title: Te ahunga atu ki ngā ōhanga oranga Māori: Towards Māori economies of wellbeing - Ngā whānau i te pokapū o te oranga

authors: Spiller, Chellie

abstract: Nau mai ki tēnei kohinga o ngā whakaaro me ngā tikanga e pā ana ki te oranga ohaoha Māori. Ko tō mātou kaupapa matua ko te whānau; e hiahia ana mātou ki te whakaatu i ngā huarahi ki te ora pai mō te whānau i roto i ngā horopaki ohaoha. Ko te ao Māori tō mātou tūāpapa. E whakakao ana tēnei pukapuka i te huhua o ngā reo me ngā tirohanga nō te ao Māori, me ētahi atu wheako e hāngai ana. Kua kotahi mātou ki raro i te taumarumaru o te kaupapa tūturu kotahi: arā, te oranga pai mō ngā whānau. Ko te tūmanako ka tautoko, ka whakaohooho anō hoki tēnei pukapuka i ngā tāngata kia hōhonu atu tā rātou hono ki tēnei kaupapa whaitake, kia whai māramatanga whaihua hoki rātou.

Welcome to this collection of thoughts and practices related to Māori economic life. Our primary focus is the whānau; we want to show ways to live well for the whānau in economic contexts. Our foundation is te ao Māori. This book brings together many voices and perspectives from the Māori world and other relevant experiences. We are united in one true purpose: the good livelihood of whānau. We hope this book will support and inspire people to connect more deeply with this critical topic and gain valuable insights.

text: Te ahunga atu ki ngā ōhanga oranga Māori: Towards Māori economies of wellbeing - Ngā whānau i te pokapū o te oranga Nau mai ki tēnei kohinga o ngā whakaaro me ngā tikanga e pā ana ki te oranga ohaoha Māori. Ko tō mātou kaupapa matua ko te whānau; e hiahia ana mātou ki te whakaatu i ngā huarahi ki te ora pai mō te whānau i roto i ngā horopaki ohaoha. Ko te ao Māori tō mātou tūāpapa. E whakakao ana tēnei pukapuka i te huhua o ngā reo me ngā tirohanga nō te ao Māori, me ētahi atu wheako e hāngai ana. Kua kotahi mātou ki raro i te taumarumaru o te kaupapa tūturu kotahi: arā, te oranga pai mō ngā whānau. Ko te tūmanako ka tautoko, ka whakaohooho anō hoki tēnei pukapuka i ngā tāngata kia hōhonu atu tā rātou hono ki tēnei kaupapa whaitake, kia whai māramatanga whaihua hoki rātou.

Welcome to this collection of thoughts and practices related to Māori economic life. Our primary focus is the whānau; we want to show ways to live well for the whānau in economic contexts. Our foundation is te ao Māori. This book brings together many voices and perspectives from the Māori world and other relevant experiences. We are united in one true purpose: the good livelihood of whānau. We hope this book will support and inspire people to connect more deeply with this critical topic and gain valuable insights.

year: 2025

title: Māori men, relationships, and everyday practices: towards broadening domestic violence research

authors: King, Pita

subjects: Māori

abstract: Relationships are central to the health and wellbeing of Māori (indigenous people of New Zealand). Through processes of colonisation, cultural ways of relatedness embedded within Māori social structures experienced disruption and were reshaped over decades of assimilation. Māori knowledge and everyday practices that assisted in protecting Māori from societal problems, such as domestic violence, began to dwindle. In contemporary New Zealand, Māori are over-represented in domestic violence statistics. Utilising an auto-ethnographic approach and case studies, our research focuses on five Māori men’s experiences within intimate relationships and whānau (extended family) life. A significant feature of this research is that it provides insights into the ways Māori men draw on their cultural ways-of-being to enhance intimate relationships and maintain bonds within whānau and community life to forge new ways-of-being. Such insights have the potential to inform preventative measures against domestic violence within Māori communities.

text: Māori men, relationships, and everyday practices: towards broadening domestic violence research Relationships are central to the health and wellbeing of Māori (indigenous people of New Zealand). Through processes of colonisation, cultural ways of relatedness embedded within Māori social structures experienced disruption and were reshaped over decades of assimilation. Māori knowledge and everyday practices that assisted in protecting Māori from societal problems, such as domestic violence, began to dwindle. In contemporary New Zealand, Māori are over-represented in domestic violence statistics. Utilising an auto-ethnographic approach and case studies, our research focuses on five Māori men’s experiences within intimate relationships and whānau (extended family) life. A significant feature of this research is that it provides insights into the ways Māori men draw on their cultural ways-of-being to enhance intimate relationships and maintain bonds within whānau and community life to forge new ways-of-being. Such insights have the potential to inform preventative measures against domestic violence within Māori communities.

year: 2017

title: The Role of Children's Literature in the Teaching of English to Young Learners in Taiwan

authors: Yu Chang, Jui-Fang

subjects: role of children's literature

abstract: Teachers of young learners of English in Taiwan are often encouraged to use children's literature in their teaching. My overall aims in this research project were to find out:

 	whether there is any agreement about the meaning of the term 'children's literature', particularly among those who recommend its use in the teaching of English to young learners in Taiwan;
 	what types of teaching materials and resources teachers of English to young learners in Taiwan claim to use and to value, and what types of teaching materials and resources they actually use, and how they use them;
 	how a sample of textbooks, guided readers and popular children's literature commonly used by teachers of young learners in Taiwan rate when considered in relation to a range of criteria derived from a critical review of writing on children's literature and, in particular, 'good' children's literature.

