title: Intercultural communication: an advanced resource book

authors: Holmes, Prue

subjects: intercultural communication

abstract: As human society becomes increasingly pluricultural and more complex, we need resources to educate people about intercultural communication and cultural otherness. Holliday, Hyde and Kullman’s new book Intercultural Communication: An Advanced Resource Book responds to this need by providing a rich learning and research resource for all students, not only those learning another language, who will inevitably work and live in pluricultural contexts. The book provides a new and much-needed contribution to the literature in the field by positioning an exploration of intercultural understanding and communication within the disciplines of cultural studies, anthropology and ethnography. As the authors argue, ‘the book is not based upon the principle that cultural differences exist as real and tangible entities, but are inter-subjective and negotiated processes (admittedly affected by power structures)’
(p. xv). The authors work from the tenet that all communication is intercultural.
Therefore, the book is about ‘developing skilled communication strategies and principles in a globalizing world’ (p. xv). Students learn how culture is (re)constructed and (re)negotiated in everyday communication with cultural others through examples and texts that encourage multifaceted interpretations and analyses, thus avoiding the essentialising or stereotyping of people, communication and events.

text: Intercultural communication: an advanced resource book As human society becomes increasingly pluricultural and more complex, we need resources to educate people about intercultural communication and cultural otherness. Holliday, Hyde and Kullman’s new book Intercultural Communication: An Advanced Resource Book responds to this need by providing a rich learning and research resource for all students, not only those learning another language, who will inevitably work and live in pluricultural contexts. The book provides a new and much-needed contribution to the literature in the field by positioning an exploration of intercultural understanding and communication within the disciplines of cultural studies, anthropology and ethnography. As the authors argue, ‘the book is not based upon the principle that cultural differences exist as real and tangible entities, but are inter-subjective and negotiated processes (admittedly affected by power structures)’
(p. xv). The authors work from the tenet that all communication is intercultural.
Therefore, the book is about ‘developing skilled communication strategies and principles in a globalizing world’ (p. xv). Students learn how culture is (re)constructed and (re)negotiated in everyday communication with cultural others through examples and texts that encourage multifaceted interpretations and analyses, thus avoiding the essentialising or stereotyping of people, communication and events.

year: 2009

title: Learning engineering: Experiences and opinions of learning to become an engineer

authors: Robertson, Nigel

subjects: Assessment

abstract: This paper reports on an ongoing study in a School of Engineering, investigating learning needs and expectations of students from their own perspectives; and how students perceive different forms of learning and assessment. Students sit at the nexus of learning, teaching, and assessment in education. Understanding the student experience of these elements as they develop as engineers can identify areas for improvement in, for instance, course design, student support, and teaching approaches. The insights gained are informing teaching and learning reforms within the School.

A mixed methods approach collected data with an online questionnaire and semi-structured individual interviews. Grounded Theory methodology is being used to build understanding from the qualitative data and generate further questions. A number of major themes were identified in the data, but one of these – “Relevance” – is cross-cutting and surfaces in relation to assessment, content, teaching, and purpose. Three key findings are that students want: assessment that is practical and relevant; learning that is relevant to their future; and teaching that is interactive and engaging. Students also value personal and interpersonal skills (often termed ‘soft skills’), and they believe these skills will be of key importance when they graduate. They identify design and project based learning as central to the development of these skills.

text: Learning engineering: Experiences and opinions of learning to become an engineer This paper reports on an ongoing study in a School of Engineering, investigating learning needs and expectations of students from their own perspectives; and how students perceive different forms of learning and assessment. Students sit at the nexus of learning, teaching, and assessment in education. Understanding the student experience of these elements as they develop as engineers can identify areas for improvement in, for instance, course design, student support, and teaching approaches. The insights gained are informing teaching and learning reforms within the School.

A mixed methods approach collected data with an online questionnaire and semi-structured individual interviews. Grounded Theory methodology is being used to build understanding from the qualitative data and generate further questions. A number of major themes were identified in the data, but one of these – “Relevance” – is cross-cutting and surfaces in relation to assessment, content, teaching, and purpose. Three key findings are that students want: assessment that is practical and relevant; learning that is relevant to their future; and teaching that is interactive and engaging. Students also value personal and interpersonal skills (often termed ‘soft skills’), and they believe these skills will be of key importance when they graduate. They identify design and project based learning as central to the development of these skills.

year: 2019

title: Te Whatu Kakahu: Assessment in Kaupapa Maori Early Childhood Practice

authors: Rameka, Lesley Kay

subjects: Kaupapa Maori

abstract: Through the exploration of Kaupapa Māori assessment approaches, I examine the reclaiming and reframing of Māori ways of knowing and being within early childhood practice. Assessment is the vehicle for reclaiming and reframing while Kaupapa Māori theory is the fuel that ignites and drives the vehicle.

