title: Mai hē tātou e haka ‘ite nei ki te ŋāpoki: A collaborative story of indigenous knowledge in a school setting in Rapa Nui

authors: Zurob, Camila

subjects: Indigenous education

abstract: This research explores the stories of indigenous educators in Rapa Nui, and their engagement with the development of Rapa Nui language and culture in the primary school curriculum. It is suggested that indigenous education in the island has promoted considerable agency in the development of national intercultural policies, emphasizing the resourcefulness they have had in doing so. This will be discussed in the case of an indigenous education programme that has been worked through to allow Rapa Nui children to learn in their native language, focusing on the participation that school teachers, staff and parents have in this endeavour. Positioning myself as a non-indigenous researcher, I am interested in following up on concerns discussed by theorists of decolonization, as a response to Western determination of what constitutes research; particularly in indigenous communities. This concern is reflected in the question that the research addresses, namely how intercultural education in Rapa Nui may or may not allow a forum for indigenous children on the island to develop a culturally responsive education.
The thesis narrates the conception and implementation of indigenous education in Rapa Nui in a school setting. The experience of the participants highlights the need to recognize the asymmetry that has characterized intercultural relations at school throughout the history of formal education in the island. Further, they point to a revitalizing concept of culture to create a curriculum based on the Rapa Nui knowledge tradition. By giving space to this knowledge, it in turn implies a challenge to the existing educational frameworks. Responsibility over language revitalization and enhancement of local knowledge has gradually been positioned in school, and reflection on this work highlights the need to develop strategies that involve the wider society (local and national) in creating a renewed space for indigenous knowledge.

text: Mai hē tātou e haka ‘ite nei ki te ŋāpoki: A collaborative story of indigenous knowledge in a school setting in Rapa Nui This research explores the stories of indigenous educators in Rapa Nui, and their engagement with the development of Rapa Nui language and culture in the primary school curriculum. It is suggested that indigenous education in the island has promoted considerable agency in the development of national intercultural policies, emphasizing the resourcefulness they have had in doing so. This will be discussed in the case of an indigenous education programme that has been worked through to allow Rapa Nui children to learn in their native language, focusing on the participation that school teachers, staff and parents have in this endeavour. Positioning myself as a non-indigenous researcher, I am interested in following up on concerns discussed by theorists of decolonization, as a response to Western determination of what constitutes research; particularly in indigenous communities. This concern is reflected in the question that the research addresses, namely how intercultural education in Rapa Nui may or may not allow a forum for indigenous children on the island to develop a culturally responsive education.
The thesis narrates the conception and implementation of indigenous education in Rapa Nui in a school setting. The experience of the participants highlights the need to recognize the asymmetry that has characterized intercultural relations at school throughout the history of formal education in the island. Further, they point to a revitalizing concept of culture to create a curriculum based on the Rapa Nui knowledge tradition. By giving space to this knowledge, it in turn implies a challenge to the existing educational frameworks. Responsibility over language revitalization and enhancement of local knowledge has gradually been positioned in school, and reflection on this work highlights the need to develop strategies that involve the wider society (local and national) in creating a renewed space for indigenous knowledge.

year: 2014

title: Lie theory and separation of variables. 7. The harmonic oscillator in elliptic coordinates and Ince polynomials

authors: Boyer, C.P.

subjects: Mathematics

abstract: As a continuation of Paper 6 we study the separable basis eigenfunctions and their relationships for the harmonic oscillator Hamiltonian in two space variables with special emphasis on products of Ince polynomials, the eigenfunctions obtained when one separates variables in elliptic coordinates. The overlaps connecting this basis to the polar and Cartesian coordinate bases are obtained by computing in a simpler Bargmann Hilbert space model of the problem. We also show that Ince polynomials are intimately connected with the representation theory of SU (2), the group responsible for the eigenvalue degeneracy of the oscillator Hamiltonian.

text: Lie theory and separation of variables. 7. The harmonic oscillator in elliptic coordinates and Ince polynomials As a continuation of Paper 6 we study the separable basis eigenfunctions and their relationships for the harmonic oscillator Hamiltonian in two space variables with special emphasis on products of Ince polynomials, the eigenfunctions obtained when one separates variables in elliptic coordinates. The overlaps connecting this basis to the polar and Cartesian coordinate bases are obtained by computing in a simpler Bargmann Hilbert space model of the problem. We also show that Ince polynomials are intimately connected with the representation theory of SU (2), the group responsible for the eigenvalue degeneracy of the oscillator Hamiltonian.

year: 1975-03

title: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 – 13 of New Zealand schools to create lessons for young learners

authors: Johnson, Diane

subjects: New Zealand

abstract: In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Maori in Years 1 – 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

text: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 – 13 of New Zealand schools to create lessons for young learners In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Maori in Years 1 – 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

year: 2009-09