title: Disciplinary technologies and the school in the epcoh of digital reason: Revisiting discipline and punish after 40 years

authors: Peters, Michael A.

abstract: Foucault’s masterpiece Discipline and Punish (1975) provided a gene- alogical analysis of the prison as a model for the disciplinary society that displaces the liberal juridico-political theory of sovereignty with a new kind of disciplinary power exemplified by Bentham’s panopticum. This article revisits Foucault’s classic as a basis for examining it significance for school in the epoch of digital reason.

text: Disciplinary technologies and the school in the epcoh of digital reason: Revisiting discipline and punish after 40 years Foucault’s masterpiece Discipline and Punish (1975) provided a gene- alogical analysis of the prison as a model for the disciplinary society that displaces the liberal juridico-political theory of sovereignty with a new kind of disciplinary power exemplified by Bentham’s panopticum. This article revisits Foucault’s classic as a basis for examining it significance for school in the epoch of digital reason.

year: 2017

title: Embodied engagement in arts research

authors: Barbour, Karen

subjects: arts research

abstract: The focus of this paper is to argue the case for embodied ways of knowing in arts research. Recognition of embodied ways of knowing and embodied research has been relatively recent. For too long, arts research had been marginalized in academia, particularly performing arts, due in part to the somatophobia of Western academic cultures. While grounded in dance research myself, I argue that embodied engagement is crucial for performing arts and arts research in general. It is through rigorous and reflective practice that theoretical knowledges and lived experiences can be embodied, made meaningful, and thus contribute to the generation of new understandings. I contend that such embodied knowledge is then available to artists and researchers for subsequent expression and aesthetic communication via a wide range of mediums and interdisciplinary practices. I discuss embodied ways of knowing and suggest some guidelines for undertaking embodied research. I conclude by emphasizing the continuing relevance of performing arts in expressing individual human embodied experience in an increasingly virtual, self-destructive and global world.

text: Embodied engagement in arts research The focus of this paper is to argue the case for embodied ways of knowing in arts research. Recognition of embodied ways of knowing and embodied research has been relatively recent. For too long, arts research had been marginalized in academia, particularly performing arts, due in part to the somatophobia of Western academic cultures. While grounded in dance research myself, I argue that embodied engagement is crucial for performing arts and arts research in general. It is through rigorous and reflective practice that theoretical knowledges and lived experiences can be embodied, made meaningful, and thus contribute to the generation of new understandings. I contend that such embodied knowledge is then available to artists and researchers for subsequent expression and aesthetic communication via a wide range of mediums and interdisciplinary practices. I discuss embodied ways of knowing and suggest some guidelines for undertaking embodied research. I conclude by emphasizing the continuing relevance of performing arts in expressing individual human embodied experience in an increasingly virtual, self-destructive and global world.

year: 2006

title: A life-history analysis of achievement of Māori and Pacific Island students at the Church College of New Zealand

authors: Solomon, Tereapii Elinora

subjects: Church College

abstract: The Church College of New Zealand is a private co-educational secondary school located near Hamilton, New Zealand and is sponsored by the Church of Jesus Christ of Latter-day Saints.  Since its opening in 1958, it has hosted a large population of Polynesian students, in particular Māori.  The questions that this thesis addresses centre on the nature, history and reasons for what seems to be a disproportionately higher level of achievement amongst Māori and Pacific Island students at Church College than in New Zealand more broadly.  Through a life-history approach to research, this thesis provides an overview of the rich history behind the building of the Church College, and highlights the experiences of successful graduates over three particular timeframes - 1951-1969, 1970-1989 and the 1990s.  

A major contributing factor to the success of the students at Church College is an environment where both religious and cultural values of students are reaffirmed and considered normal.  For some students, Church College provided an environment that validated what students were being taught in their own homes.  For others, it provided a refuge from a conflicted home.  With the growing pressures of social problems within the wider community for many Māori and Pacific Island families, the school environment of  the Church College was a key factor in providing stability  and security for some students at the College.

On June 29 2006, an announcement was made by leaders of the Church of Jesus Christ of Latter-day Saints of the phased out closure of Church College beginning in the year 2007 and eventually closing at the end of the year 2009. With Māori and Pacific Island students so under-represented in achievement and participation in education settings in New Zealand, the announcement of the closure provided an opportunity to highlight some of the successes experienced at the Church College of New Zealand.

text: A life-history analysis of achievement of Māori and Pacific Island students at the Church College of New Zealand The Church College of New Zealand is a private co-educational secondary school located near Hamilton, New Zealand and is sponsored by the Church of Jesus Christ of Latter-day Saints.  Since its opening in 1958, it has hosted a large population of Polynesian students, in particular Māori.  The questions that this thesis addresses centre on the nature, history and reasons for what seems to be a disproportionately higher level of achievement amongst Māori and Pacific Island students at Church College than in New Zealand more broadly.  Through a life-history approach to research, this thesis provides an overview of the rich history behind the building of the Church College, and highlights the experiences of successful graduates over three particular timeframes - 1951-1969, 1970-1989 and the 1990s.  

A major contributing factor to the success of the students at Church College is an environment where both religious and cultural values of students are reaffirmed and considered normal.  For some students, Church College provided an environment that validated what students were being taught in their own homes.  For others, it provided a refuge from a conflicted home.  With the growing pressures of social problems within the wider community for many Māori and Pacific Island families, the school environment of  the Church College was a key factor in providing stability  and security for some students at the College.

On June 29 2006, an announcement was made by leaders of the Church of Jesus Christ of Latter-day Saints of the phased out closure of Church College beginning in the year 2007 and eventually closing at the end of the year 2009. With Māori and Pacific Island students so under-represented in achievement and participation in education settings in New Zealand, the announcement of the closure provided an opportunity to highlight some of the successes experienced at the Church College of New Zealand.

year: 2008