The effects of successive education policies remain today with Māori children, and their families continuing to disengage from education and consistently receiving disproportionately lower outcomes, opportunities and benefits. Reclaiming and reframing Māori ways of knowing and being within early childhood assessment thinking and practice is a means of addressing the cultural and educational disparities faced by Māori children within an education system that upholds western cultural and educational superiority, privilege and truths.  Key questions in this process of reclaiming and reframing are: Who has the power to define?  Whose truths are being reflected and how are these truths constructed? 

The metaphor of whatu kākahu or weaving of clothing has been used to frame this thesis. The process has involved weaving the Kaupapa Māori theory elements of conscientisation, resistance, transformative praxis and Māori ways of knowing and being, across and within historical, cultural and educational paradigms and understandings, to fashion assessment kākahu that afford comfort, warmth and flexibility in a contemporary early childhood context. This research case studies the progress of three Māori early childhood services and kōhanga reo towards the development of Kaupapa Māori early childhood assessment understandings and framings (kākahu), that reflect their particular ways of knowing and being, context and aspirations for children. This thesis has been about their assessment journeys. These journeys are a work in progress and that work continues.

A qualitative, Kaupapa Māori research methodology was used to gather, collate and analyse data in this research.  In accordance with Kaupapa Māori research aspirations and expectations, this research focuses on areas of importance and concern for Māori, and involved retrieving space for Māori voices to be heard. This research can be seen as a means of privileging Māori approaches, perspectives and ways of knowing and being in early childhood assessment practice.

Kaupapa Māori assessment is an important agenda for early childhood.   It builds upon Māori philosophical and epistemological understandings that express Māori ways of knowing and being. Kaupapa Māori assessment is able to contribute significantly to children’s learning and potential growth and is an important tool in constructing educational outcomes for Māori children. It is therefore an important agenda for early childhood.

text: Te Whatu Kakahu: Assessment in Kaupapa Maori Early Childhood Practice Through the exploration of Kaupapa Māori assessment approaches, I examine the reclaiming and reframing of Māori ways of knowing and being within early childhood practice. Assessment is the vehicle for reclaiming and reframing while Kaupapa Māori theory is the fuel that ignites and drives the vehicle.

The effects of successive education policies remain today with Māori children, and their families continuing to disengage from education and consistently receiving disproportionately lower outcomes, opportunities and benefits. Reclaiming and reframing Māori ways of knowing and being within early childhood assessment thinking and practice is a means of addressing the cultural and educational disparities faced by Māori children within an education system that upholds western cultural and educational superiority, privilege and truths.  Key questions in this process of reclaiming and reframing are: Who has the power to define?  Whose truths are being reflected and how are these truths constructed? 

The metaphor of whatu kākahu or weaving of clothing has been used to frame this thesis. The process has involved weaving the Kaupapa Māori theory elements of conscientisation, resistance, transformative praxis and Māori ways of knowing and being, across and within historical, cultural and educational paradigms and understandings, to fashion assessment kākahu that afford comfort, warmth and flexibility in a contemporary early childhood context. This research case studies the progress of three Māori early childhood services and kōhanga reo towards the development of Kaupapa Māori early childhood assessment understandings and framings (kākahu), that reflect their particular ways of knowing and being, context and aspirations for children. This thesis has been about their assessment journeys. These journeys are a work in progress and that work continues.

A qualitative, Kaupapa Māori research methodology was used to gather, collate and analyse data in this research.  In accordance with Kaupapa Māori research aspirations and expectations, this research focuses on areas of importance and concern for Māori, and involved retrieving space for Māori voices to be heard. This research can be seen as a means of privileging Māori approaches, perspectives and ways of knowing and being in early childhood assessment practice.

Kaupapa Māori assessment is an important agenda for early childhood.   It builds upon Māori philosophical and epistemological understandings that express Māori ways of knowing and being. Kaupapa Māori assessment is able to contribute significantly to children’s learning and potential growth and is an important tool in constructing educational outcomes for Māori children. It is therefore an important agenda for early childhood.

year: 2012