title: Action partnership research design: A new research methodology

authors: Nesset, Valerie

subjects: design

abstract: Despite suggestions within LIS literature that users are active stakeholders in research, particularly in such areas as participatory design, examination of the findings indicates that this is not always the case. This is likely the result of methodologies that differentiate contributions from researchers and partic-ipants, often creating hidden hierarchies and divisions between the research-er and the researched. In doing so, these methodologies objectify the stake-holder, rather than valuing their input and expertise. Building upon the par-ticipatory qualitative research design methodology, Bonded Design, and in-spired by indigenous and decolonial methodologies, a new non-hierarchical research methodology, Action Partnership Research Design, is proposed.

text: Action partnership research design: A new research methodology Despite suggestions within LIS literature that users are active stakeholders in research, particularly in such areas as participatory design, examination of the findings indicates that this is not always the case. This is likely the result of methodologies that differentiate contributions from researchers and partic-ipants, often creating hidden hierarchies and divisions between the research-er and the researched. In doing so, these methodologies objectify the stake-holder, rather than valuing their input and expertise. Building upon the par-ticipatory qualitative research design methodology, Bonded Design, and in-spired by indigenous and decolonial methodologies, a new non-hierarchical research methodology, Action Partnership Research Design, is proposed.

year: 2022

title: Response to Dr Caleb Armstrong: Proposed Waikato medical school

authors: Lawrenson, Ross

abstract: Dr Armstrong raises a number of points about the Waikato proposal for a third medical school, which we would like to respond to.

text: Response to Dr Caleb Armstrong: Proposed Waikato medical school Dr Armstrong raises a number of points about the Waikato proposal for a third medical school, which we would like to respond to.

year: 2017

title: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 - 13 of New Zealand schools to create lessons for young learners

authors: Diane, Johnson

subjects: New Zealand

abstract: In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Māori in Years 1 - 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

text: Using the curriculum guidelines for the teaching and learning of te reo Māori in Years 1 - 13 of New Zealand schools to create lessons for young learners In 2009, The New Zealand Ministry of Education published curriculum guidelines for te reo Māori in Years 1 - 13 of English-medium New Zealand schools, that is, from age 5 upwards. These guidelines recommend a communicative approach to the teaching and learning of te reo Māori. In this article, we discuss communicative approaches and provide examples of ways in which teachers can design communicative language lessons that are appropriate for very young learners, lessons that are not only fun but also effective in developing genuine communicative competence in te reo Māori.

year: 2009-09