title: Life in a clinical diploma course

authors: Paterson, Keriata

subjects: Maori

abstract: This paper focuses on the author’s experience of a Clinical Diploma programme. The author is a Maori woman who is in her second year of a three year post-graduate Clinical Diploma programme. The paper includes comment on the cultural focus of content, culture conflicts and areas where the programme might be improved for Maori students.

text: Life in a clinical diploma course This paper focuses on the author’s experience of a Clinical Diploma programme. The author is a Maori woman who is in her second year of a three year post-graduate Clinical Diploma programme. The paper includes comment on the cultural focus of content, culture conflicts and areas where the programme might be improved for Maori students.

year: 1993

title: The Indigenous Exchange Forum: transitions in mine closure

authors: Holcombe, Sarah

abstract: “The Indigenous Exchange Forum: transitions in mine closure” was held on 2–3 November 2021 over Zoom, hosted by the Centre for Social Responsibility in Mining (CSRM) in the Sustainable Minerals Institute (SMI), at The University of Queensland.
The Forum aimed to affirm, connect, and elevate the voices of First Nations leaders and interested community members impacted by mining and mine closure. In doing so, we hoped to begin to build an international network across these Indigenous communities, to enable the sharing of experiences, struggles, and sentiments in relation to mine site transition and mine-related impacts on their lands.
The intent was to recognise each other’s unique cultural position and the impact of mining and mine closure through lessons learned: first with each other and then with industry.
The Forum had a strong foundation of reciprocity. The objective was:
•To provide an independent and culturally safe space to facilitate the connectionbetween First Nations peoples, whose customary lands have been impacted bymining.
•To position First Nations voices individually and collectively in a shared learningjourney full of experiences and lessons learned through online network exchange.
•To facilitate knowledge exchange and elevate the connectivity between Canadian,Australian, and Aotearoa (New Zealand) First Nations regarding impacts, issues, andinnovative ideas and practices in response to mine site transitions and mine closure.

text: The Indigenous Exchange Forum: transitions in mine closure “The Indigenous Exchange Forum: transitions in mine closure” was held on 2–3 November 2021 over Zoom, hosted by the Centre for Social Responsibility in Mining (CSRM) in the Sustainable Minerals Institute (SMI), at The University of Queensland.
The Forum aimed to affirm, connect, and elevate the voices of First Nations leaders and interested community members impacted by mining and mine closure. In doing so, we hoped to begin to build an international network across these Indigenous communities, to enable the sharing of experiences, struggles, and sentiments in relation to mine site transition and mine-related impacts on their lands.
The intent was to recognise each other’s unique cultural position and the impact of mining and mine closure through lessons learned: first with each other and then with industry.
The Forum had a strong foundation of reciprocity. The objective was:
•To provide an independent and culturally safe space to facilitate the connectionbetween First Nations peoples, whose customary lands have been impacted bymining.
•To position First Nations voices individually and collectively in a shared learningjourney full of experiences and lessons learned through online network exchange.
•To facilitate knowledge exchange and elevate the connectivity between Canadian,Australian, and Aotearoa (New Zealand) First Nations regarding impacts, issues, andinnovative ideas and practices in response to mine site transitions and mine closure.

year: 2022

title: Lusophonization returns? The condition of language policy and planning in a post-colonial plurilingual Timor-Leste

