title: Cultural Justice and Ethics

authors: Nikora, Linda Waimarie

subjects: Maori

abstract: Contains the complete proceedings of the Cultural Justice and Ethics symposium held within the Annual Conference of the New Zealand Psychological Society, Wellington, 23rd-24th August, 1993. The responsibility for ensuring that the discipline of psychology is culturally just, is not only that of Maori or some other non-dominant group - the responsibility belongs to all involved in psychology. This collection of papers is about questioning and challenging the psychology that has been adopted from other settings. It is about nurturing and valuing the development of local and indigenous psychologies. It is about developing psychological tools and methods of application that are culturally compatible. It is an invitation to become excited about and instrumental in building a profession and practice in Aotearoa, for Aotearoa.

text: Cultural Justice and Ethics Contains the complete proceedings of the Cultural Justice and Ethics symposium held within the Annual Conference of the New Zealand Psychological Society, Wellington, 23rd-24th August, 1993. The responsibility for ensuring that the discipline of psychology is culturally just, is not only that of Maori or some other non-dominant group - the responsibility belongs to all involved in psychology. This collection of papers is about questioning and challenging the psychology that has been adopted from other settings. It is about nurturing and valuing the development of local and indigenous psychologies. It is about developing psychological tools and methods of application that are culturally compatible. It is an invitation to become excited about and instrumental in building a profession and practice in Aotearoa, for Aotearoa.

year: 1993

title: Te Kuranui

authors: Maxwell, Te Kahautu

abstract: Ko te tūāpapa o tēnei kōrero Te Kuranui he titiro ki te tūāpapa o Ōpōtiki Mai Tawhiti kapa haka. He aha te take i whakatūngia ai tēnei Kuranui e karangatia ana ko Ōpōtiki Mai Tawhiti? Hai tāhūhū mō tēnei tuhinga raurūtia tēnei kupu whakaari a Te Kōoti Arikirangi; “He Kura hoki ahau”, me tēnei wehenga o te mōteatea nāna; Te Pono ki runga rā, te ara mai o te tika. Tukua mai ki raro nā te maungarongo; te whana i tū ai nā te kotahitanga; te aroha i mau ai. Ana ko te Kupu Whakaari nei; He Kura hoki ahau he wewete i tēnei Kupu Whakaari kia kite i te hōhonu o te tikanga ōna hai whakatamārama i tō Te Kōoti wawata hai kura i tana iwi Ringatū me tā te kaituhi whakaraupapa i ēnei kura ki roto i te whakairotanga i te Kuranui nei.
Ka rua kua tātaritia tēnei wehenga o te mōteatea nei kia rima ōna wāhanga hai taki i tēnei tuhinga epā ana ki te Kuranui nei a Ōpōtiki Mai Tawhiti. Tuatahi Te Pono ki runga rā, ka titiro ki te kaituhi nei me tōna whakatipuranga i ōna kaumātua me ō rātou kuranga i a ia kia tohenihorau ki tōna ao Māori. He kuranga ēnei hai maungāngākau, maungāhinengaro ki te whakaturuki i te Kuranui a Ōpōtiki Mai Tawhiti. Te ara mai o te tika, ko te whakatūtanga o te kapa haka nei a Ōpōtiki Mai Tawhiti te Kuranui,arā te whakapaparanga mai i te kapa i tōna tīmatatanga ki te wā tonu nei. Tukua mai ki raro nā te maungarongo; ko te whakapono tēnei wāhanga, ko te ū o Ōpōtiki Mai Tawhiti ki tēnei kura a Te Kooti Arikirangi. Te whana i tū ai nā te kotahitanga;ko te titiro ki te pouārahi me te whakapau kaha ki te tuitui i ngā whakaaro o te katoa, ko te ranga i te iwi, ko te pupuri i te iwi, i te kapa haka ki tōna, rautaki, whāinga ko te whakakotahitanga i te iwi i raro i te kaupapa o Ōpōtiki Mai Tawhiti. Te aroha i mau ai, ko te aroha ki te iwi, ko te aroha ki te kaupapa, ko te whakaū, whakapūmau i te moemoeā kia whakahokia mai te toheariki ki te iwi kia tū toherauariki a Te Whakatōhea i raro i te korowai o Ōpōtiki Mai Tawhiti.

