title: Ahamb (Malekula, Vanuatu) - Language Contexts

authors: Rangelov, Tihomir

subjects: Ahamb language

abstract: The Ahamb language is spoken by around 950 people, most of whom reside on the small Ahamb Island off the south coast of Malekula, the second largest island in the Republic of Vanuatu in the South Pacific. Ahamb is one of more than 30 languages of Malekula, and little was known about it until 2017 when a major language documentation project was initiated. In this paper we present the linguistic, geographic and social context in which Ahamb is spoken, assess its current vitality status, and consider prospects for its future. It is hoped that outputs of the Ahamb Documentation Project will boost the status of the language and increase literacy levels, counteracting external pressures to shift to the regional lingua franca Bislama.

text: Ahamb (Malekula, Vanuatu) - Language Contexts The Ahamb language is spoken by around 950 people, most of whom reside on the small Ahamb Island off the south coast of Malekula, the second largest island in the Republic of Vanuatu in the South Pacific. Ahamb is one of more than 30 languages of Malekula, and little was known about it until 2017 when a major language documentation project was initiated. In this paper we present the linguistic, geographic and social context in which Ahamb is spoken, assess its current vitality status, and consider prospects for its future. It is hoped that outputs of the Ahamb Documentation Project will boost the status of the language and increase literacy levels, counteracting external pressures to shift to the regional lingua franca Bislama.

year: 2019

title: Critical hospitality and work: (In)hospitable employment in the hospitality industry

authors: McIntosh, Alison J.

abstract: This issue brings together five articles in a critical discussion about the nature of hospitality work. The aim of this issue is to raise questions about hospitality and work, not just in business and managerial terms, but in terms that transgress a diversity of fields and perspectives. Specifically, the articles in this issue call attention to the employee voice and experience; issues of gender; performance, embodiment and emotional labour; to broader issues concerning labour mobilities and meaningful work. As earlier versions of these articles were presented at the Critical Tourism Studies Conference, University of Wales Cardiff in July 2011, this issue aims to link critical hospitality and critical tourism research and pedagogy. Aligned to the aims of this journal, we aim to further encourage a move in hospitality studies towards more critical paths of enquiry (Tribe 2005), to advocate a critical turn (Ateljevic et al. 2007), and to amass critical thinkers, studying a critical issue and engage critical theory (Wilson et al. 2008, 2012).

text: Critical hospitality and work: (In)hospitable employment in the hospitality industry This issue brings together five articles in a critical discussion about the nature of hospitality work. The aim of this issue is to raise questions about hospitality and work, not just in business and managerial terms, but in terms that transgress a diversity of fields and perspectives. Specifically, the articles in this issue call attention to the employee voice and experience; issues of gender; performance, embodiment and emotional labour; to broader issues concerning labour mobilities and meaningful work. As earlier versions of these articles were presented at the Critical Tourism Studies Conference, University of Wales Cardiff in July 2011, this issue aims to link critical hospitality and critical tourism research and pedagogy. Aligned to the aims of this journal, we aim to further encourage a move in hospitality studies towards more critical paths of enquiry (Tribe 2005), to advocate a critical turn (Ateljevic et al. 2007), and to amass critical thinkers, studying a critical issue and engage critical theory (Wilson et al. 2008, 2012).

year: 2012

title: Can te ao Māori worldviews exist within a western institute’s online teaching and learning environment?

authors: Hudson, Petera Whaiao

subjects: whakawhanaungatanga

abstract: Tertiary institutions in Aotearoa (New Zealand) offer students online teaching and learning papers across a variety of disciplines. The purpose of this research was to examine whether online teaching and learning environments in a tertiary institute provide opportunities to create conditions that promote te ao Māori (a Māori world view) aspirations for Māori scholars. Following a critical review of selected literature on how technologies and its pedagogical implications can realise cultural, educational, political and social aspirations in an online environment (see Chapter 2), the ethical practices according to Kaupapa Māori theory methodology, whakawhanaungatanga and spiral discourse is outlined (see Chapter 3). These practices together with spiral discourse and conversation analysis, were used to analyse the factors that facilitated or hindered optimal conditions that promoted teacher and student aspirations in the online environment (see Chapter 4). That analysis, conducted in relation to a number of focus points, revealed that when Māori practices of tikanga and ako pedagogy were applied in this realm, Māori scholars experienced the fulfilment of personal aspirations. Participants also experienced positive outcomes when whanaungatanga, the creation of interrelationships relationships between Māori students and teachers, whānau, friends, colleagues, was a focus together with good support facilities and services, and quality resources. This research supports the conclusion that online teaching and learning environments in a tertiary institute can provide opportunities to create conditions that promote te ao Māori aspirations for Māori scholars. Further investigations are needed to unravel the types and nature of the interrelationships between ako Māori pedagogies and the student and teacher, and whanaungatanga between students and other students that facilitate conditions that promoted Māori aspirations in an online environment.

text: Can te ao Māori worldviews exist within a western institute’s online teaching and learning environment? Tertiary institutions in Aotearoa (New Zealand) offer students online teaching and learning papers across a variety of disciplines. The purpose of this research was to examine whether online teaching and learning environments in a tertiary institute provide opportunities to create conditions that promote te ao Māori (a Māori world view) aspirations for Māori scholars. Following a critical review of selected literature on how technologies and its pedagogical implications can realise cultural, educational, political and social aspirations in an online environment (see Chapter 2), the ethical practices according to Kaupapa Māori theory methodology, whakawhanaungatanga and spiral discourse is outlined (see Chapter 3). These practices together with spiral discourse and conversation analysis, were used to analyse the factors that facilitated or hindered optimal conditions that promoted teacher and student aspirations in the online environment (see Chapter 4). That analysis, conducted in relation to a number of focus points, revealed that when Māori practices of tikanga and ako pedagogy were applied in this realm, Māori scholars experienced the fulfilment of personal aspirations. Participants also experienced positive outcomes when whanaungatanga, the creation of interrelationships relationships between Māori students and teachers, whānau, friends, colleagues, was a focus together with good support facilities and services, and quality resources. This research supports the conclusion that online teaching and learning environments in a tertiary institute can provide opportunities to create conditions that promote te ao Māori aspirations for Māori scholars. Further investigations are needed to unravel the types and nature of the interrelationships between ako Māori pedagogies and the student and teacher, and whanaungatanga between students and other students that facilitate conditions that promoted Māori aspirations in an online environment.

year: 2020