authors: da Silva Sarmento, João

subjects: national language policy and planning

abstract: The present study examines the national language policy and language in education policy in  Timor-Leste, a post-colonial nation that has adopted an exogenous language (Portuguese) and an autochthonous language (Tétun) to be its official languages, and two exogenous languages (Indonesian and English) as working languages. Based on an analysis of the findings, it argues that there is convincing evidence that both the policies are moving towards assimilationist exclusionary monolingual Portuguese model.
It was originally intended to investigate the use of languages in three senior high schools in Timor-Leste. However, due to logistical and administrative reasons, the study did not eventuate as planned.  Instead, the researcher interviewed 13 key informants from parliamentarians, ministry of education officers, high school directors and teachers, as well as government and non-governmental organizations officers, both in Díli, Timor-Leste and subsequently in Hamilton, New Zealand.  
The objective of the interviews was to gather data on the interviewees’ perspectives on the current national language policy and language policy in education. The study found that the debate of national language policy and its implementation, as well as implications, in educational domains is still vibrant and therefore far from over.  The data from the interviewees showed that even some politicians did not agree with the current national language policy, saying that Timor-Leste should only use Tétun at the moment and keep Portuguese for the future. It was also said that there was no time frame apportioned in the implementation of the national language policy and therefore there was a rush toward Portuguese monolingual policy with the risk of devaluing Tétun and other national languages at the same time.  
While there was a bulk data from interviewees showed that there is an imperative for the development of Tétun to improve its status planning, the language was viewed not politically and financially supported to develop, which some earlier studies had called the state of affair more symbolic than substantial. 
The language in education policy to use Portuguese as a mandated medium of instruction and Tétun simply to function an auxiliary role posed real challenges to education sector in Timor-Leste.  High school principals and teachers complained about the use of Portuguese as medium of instruction and Tétun functions as auxiliary language because in the front line they found out that more than 80% of teachers were not qualified to teach that the majority of the teachers obtained their education in Indonesian, which means that they hardly use Portuguese to teach. There was a mismatch of idealized language policy and reality of language planning and therefore some teachers even said that they had to write their lesson plans in Indonesian, used Google translation to translate them into Portuguese to be used later to transfer knowledge to their students.  For ease of students’ understanding, they had to and normally use Tétun, even Indonesian, to explain the content of their teachings.  
Lack of essential pedagogic materials also mentioned to be complicating the issue.  Both principals and teachers suggested that teaching materials had to be provided in accordance with language policy in education, i.e. to be both in Portuguese and Tétun.  
For professional development of teacher, it was learned that sending teachers away to attend basic Portuguese courses was not sufficient in equipping the teachers to be effective and efficient teachers unless they were given specific training based on their subjects and continued tutoring at their workplaces.  
The study also explored the extent to which the data from interviewees, and accidentally one classroom observation, indicated degree of plurilingualism in Timor-Leste. The preliminary data showed that at least three languages were used in an interview sessions, with the most four languages used, reflecting the existence of plurilingualism in the country.

text: Lusophonization returns? The condition of language policy and planning in a post-colonial plurilingual Timor-Leste The present study examines the national language policy and language in education policy in  Timor-Leste, a post-colonial nation that has adopted an exogenous language (Portuguese) and an autochthonous language (Tétun) to be its official languages, and two exogenous languages (Indonesian and English) as working languages. Based on an analysis of the findings, it argues that there is convincing evidence that both the policies are moving towards assimilationist exclusionary monolingual Portuguese model.
It was originally intended to investigate the use of languages in three senior high schools in Timor-Leste. However, due to logistical and administrative reasons, the study did not eventuate as planned.  Instead, the researcher interviewed 13 key informants from parliamentarians, ministry of education officers, high school directors and teachers, as well as government and non-governmental organizations officers, both in Díli, Timor-Leste and subsequently in Hamilton, New Zealand.  
The objective of the interviews was to gather data on the interviewees’ perspectives on the current national language policy and language policy in education. The study found that the debate of national language policy and its implementation, as well as implications, in educational domains is still vibrant and therefore far from over.  The data from the interviewees showed that even some politicians did not agree with the current national language policy, saying that Timor-Leste should only use Tétun at the moment and keep Portuguese for the future. It was also said that there was no time frame apportioned in the implementation of the national language policy and therefore there was a rush toward Portuguese monolingual policy with the risk of devaluing Tétun and other national languages at the same time.  
While there was a bulk data from interviewees showed that there is an imperative for the development of Tétun to improve its status planning, the language was viewed not politically and financially supported to develop, which some earlier studies had called the state of affair more symbolic than substantial. 
The language in education policy to use Portuguese as a mandated medium of instruction and Tétun simply to function an auxiliary role posed real challenges to education sector in Timor-Leste.  High school principals and teachers complained about the use of Portuguese as medium of instruction and Tétun functions as auxiliary language because in the front line they found out that more than 80% of teachers were not qualified to teach that the majority of the teachers obtained their education in Indonesian, which means that they hardly use Portuguese to teach. There was a mismatch of idealized language policy and reality of language planning and therefore some teachers even said that they had to write their lesson plans in Indonesian, used Google translation to translate them into Portuguese to be used later to transfer knowledge to their students.  For ease of students’ understanding, they had to and normally use Tétun, even Indonesian, to explain the content of their teachings.  
Lack of essential pedagogic materials also mentioned to be complicating the issue.  Both principals and teachers suggested that teaching materials had to be provided in accordance with language policy in education, i.e. to be both in Portuguese and Tétun.  
For professional development of teacher, it was learned that sending teachers away to attend basic Portuguese courses was not sufficient in equipping the teachers to be effective and efficient teachers unless they were given specific training based on their subjects and continued tutoring at their workplaces.  
The study also explored the extent to which the data from interviewees, and accidentally one classroom observation, indicated degree of plurilingualism in Timor-Leste. The preliminary data showed that at least three languages were used in an interview sessions, with the most four languages used, reflecting the existence of plurilingualism in the country.

year: 2013