations of a whare in educational discourse shape the fictions that the texts seek to represent.
And then, in reading otherwise (Caputo, 1997, p. 62), I examined other texts about a whare and its nuances beyond what is currently known in curricula. I interviewed two Māori pouako (teachers), one Māori-medium curriculum developer, a health practitioner, a kairongoā (healer), and two tohunga whakairo (master carvers) to draw out the possibilities that exist for (re)presenting another Māori perspective of a whare. This space provided an opportunity to transgress from how the whare tapawhā model of hauora, well-being has been represented in curricula in Aotearoa. 
The main ideas that emerged from the interviews and the process of reflecting on the responses of the poukōrero (interview participants) provoked thinking about the possibilities of how in-depth understandings of a whare could support a (re)envisioning of the potential of a whare in future hauora learning area developments. In order to (re)turn to thinking about the place of mātauranga Māori (Māori ways of knowing), and how a whare can be known and experienced by Māori beyond what is currently (re)presented in curricula, the whare of Mautini Aroaro was examined. 
Representations of a whare may be partial and fragmented, but such representations need to be (re)traced back to their parts and elaborated upon to deepen understandings of the possible contribution that a Māori perspective could offer future Māori-medium hauora learning area re-developments. There is no one way to know a whare, nor does it need to be restricted to pre-determined representations identified in curricula. Through a restoration process, I suggest we engage with people’s experiences of a whare on different terms and (re)claim understandings of a whare as a repository and library for future generations.

text: Uia ngā pou o te whare ask the posts of the whare:  (Re)storying the whare in curriculum This research investigated the construction of whare tapawhā discourses in national curricula since 1999 and (re)presents other Māori perspectives of how a whare (house, building, school of learning, curriculum) can be known. I explored the constitutions and subjectivities of a whare and its relationship to hauora, well-being and its dimensions. The central questions raised in this thesis are how has a whare model of hauora, well-being been signified within dominant education texts, and how could a Māori (re)envisioning of a whare assist future Māori-medium hauora learning area developments? Further elaborations on how a whare can be known and its potential contribution to future hauora learning area developments take priority as a focus within this thesis.
For this study, I developed ngā pou whakaaro, a theoretical, conceptual, and methodological framework characterised by unfolding layers of awareness (and reflection) that I applied when thinking and reading through texts. Texts included primary and secondary literature such as curricula policy, hauora redevelopment wānanga (meetings, discussions) notes, hauora redevelopment video, hauora Ministry of Education milestone reports and interview transcripts. Within these texts, I searched for significations and signifiers of how the whare tapawhā model of hauora, well-being or a whare had been (re)presented. I searched for what was clearly evident and the assumptions made about a whare, and critiqued omissions of what had not yet been said. These gaps provided an opportunity to rewrite and reproduce other texts. 
I initially critiqued dominant representations of the whare tapawhā model of hauora, well-being, as evident in English-medium policy texts. I argue that the whare tapawhā model and its nuances in national curricula and compulsory schooling are not only driven by education imperatives, such as the valuing of the Māori language and knowledge in compulsory schooling, but are also assimilative in that the knowledge presented is simplistic and the understandings align more with Eurocentric ideals of well-being, albeit in the Māori language. I show that simplified significations of a whare in educational discourse shape the fictions that the texts seek to represent.
And then, in reading otherwise (Caputo, 1997, p. 62), I examined other texts about a whare and its nuances beyond what is currently known in curricula. I interviewed two Māori pouako (teachers), one Māori-medium curriculum developer, a health practitioner, a kairongoā (healer), and two tohunga whakairo (master carvers) to draw out the possibilities that exist for (re)presenting another Māori perspective of a whare. This space provided an opportunity to transgress from how the whare tapawhā model of hauora, well-being has been represented in curricula in Aotearoa. 
The main ideas that emerged from the interviews and the process of reflecting on the responses of the poukōrero (interview participants) provoked thinking about the possibilities of how in-depth understandings of a whare could support a (re)envisioning of the potential of a whare in future hauora learning area developments. In order to (re)turn to thinking about the place of mātauranga Māori (Māori ways of knowing), and how a whare can be known and experienced by Māori beyond what is currently (re)presented in curricula, the whare of Mautini Aroaro was examined. 
Representations of a whare may be partial and fragmented, but such representations need to be (re)traced back to their parts and elaborated upon to deepen understandings of the possible contribution that a Māori perspective could offer future Māori-medium hauora learning area re-developments. There is no one way to know a whare, nor does it need to be restricted to pre-determined representations identified in curricula. Through a restoration process, I suggest we engage with people’s experiences of a whare on different terms and (re)claim understandings of a whare as a repository and library for future generations.

year: 2022