title: Understanding inclusive dance practice: An investigation of the leadership, pedagogy and facilitation in inclusive dance classes in Aotearoa, New Zealand

authors: Richmond, Courtney J.

subjects: Dance

abstract: Inclusive dance practice is based upon the assumption that dancing is a fundamental activity that all people may participate in. It is a practice that brings diverse groups of people together to share in the movement of dance and is built upon core values that differ from traditional dance practice. The core values that underpin and drive inclusive dance practice are: inclusion, community building, and the celebration of diversity. Inclusive dance practice encompasses diversity both in the people engaging in dance and in the ways in which different community members move together. This thesis focuses on the ways in which key experts of inclusive dance work within the roles of leader, teacher, facilitator within their community. Developing a deeper understanding of inclusive dance practice, and of leadership, pedagogy and facilitation within research literature provides the context for an ethnographic investigation into how inclusive dance communities and key experts engage. Interviews with four key experts in inclusive dance in New Zealand, along with participant observation and field notes gathered as an insider researcher within the community of Wellington Inclusive Dance (WI Dance) are analysed and provide rich ethnographic narrative and autoethnographic vignettes. These findings offer insights into the core values from which inclusive dance arises and informs the practices within different communities while still allowing for multiplicity and uniqueness. These values promoted through inclusive dance mean that the learning experiences within inclusive dance classes are presented in non-traditional ways, allowing key experts to work in various ways including as leader, teacher and/or facilitator. In particular, transformational leadership, student-centred and somatic pedagogies, and facilitation as a pedagogical approach, are utilised by the key experts. On the basis of this research, it is concluded that the key experts role in an inclusive dance community is fluid and multifaceted as they adapt to address the needs of the community and uphold the core values of the practice. In order to meet the diverse needs of the community, key experts use leadership, pedagogy and facilitation approaches in unique ways as appropriate for them and their community. This shows that an understanding of the values underpinning inclusive dance practice is essential for understanding the ways in which leadership, pedagogy and facilitation approaches are used by key experts in inclusive dance communities.

text: Understanding inclusive dance practice: An investigation of the leadership, pedagogy and facilitation in inclusive dance classes in Aotearoa, New Zealand Inclusive dance practice is based upon the assumption that dancing is a fundamental activity that all people may participate in. It is a practice that brings diverse groups of people together to share in the movement of dance and is built upon core values that differ from traditional dance practice. The core values that underpin and drive inclusive dance practice are: inclusion, community building, and the celebration of diversity. Inclusive dance practice encompasses diversity both in the people engaging in dance and in the ways in which different community members move together. This thesis focuses on the ways in which key experts of inclusive dance work within the roles of leader, teacher, facilitator within their community. Developing a deeper understanding of inclusive dance practice, and of leadership, pedagogy and facilitation within research literature provides the context for an ethnographic investigation into how inclusive dance communities and key experts engage. Interviews with four key experts in inclusive dance in New Zealand, along with participant observation and field notes gathered as an insider researcher within the community of Wellington Inclusive Dance (WI Dance) are analysed and provide rich ethnographic narrative and autoethnographic vignettes. These findings offer insights into the core values from which inclusive dance arises and informs the practices within different communities while still allowing for multiplicity and uniqueness. These values promoted through inclusive dance mean that the learning experiences within inclusive dance classes are presented in non-traditional ways, allowing key experts to work in various ways including as leader, teacher and/or facilitator. In particular, transformational leadership, student-centred and somatic pedagogies, and facilitation as a pedagogical approach, are utilised by the key experts. On the basis of this research, it is concluded that the key experts role in an inclusive dance community is fluid and multifaceted as they adapt to address the needs of the community and uphold the core values of the practice. In order to meet the diverse needs of the community, key experts use leadership, pedagogy and facilitation approaches in unique ways as appropriate for them and their community. This shows that an understanding of the values underpinning inclusive dance practice is essential for understanding the ways in which leadership, pedagogy and facilitation approaches are used by key experts in inclusive dance communities.