There is considerable disagreement about what constitutes children's literature and, in particular, 'good' children's literature. Furthermore, although many writers claim that children's literature, particularly narrative, can contribute to children's social, cognitive and linguistic development, very little appears to have been written about the problems that can be associated with using literature designed for first language speakers in the foreign language classroom (Chapter 2). 

Although over half of respondents to a questionnaire for teachers of young learners in Taiwan (256 returns) indicated that they used story books in their classes at least once a week, some indicated that they never used them (Chapter 3). Furthermore, in 23 observed lessons taught in primary schools in Taiwan, children's literature featured only once. On that occasion, the book selected was used as supplementary material. It was not thematically linked to the main part of the lesson. Analysis of its language revealed considerable linguistic complexity, something that helped to explain the lack of any positive learner response to it. Although every one of 10 observed lessons taught to children (aged 7 on average) in a cram school in Taiwan made use of children's literature in some form, the difficulties the teacher and the learners had in relation to the texts seemed to outweigh any advantages associated with their inclusion (Chapter 4).

A sample of texts from English textbooks commonly used in Taiwan was analyzed and found to be largely made up of artificial dialogue snippets that had no genuine communicative purpose or imaginative interest (Chapter 5). A sample of graded readers commonly used in Taiwanese primary schools (designed primarily for speakers of English as a first language) was found to be culturally and linguistically inappropriate, the language being stilted and often, from the perspective of young learners in Asia, extremely complex, and the content being dated and often confusing (Chapter 6). The analysis of a sample of children's literature that is very popular in Taiwan also revealed problems relating to the level and complexity of the language (Chapter 7). 

My overall conclusion (Chapter 8) is that the use of literature designed primarily for first language speakers of English in teaching English to young learners may have little positive impact on learning, particularly where it is selected and used inappropriately. Nevertheless, there is much that those who design materials for use in language teaching, in Taiwan and elsewhere, can learn from children's literature.

text: The Role of Children's Literature in the Teaching of English to Young Learners in Taiwan Teachers of young learners of English in Taiwan are often encouraged to use children's literature in their teaching. My overall aims in this research project were to find out:

 	whether there is any agreement about the meaning of the term 'children's literature', particularly among those who recommend its use in the teaching of English to young learners in Taiwan;
 	what types of teaching materials and resources teachers of English to young learners in Taiwan claim to use and to value, and what types of teaching materials and resources they actually use, and how they use them;
 	how a sample of textbooks, guided readers and popular children's literature commonly used by teachers of young learners in Taiwan rate when considered in relation to a range of criteria derived from a critical review of writing on children's literature and, in particular, 'good' children's literature.

There is considerable disagreement about what constitutes children's literature and, in particular, 'good' children's literature. Furthermore, although many writers claim that children's literature, particularly narrative, can contribute to children's social, cognitive and linguistic development, very little appears to have been written about the problems that can be associated with using literature designed for first language speakers in the foreign language classroom (Chapter 2). 

Although over half of respondents to a questionnaire for teachers of young learners in Taiwan (256 returns) indicated that they used story books in their classes at least once a week, some indicated that they never used them (Chapter 3). Furthermore, in 23 observed lessons taught in primary schools in Taiwan, children's literature featured only once. On that occasion, the book selected was used as supplementary material. It was not thematically linked to the main part of the lesson. Analysis of its language revealed considerable linguistic complexity, something that helped to explain the lack of any positive learner response to it. Although every one of 10 observed lessons taught to children (aged 7 on average) in a cram school in Taiwan made use of children's literature in some form, the difficulties the teacher and the learners had in relation to the texts seemed to outweigh any advantages associated with their inclusion (Chapter 4).

A sample of texts from English textbooks commonly used in Taiwan was analyzed and found to be largely made up of artificial dialogue snippets that had no genuine communicative purpose or imaginative interest (Chapter 5). A sample of graded readers commonly used in Taiwanese primary schools (designed primarily for speakers of English as a first language) was found to be culturally and linguistically inappropriate, the language being stilted and often, from the perspective of young learners in Asia, extremely complex, and the content being dated and often confusing (Chapter 6). The analysis of a sample of children's literature that is very popular in Taiwan also revealed problems relating to the level and complexity of the language (Chapter 7). 

My overall conclusion (Chapter 8) is that the use of literature designed primarily for first language speakers of English in teaching English to young learners may have little positive impact on learning, particularly where it is selected and used inappropriately. Nevertheless, there is much that those who design materials for use in language teaching, in Taiwan and elsewhere, can learn from children's literature.

year: 2007