title: Working across cultures in indigenous science education

authors: Michie, Michael George

subjects: cross-cultural

abstract: The research in this thesis considers the ability of westerners, primarily teachers, to work cross-culturally with indigenous students in four of the settler states, Australia, New Zealand, Canada and the USA. It looks particularly at identity learning as a way in which westerners enhance their understanding and attitudes to another culture. Identity learning, and culture shock as an associated process, is examined in relation to the ideas of border crossing and culture brokerage. A number of issues were raised, some through the literature, which became foci for the research. Examination of border crossing indicated that some westerners were successful as cross-cultural communicators but did not suggest why. Discussions of cultural borders gave rise to their critique as being essentialised but failed to suggest how this was to be overcome. Anthropological models did not give any characterisation to the role of culture broker, although the ethnohistory literature gave some insight. The influence of culture shock on westerners working in indigenous communities in the settler states was not particularly understood nor its relationship to identity learning explored. A qualitative methodology is used involving a series of interviews with eight participants who were considered to be experienced in cross-cultural communication with a background in education. From the interviews a series of narratives were written which revealed their experiences and understandings particularly about their border crossings, culture brokerage and opinions regarding teaching indigenous students and teaching them science. These narratives became the major source of data for analysis. This research shows that many westerners who are successful working in cross-cultural settings value the culture of their indigenous hosts. This is the consequence of enhanced identity learning and can be the result of culture shock. Not all westerners learn to value the other culture and may either leave the community or stay for some other reason. Border crossers are able to think beyond the limitations of an essentialised ‘we and they’ dichotomy and locate themselves in other ways relative to the border. Culture brokerage is a strategy that individuals choose to use, sometimes on the behalf of a government or institution. The characteristics of an effective culture broker are those of a border crosser and this establishes a nexus between border crossing and culture brokerage. Suggestions regarding preparation to teach in indigenous communities reflect the enhancement of identity learning and promotion of border crossing. Preservice training should include experience practicum teaching with indigenous students. Effective teaching of indigenous students could be supported by hiring experienced teachers and extending their stays. All teachers who go to work in indigenous communities need to be aware of culture shock and its possible impact and mechanisms for minimising its impact need to be established through mentoring programs. The context of the students needs to be taken into account by consideration of their culture and appropriate interpretation of the curriculum and implementation of teaching strategies. Teachers need to acknowledge that they are in positions of power but need to negotiate that respectfully with their indigenous students. As teachers of science they need to have a more inclusive idea of the nature of science so they can facilitate the border crossings of their indigenous students.

text: Working across cultures in indigenous science education The research in this thesis considers the ability of westerners, primarily teachers, to work cross-culturally with indigenous students in four of the settler states, Australia, New Zealand, Canada and the USA. It looks particularly at identity learning as a way in which westerners enhance their understanding and attitudes to another culture. Identity learning, and culture shock as an associated process, is examined in relation to the ideas of border crossing and culture brokerage. A number of issues were raised, some through the literature, which became foci for the research. Examination of border crossing indicated that some westerners were successful as cross-cultural communicators but did not suggest why. Discussions of cultural borders gave rise to their critique as being essentialised but failed to suggest how this was to be overcome. Anthropological models did not give any characterisation to the role of culture broker, although the ethnohistory literature gave some insight. The influence of culture shock on westerners working in indigenous communities in the settler states was not particularly understood nor its relationship to identity learning explored. A qualitative methodology is used involving a series of interviews with eight participants who were considered to be experienced in cross-cultural communication with a background in education. From the interviews a series of narratives were written which revealed their experiences and understandings particularly about their border crossings, culture brokerage and opinions regarding teaching indigenous students and teaching them science. These narratives became the major source of data for analysis. This research shows that many westerners who are successful working in cross-cultural settings value the culture of their indigenous hosts. This is the consequence of enhanced identity learning and can be the result of culture shock. Not all westerners learn to value the other culture and may either leave the community or stay for some other reason. Border crossers are able to think beyond the limitations of an essentialised ‘we and they’ dichotomy and locate themselves in other ways relative to the border. Culture brokerage is a strategy that individuals choose to use, sometimes on the behalf of a government or institution. The characteristics of an effective culture broker are those of a border crosser and this establishes a nexus between border crossing and culture brokerage. Suggestions regarding preparation to teach in indigenous communities reflect the enhancement of identity learning and promotion of border crossing. Preservice training should include experience practicum teaching with indigenous students. Effective teaching of indigenous students could be supported by hiring experienced teachers and extending their stays. All teachers who go to work in indigenous communities need to be aware of culture shock and its possible impact and mechanisms for minimising its impact need to be established through mentoring programs. The context of the students needs to be taken into account by consideration of their culture and appropriate interpretation of the curriculum and implementation of teaching strategies. Teachers need to acknowledge that they are in positions of power but need to negotiate that respectfully with their indigenous students. As teachers of science they need to have a more inclusive idea of the nature of science so they can facilitate the border crossings of their indigenous students.