year: 2021

title: Integration of virtual and real document organization

authors: Seifried, Thomas

subjects: computer science

abstract: In most work environments people archive both the real and digital versions of their documents. But unlike the digital world, in the physical world locating a document can become a very time consuming task. The reason for this is the lack of a direct connection between the physical and digital versions of documents.
The Smart Filing System combines the benefits of the digital and the real world providing an augmented filing cabinet. The system benefits by linking the physical world with the digital desktop world. In our setup, we implemented an add-in for MS OneNote™. Furthermore, real folders and cabinets are extended with devices for direct input and output. This allows us to search and browse through digital documents using MS OneNote™. Simultaneously, our system also allows a feedback in the physical world, by highlighting the corresponding folder in the filing cabinet. In this paper we describe the hardware and software implementation our prototype system, and present the results of a preliminary pilot study of its use.

text: Integration of virtual and real document organization In most work environments people archive both the real and digital versions of their documents. But unlike the digital world, in the physical world locating a document can become a very time consuming task. The reason for this is the lack of a direct connection between the physical and digital versions of documents.
The Smart Filing System combines the benefits of the digital and the real world providing an augmented filing cabinet. The system benefits by linking the physical world with the digital desktop world. In our setup, we implemented an add-in for MS OneNote™. Furthermore, real folders and cabinets are extended with devices for direct input and output. This allows us to search and browse through digital documents using MS OneNote™. Simultaneously, our system also allows a feedback in the physical world, by highlighting the corresponding folder in the filing cabinet. In this paper we describe the hardware and software implementation our prototype system, and present the results of a preliminary pilot study of its use.

year: 2008

title: Understanding the use of Māori and English in dual language picturebooks through a sociolinguistic lens

authors: Daly, Nicola

abstract: In this presentation I will explore the use of te reo Māori in English text in dual language picturebooks published in Aotearoa/New Zealand. A series of studies examining the frequency of Māori loanwords in children’s picturebooks (Daly 2007; Daly 2008; Macdonald & Daly, 2013) are presented showing that when books came out of a publishing company with a commitment to publishing Māori and Pasifika stories, the frequency of loanwords was much higher than in other contexts; but even when a survey of all picturebooks published in New Zealand between 1995 and 2005 was conducted, the frequency of loanwords was much higher than in previous studies of comparable literature, such as the New Zealand school journal (Macalister, 1999). Very few dual language picturebooks featuring Māori and English are produced in New Zealand (Daly 2016a; Daly 2016b). The synchronous or sequential format of having separate books for each language seems to be favoured. But it is in the parallel dual language format (where both languages are present in a single book) that the relative status of the two languages is evident. In the second part of the presentation the layout and comparative presentation of the two languages are explored in terms of size of font and order of languages, using a Linguistic Landscape framework (Landry & Bourhis, 1997). These uses of two languages within New Zealand children’s literature (both interlingual and dual language) are examined and considered in terms of Bell’s (1984) theory of Audience Design, considering whether writers and publishers of such literature are now catering for a wider and more bilingual audience and whether publishing such linguistically diverse material such linguistically diverse picturebooks may be contributing to the creation of a more bilingual society.

text: Understanding the use of Māori and English in dual language picturebooks through a sociolinguistic lens In this presentation I will explore the use of te reo Māori in English text in dual language picturebooks published in Aotearoa/New Zealand. A series of studies examining the frequency of Māori loanwords in children’s picturebooks (Daly 2007; Daly 2008; Macdonald & Daly, 2013) are presented showing that when books came out of a publishing company with a commitment to publishing Māori and Pasifika stories, the frequency of loanwords was much higher than in other contexts; but even when a survey of all picturebooks published in New Zealand between 1995 and 2005 was conducted, the frequency of loanwords was much higher than in previous studies of comparable literature, such as the New Zealand school journal (Macalister, 1999). Very few dual language picturebooks featuring Māori and English are produced in New Zealand (Daly 2016a; Daly 2016b). The synchronous or sequential format of having separate books for each language seems to be favoured. But it is in the parallel dual language format (where both languages are present in a single book) that the relative status of the two languages is evident. In the second part of the presentation the layout and comparative presentation of the two languages are explored in terms of size of font and order of languages, using a Linguistic Landscape framework (Landry & Bourhis, 1997). These uses of two languages within New Zealand children’s literature (both interlingual and dual language) are examined and considered in terms of Bell’s (1984) theory of Audience Design, considering whether writers and publishers of such literature are now catering for a wider and more bilingual audience and whether publishing such linguistically diverse material such linguistically diverse picturebooks may be contributing to the creation of a more bilingual society.

year: 2018