title: Chocolates for me or chocolates for you? The impact of a learning experience outside the classroom on the technological practice of two five-year-old students

authors: Milne, Louise

subjects: technology education

abstract: Knowledge of expert practice is a key element of Technology Education (Ministry of Education, 2007), and this paper which is part of a larger study, is a brief comparative study which investigates the impact a learning experience outside the classroom has on two students’ technological practice. These students, Dana and Manahi, who are in their first year at school, visit a chocolate factory with their class to find out how to make a chocolate gift for Mothers’ Day.
This study uses a qualitative case study methodology (Stake, 2006). Data was collected and analysed from three interviews, before, after and six months after the students’ visit to the factory. The students’ drawings and stories recorded after the visit were also analysed using themes emerging from the literature of Education Outside the Classroom (Anderson, 2003; Falk, 2004), Technology Education (Compton, 2009; de Vries, 2012; Jones, Buntting, & de Vries, 2013) and the characteristics of young students learning (Cohen, 2013; Siegler & Alibali, 2005).
The findings from this study identify a significant increase in both Dana and Manahi’s context specific oral language, their understanding of the individual phases of technological development, and their ability to transfer these understandings to other contexts. Whilst these developments showed an encouraging improvement in their technological understandings, there existed a lack of continuity and connectedness (Moreland & Cowie, 2011) through the development of Manahi’s chocolate gift. Compared with progress achieved by Dana, the gaps in Manahi’s understandings impacted negatively on his perceptions of the purpose of the visit and the final goal of his practice.

text: Chocolates for me or chocolates for you? The impact of a learning experience outside the classroom on the technological practice of two five-year-old students Knowledge of expert practice is a key element of Technology Education (Ministry of Education, 2007), and this paper which is part of a larger study, is a brief comparative study which investigates the impact a learning experience outside the classroom has on two students’ technological practice. These students, Dana and Manahi, who are in their first year at school, visit a chocolate factory with their class to find out how to make a chocolate gift for Mothers’ Day.
This study uses a qualitative case study methodology (Stake, 2006). Data was collected and analysed from three interviews, before, after and six months after the students’ visit to the factory. The students’ drawings and stories recorded after the visit were also analysed using themes emerging from the literature of Education Outside the Classroom (Anderson, 2003; Falk, 2004), Technology Education (Compton, 2009; de Vries, 2012; Jones, Buntting, & de Vries, 2013) and the characteristics of young students learning (Cohen, 2013; Siegler & Alibali, 2005).
The findings from this study identify a significant increase in both Dana and Manahi’s context specific oral language, their understanding of the individual phases of technological development, and their ability to transfer these understandings to other contexts. Whilst these developments showed an encouraging improvement in their technological understandings, there existed a lack of continuity and connectedness (Moreland & Cowie, 2011) through the development of Manahi’s chocolate gift. Compared with progress achieved by Dana, the gaps in Manahi’s understandings impacted negatively on his perceptions of the purpose of the visit and the final goal of his practice.

year: 2015

title: Amplifying Indigenous voices: Four Indigenous publishing houses

authors: Scaletti, Maria

abstract: Existing research in the field of Indigenous children’s literature is sparse but growing. A notable gap in the literature is the paucity of insight into Indigenous picturebook publishing. In preparation for a larger study of Indigenous publishing processes, in this study, we conducted a website analysis to explore the work of Indigenous publishing houses. From this data, we constructed four case studies focusing on Magabala Books (Australia), Black Bears and Blueberries Publishing (USA), Theytus Books (Canada), and Inhabit Media (Canada). Additionally, we present a close analysis of four recently published picturebooks from the publishing houses (one from each). In this article, we provide insights into the key themes underpinning the four Indigenous publishers, including a commitment to storytelling, collaboration, and education; the amplification and prioritization of Indigenous languages; the place of external funding; incorporation of Indigenous art; and the educational background of the authors and illustrators.

text: Amplifying Indigenous voices: Four Indigenous publishing houses Existing research in the field of Indigenous children’s literature is sparse but growing. A notable gap in the literature is the paucity of insight into Indigenous picturebook publishing. In preparation for a larger study of Indigenous publishing processes, in this study, we conducted a website analysis to explore the work of Indigenous publishing houses. From this data, we constructed four case studies focusing on Magabala Books (Australia), Black Bears and Blueberries Publishing (USA), Theytus Books (Canada), and Inhabit Media (Canada). Additionally, we present a close analysis of four recently published picturebooks from the publishing houses (one from each). In this article, we provide insights into the key themes underpinning the four Indigenous publishers, including a commitment to storytelling, collaboration, and education; the amplification and prioritization of Indigenous languages; the place of external funding; incorporation of Indigenous art; and the educational background of the authors and illustrators.

year: 2025

title: Indigenous-washing and colonial amnesia: how New Zealand’s nation brand depoliticizes climate change

authors: Hellmann, Olli

abstract: New Zealand’s nation brand has drawn ever louder accusations of “greenwashing” the country’s image in recent years. Through a visual discourse analysis of Air New Zealand’s Tiaki & The Guardians safety briefing video, this article shows that brand managers have responded with a strategy of “Indigenous-washing,” appropriating the Māori worldview to deflect attention from intensive farming’s carbon footprint and other environmentally unfriendly activities. More broadly, this article makes an important contribution to the growing critical-cultural literature on nation branding by revealing how New Zealand’s latest marketing initiative contributes to the depoliticization of climate change. The “Tiaki” campaign not only positions New Zealand as an “untouched land,” but also closes the space for democratic debate about climate change by obscuring the role of colonialism in causing the planet’s ecological crisis and by silencing alternative socioecological futures proposed by Indigenous peoples.

text: Indigenous-washing and colonial amnesia: how New Zealand’s nation brand depoliticizes climate change New Zealand’s nation brand has drawn ever louder accusations of “greenwashing” the country’s image in recent years. Through a visual discourse analysis of Air New Zealand’s Tiaki & The Guardians safety briefing video, this article shows that brand managers have responded with a strategy of “Indigenous-washing,” appropriating the Māori worldview to deflect attention from intensive farming’s carbon footprint and other environmentally unfriendly activities. More broadly, this article makes an important contribution to the growing critical-cultural literature on nation branding by revealing how New Zealand’s latest marketing initiative contributes to the depoliticization of climate change. The “Tiaki” campaign not only positions New Zealand as an “untouched land,” but also closes the space for democratic debate about climate change by obscuring the role of colonialism in causing the planet’s ecological crisis and by silencing alternative socioecological futures proposed by Indigenous peoples.

year: 2023-07-27