title: TATAU: A History of Sāmoan Tattooing [Book review]

authors: McCormack, Fiona

abstract: This book is a homage to tatau, honouring its deep socio-political significance and central mediating role in Sāmoan culture, past and present. As much as this is a social anthropological account, however, it is also a paean to tatau as a high art form, to the tufuga ta tatau who create these remarkably beautiful marks on the skin as well as the contemporary artists who wear and celebrate them. Indeed, many of the images reproduced in the book have adorned the walls of art galleries in and beyond Oceania.

text: TATAU: A History of Sāmoan Tattooing [Book review] This book is a homage to tatau, honouring its deep socio-political significance and central mediating role in Sāmoan culture, past and present. As much as this is a social anthropological account, however, it is also a paean to tatau as a high art form, to the tufuga ta tatau who create these remarkably beautiful marks on the skin as well as the contemporary artists who wear and celebrate them. Indeed, many of the images reproduced in the book have adorned the walls of art galleries in and beyond Oceania.

year: 2021

title: Embodied vibrations: Disastrous mobilities in relocation from the Christchurch earthquakes, Aotearoa New Zealand

authors: Adams-Hutcheson, Gail

abstract: This article contributes to debates that consider things (buildings) that have previously been assumed to be bounded and fixed. When thinking about how literally anything can become mobile, this article addresses how buildings "live on" through the bodies of participants. The notion of material affects is advanced to draw together a complex set of ideas on vibrant materialities. Material affects, then, entangle the earth, forces, embodiment, and micro mobilities to expose the vibrant matter of buildings. Empirical material is drawn from semistructured interviews with people who relocated out of Christchurch following the 2010 and 2011 earthquakes and aftershocks. In relocation, acute spatial awareness and sensitivity to movement and vibration-that is, the minute shudders and flexes of buildings-colonized the bodies of participants. Material affects are able to challenge the distinction between vital energy (life) forces and materiality

text: Embodied vibrations: Disastrous mobilities in relocation from the Christchurch earthquakes, Aotearoa New Zealand This article contributes to debates that consider things (buildings) that have previously been assumed to be bounded and fixed. When thinking about how literally anything can become mobile, this article addresses how buildings "live on" through the bodies of participants. The notion of material affects is advanced to draw together a complex set of ideas on vibrant materialities. Material affects, then, entangle the earth, forces, embodiment, and micro mobilities to expose the vibrant matter of buildings. Empirical material is drawn from semistructured interviews with people who relocated out of Christchurch following the 2010 and 2011 earthquakes and aftershocks. In relocation, acute spatial awareness and sensitivity to movement and vibration-that is, the minute shudders and flexes of buildings-colonized the bodies of participants. Material affects are able to challenge the distinction between vital energy (life) forces and materiality

year: 2017

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