text: Te Kuranui Ko te tūāpapa o tēnei kōrero Te Kuranui he titiro ki te tūāpapa o Ōpōtiki Mai Tawhiti kapa haka. He aha te take i whakatūngia ai tēnei Kuranui e karangatia ana ko Ōpōtiki Mai Tawhiti? Hai tāhūhū mō tēnei tuhinga raurūtia tēnei kupu whakaari a Te Kōoti Arikirangi; “He Kura hoki ahau”, me tēnei wehenga o te mōteatea nāna; Te Pono ki runga rā, te ara mai o te tika. Tukua mai ki raro nā te maungarongo; te whana i tū ai nā te kotahitanga; te aroha i mau ai. Ana ko te Kupu Whakaari nei; He Kura hoki ahau he wewete i tēnei Kupu Whakaari kia kite i te hōhonu o te tikanga ōna hai whakatamārama i tō Te Kōoti wawata hai kura i tana iwi Ringatū me tā te kaituhi whakaraupapa i ēnei kura ki roto i te whakairotanga i te Kuranui nei.
Ka rua kua tātaritia tēnei wehenga o te mōteatea nei kia rima ōna wāhanga hai taki i tēnei tuhinga epā ana ki te Kuranui nei a Ōpōtiki Mai Tawhiti. Tuatahi Te Pono ki runga rā, ka titiro ki te kaituhi nei me tōna whakatipuranga i ōna kaumātua me ō rātou kuranga i a ia kia tohenihorau ki tōna ao Māori. He kuranga ēnei hai maungāngākau, maungāhinengaro ki te whakaturuki i te Kuranui a Ōpōtiki Mai Tawhiti. Te ara mai o te tika, ko te whakatūtanga o te kapa haka nei a Ōpōtiki Mai Tawhiti te Kuranui,arā te whakapaparanga mai i te kapa i tōna tīmatatanga ki te wā tonu nei. Tukua mai ki raro nā te maungarongo; ko te whakapono tēnei wāhanga, ko te ū o Ōpōtiki Mai Tawhiti ki tēnei kura a Te Kooti Arikirangi. Te whana i tū ai nā te kotahitanga;ko te titiro ki te pouārahi me te whakapau kaha ki te tuitui i ngā whakaaro o te katoa, ko te ranga i te iwi, ko te pupuri i te iwi, i te kapa haka ki tōna, rautaki, whāinga ko te whakakotahitanga i te iwi i raro i te kaupapa o Ōpōtiki Mai Tawhiti. Te aroha i mau ai, ko te aroha ki te iwi, ko te aroha ki te kaupapa, ko te whakaū, whakapūmau i te moemoeā kia whakahokia mai te toheariki ki te iwi kia tū toherauariki a Te Whakatōhea i raro i te korowai o Ōpōtiki Mai Tawhiti.

year: 2014-09-27

title: Using avatars and virtual environments in learning: What do they have to offer?

authors: Falloon, Garry

subjects: education

abstract: This paper explores and discusses arguments for the use of virtual environments and interactive avatars in supporting the achievement of student learning goals within conventional educational contexts. It describes and evaluates arguments promoted by some authors (eg, van den Brekel, 2007; Deuchar & Nodder, 2003; Dickey, 2003; Facer, 2004; de Freitas, 2006; de Freitas & Oliver, 2006; Garris, Ahlers & Driskell, 2002; JISC, 2007; Martino, 2007; Prensky, 2004; Prensky, 2007) relating to advantages from gaming and avatar use, ranging from enhanced engagement in learning activities, through to more purposeful and focussed communication, and, when used in group situations, better cooperation and collaboration between students. It explores the potential of avatar environments to act as powerful communication mediums for students to display knowledge and understanding, and engage in the development of 'higher order thinking skills, such as interpreting, analysing, evaluating, synthesising and solving complex problems'.
It also introduces and discusses the avatar-based authoring program MARVIN, and identifies potential for its use as a digital storytelling tool to assist students in communicating outcomes from units of learning, and in supporting the development of a range of key learning competencies identified in the New Zealand Curriculum Framework (Ministry of Education, 2007). It profiles a successful example of the classroom-based use of MARVIN within a community project undertaken by groups of year 7 and 8 students at two Hamilton intermediate schools, and identifies how the program supported student thinking and relating to others key competencies (Ministry of Education, 2007).

text: Using avatars and virtual environments in learning: What do they have to offer? This paper explores and discusses arguments for the use of virtual environments and interactive avatars in supporting the achievement of student learning goals within conventional educational contexts. It describes and evaluates arguments promoted by some authors (eg, van den Brekel, 2007; Deuchar & Nodder, 2003; Dickey, 2003; Facer, 2004; de Freitas, 2006; de Freitas & Oliver, 2006; Garris, Ahlers & Driskell, 2002; JISC, 2007; Martino, 2007; Prensky, 2004; Prensky, 2007) relating to advantages from gaming and avatar use, ranging from enhanced engagement in learning activities, through to more purposeful and focussed communication, and, when used in group situations, better cooperation and collaboration between students. It explores the potential of avatar environments to act as powerful communication mediums for students to display knowledge and understanding, and engage in the development of 'higher order thinking skills, such as interpreting, analysing, evaluating, synthesising and solving complex problems'.
It also introduces and discusses the avatar-based authoring program MARVIN, and identifies potential for its use as a digital storytelling tool to assist students in communicating outcomes from units of learning, and in supporting the development of a range of key learning competencies identified in the New Zealand Curriculum Framework (Ministry of Education, 2007). It profiles a successful example of the classroom-based use of MARVIN within a community project undertaken by groups of year 7 and 8 students at two Hamilton intermediate schools, and identifies how the program supported student thinking and relating to others key competencies (Ministry of Education, 2007).

year: 2009