year: 2011

title: Joe Gillayley: A model of cultural hybridity in Keri Hulme’s novel The Bone People

authors: Cozma, Codrina

subjects: Literary analysis

abstract: Born and raised at the confluence of two cultures, Western and Māori, the New Zealand author Keri Hulme crafts in her 1983 novel, The Bone People, a vigorous literary discourse whose integrity and realism often topple consecrated stereotyping colonial theories. Joe Gillayley displays complex mechanisms of cultural hybridity in major areas of his private and social life. His initially ambivalent attitude towards both his Western and his Māori heritage are evident in his personal, social and economic life - in his interactions with his family, his semi-adopted son Simon/ Himi, his friend Kerewin, his work, school authorities, and tribal figures such as the mysterious prophet Tiaki Mira. Post-colonial scholarship provides the context in which the analysis provided here is conducted, an analysis that highlights the futility of colonial theories that are based on distorted, stereotypical images of both Western and indigenous life and values.

text: Joe Gillayley: A model of cultural hybridity in Keri Hulme’s novel The Bone People Born and raised at the confluence of two cultures, Western and Māori, the New Zealand author Keri Hulme crafts in her 1983 novel, The Bone People, a vigorous literary discourse whose integrity and realism often topple consecrated stereotyping colonial theories. Joe Gillayley displays complex mechanisms of cultural hybridity in major areas of his private and social life. His initially ambivalent attitude towards both his Western and his Māori heritage are evident in his personal, social and economic life - in his interactions with his family, his semi-adopted son Simon/ Himi, his friend Kerewin, his work, school authorities, and tribal figures such as the mysterious prophet Tiaki Mira. Post-colonial scholarship provides the context in which the analysis provided here is conducted, an analysis that highlights the futility of colonial theories that are based on distorted, stereotypical images of both Western and indigenous life and values.

year: 2004-02

title: Bounded Eigenvalues of Fully Clamped and Completely Free Rectangular Plates

authors: Mochida, Yusuke

subjects: vibration

abstract: Exact solution to the vibration of rectangular plates is available only for plates with two opposite edges subject to simply supported conditions. Otherwise, they are analysed by using approximate methods. There are several approximate methods to conduct a vibration analysis, such as the Rayleigh-Ritz method, the Finite Element Method, the Finite Difference Method, and the Superposition Method. The Rayleigh-Ritz method and the finite element method give upper bound results for the natural frequencies of plates. However, there is a disadvantage in using this method in that the error due to discretisation cannot be calculated easily. Therefore, it would be good to find a suitable method that gives lower bound results for the natural frequencies to complement the results from the Rayleigh-Ritz method. The superposition method is also a convenient and efficient method but it gives lower bound solution only in some cases. Whether it gives upper bound or lower bound results for the natural frequencies depends on the boundary conditions. It is also known that the finite difference method always gives lower bound results. This thesis presents bounded eigenvalues, which are dimensionless form of natural frequencies, calculated using the superposition method and the finite difference method. All computations were done using the MATLAB software package. The convergence tests show that the superposition method gives a lower bound for the eigenvalues of fully clamped plates, and an upper bound for the completely free plates. It is also shown that the finite difference method gives a lower bound for the eigenvalues of completely free plates. Finally, the upper bounds and lower bounds for the eigenvalues of fully clamped and completely free plates are given.

text: Bounded Eigenvalues of Fully Clamped and Completely Free Rectangular Plates Exact solution to the vibration of rectangular plates is available only for plates with two opposite edges subject to simply supported conditions. Otherwise, they are analysed by using approximate methods. There are several approximate methods to conduct a vibration analysis, such as the Rayleigh-Ritz method, the Finite Element Method, the Finite Difference Method, and the Superposition Method. The Rayleigh-Ritz method and the finite element method give upper bound results for the natural frequencies of plates. However, there is a disadvantage in using this method in that the error due to discretisation cannot be calculated easily. Therefore, it would be good to find a suitable method that gives lower bound results for the natural frequencies to complement the results from the Rayleigh-Ritz method. The superposition method is also a convenient and efficient method but it gives lower bound solution only in some cases. Whether it gives upper bound or lower bound results for the natural frequencies depends on the boundary conditions. It is also known that the finite difference method always gives lower bound results. This thesis presents bounded eigenvalues, which are dimensionless form of natural frequencies, calculated using the superposition method and the finite difference method. All computations were done using the MATLAB software package. The convergence tests show that the superposition method gives a lower bound for the eigenvalues of fully clamped plates, and an upper bound for the completely free plates. It is also shown that the finite difference method gives a lower bound for the eigenvalues of completely free plates. Finally, the upper bounds and lower bounds for the eigenvalues of fully clamped and completely free plates are given.

year: 2007