title: Exploring children's perspectives: Multiple ways of seeing and knowing the child.

authors: Peters, Sally

subjects: young children

abstract: This article focuses on human development in the early years, and the challenges for teachers and researchers in seeking to explore young children's perspectives. The current interest in listening to children's voices sits within competing developmental discourses about infants, toddlers and young children, which emphasise both their capability and confidence as well as their immaturity, especially with regard to oral language. Their "voice" can be heard and seen differently by teachers, researchers and families, who filter it according to their own perspectives and their image of the child. Drawing on a range of contemporary New Zealand studies, we discuss some key issues such as whether children need speech to have a voice? And in what ways can we gather children's perspectives in research and education? To explore children's perspectives and hear their voices requires skilled and flexible researchers and teachers, who watch and listen carefully whilst being mindful of their filtering/interpretive gazes. This takes time and patience and requires multiple ways of gathering data in order that the child is heard authentically.

text: Exploring children's perspectives: Multiple ways of seeing and knowing the child. This article focuses on human development in the early years, and the challenges for teachers and researchers in seeking to explore young children's perspectives. The current interest in listening to children's voices sits within competing developmental discourses about infants, toddlers and young children, which emphasise both their capability and confidence as well as their immaturity, especially with regard to oral language. Their "voice" can be heard and seen differently by teachers, researchers and families, who filter it according to their own perspectives and their image of the child. Drawing on a range of contemporary New Zealand studies, we discuss some key issues such as whether children need speech to have a voice? And in what ways can we gather children's perspectives in research and education? To explore children's perspectives and hear their voices requires skilled and flexible researchers and teachers, who watch and listen carefully whilst being mindful of their filtering/interpretive gazes. This takes time and patience and requires multiple ways of gathering data in order that the child is heard authentically.

year: 2011

title: Re-designing forum discussions to combat GenAI use

authors: Gibbons, Stephanie

abstract: Our online Philosophy papers make extensive use of forum posts for discussion of moral issues. It is tempting for students to make use of GenAI for these short, informal contributions. My aim in these courses was to discourage the use of AI, to demonstrate to students the shortcomings of GenAI, and to reduce any advantage of using it.
I seeded forums with clearly identified examples of what GenAI would write. Students could earn marks for sensible criticisms of AI contributions. But no marks were available for writing the kind of things GenAI produces. This technique prevents me from having to prove AI use: such posts are simply not worth marks. While the assessment design cannot prevent students from using GenAI, it both raises their awareness of its shortcomings, and reduces any advantage from its use. Successful use of this method requires careful communication in setting up the assessment, and regular monitoring and reinforcement. I was straightforward with students about what I was trying to achieve, and why. I learned a great deal about how to frame assessment questions, and what to emphasise to students. My constant refrain was “this is what AI can do already. What value are you adding?” The method showed some success in reducing GenAI use, and response from students was very positive.

text: Re-designing forum discussions to combat GenAI use Our online Philosophy papers make extensive use of forum posts for discussion of moral issues. It is tempting for students to make use of GenAI for these short, informal contributions. My aim in these courses was to discourage the use of AI, to demonstrate to students the shortcomings of GenAI, and to reduce any advantage of using it.
I seeded forums with clearly identified examples of what GenAI would write. Students could earn marks for sensible criticisms of AI contributions. But no marks were available for writing the kind of things GenAI produces. This technique prevents me from having to prove AI use: such posts are simply not worth marks. While the assessment design cannot prevent students from using GenAI, it both raises their awareness of its shortcomings, and reduces any advantage from its use. Successful use of this method requires careful communication in setting up the assessment, and regular monitoring and reinforcement. I was straightforward with students about what I was trying to achieve, and why. I learned a great deal about how to frame assessment questions, and what to emphasise to students. My constant refrain was “this is what AI can do already. What value are you adding?” The method showed some success in reducing GenAI use, and response from students was very positive.

year: 2024

title: Policy for Maori: values, assumptions and closing the gap

authors: Levy, Michelle Patricia

subjects: Maori

abstract: This paper looks at the issue of what it is about the way in which policy is developed which
influences whether or not policy meets the needs of Maori. To do this I will focus on one component
of policy making; the role of the values and assumptions of policy makers. Assumptions about the
nature of policy making and the way in which policy can be used to maintain and modify norms and
standards, determine values and define problems are briefly investigated. These issues are
highlighted using the Code of Family and Social Responsibility as an example of the way in which
dominant cultural value bases and assumptions have influenced the way in which policy issues are
framed and presented. The paper concludes by asking why the consideration of the values of policy
makers is important for Maori and how can I, as a Maori policy analyst working within the
Government policy making sector, contribute to the development of policy which is based on Maori
assumptions, realities, values and world views.

text: Policy for Maori: values, assumptions and closing the gap This paper looks at the issue of what it is about the way in which policy is developed which
influences whether or not policy meets the needs of Maori. To do this I will focus on one component
of policy making; the role of the values and assumptions of policy makers. Assumptions about the
nature of policy making and the way in which policy can be used to maintain and modify norms and
standards, determine values and define problems are briefly investigated. These issues are
highlighted using the Code of Family and Social Responsibility as an example of the way in which
dominant cultural value bases and assumptions have influenced the way in which policy issues are
framed and presented. The paper concludes by asking why the consideration of the values of policy
makers is important for Maori and how can I, as a Maori policy analyst working within the
Government policy making sector, contribute to the development of policy which is based on Maori
assumptions, realities, values and world views.

year: 1999