title: COVID-19 and blind spaces: Responding to digital (in)accessibility and social isolation during lockdown for blind, deafblind, low vision, and vision impaired persons in Aotearoa New Zealand

authors: Graham, Rebekah Sarah

abstract: In this chapter we, as Indigenous (Māori) and non-Indigenous (Pākehā) academics, practitioners, and disability advocates critically examine the experiences of people who are blind, deafblind, low vision and vision impaired (BLV) during the COVID-19 lockdown of Aotearoa New Zealand. We pay particular attention to the ways in which access (or lack thereof) to digital spaces facilitated experiences of social inclusion (and exclusion). Digital connectivity was heavily relied upon during lockdown in Aotearoa New Zealand to disseminate health information and to connect people socially. The use of digital technologies during lockdown extended the interpersonal space of the home beyond the physicality of the urban home people were confined to, drawing people together across the country and creating a sense of shared experience. However, these experiences were not shared equally across the citizenry. Conversations during lockdown with disability advocates and practitioners working with BLV persons identified that. For example, the government website on COVID19 was initially inaccessible for BLV persons and there were assumptions of digital accessibility and literacy within the domestic space of the home. Taken together, these exacerbated existing inequities for BLV persons, some of whom experience multiple domains of exclusion (for example, Indigenous BLV persons with reduced access to services and for whom English is their second language). Drawing on Lefebvre’s (1991) work on the dialectics of space and Lewin’s (1936/2013) construction of the life-space, we consider the interplay of space and experience with regards to the digital and physical space(s) available and inhabited during the shared social experience of lockdown. We discuss possibilities for co-creating socially inclusive (digital) spaces of belonging that reflect and refract life-space relational connections across social groups. Our reflections on the lockdown experience include opportunities post-pandemic for policy makers and practitioners to address digital accessibility inequities.

text: COVID-19 and blind spaces: Responding to digital (in)accessibility and social isolation during lockdown for blind, deafblind, low vision, and vision impaired persons in Aotearoa New Zealand In this chapter we, as Indigenous (Māori) and non-Indigenous (Pākehā) academics, practitioners, and disability advocates critically examine the experiences of people who are blind, deafblind, low vision and vision impaired (BLV) during the COVID-19 lockdown of Aotearoa New Zealand. We pay particular attention to the ways in which access (or lack thereof) to digital spaces facilitated experiences of social inclusion (and exclusion). Digital connectivity was heavily relied upon during lockdown in Aotearoa New Zealand to disseminate health information and to connect people socially. The use of digital technologies during lockdown extended the interpersonal space of the home beyond the physicality of the urban home people were confined to, drawing people together across the country and creating a sense of shared experience. However, these experiences were not shared equally across the citizenry. Conversations during lockdown with disability advocates and practitioners working with BLV persons identified that. For example, the government website on COVID19 was initially inaccessible for BLV persons and there were assumptions of digital accessibility and literacy within the domestic space of the home. Taken together, these exacerbated existing inequities for BLV persons, some of whom experience multiple domains of exclusion (for example, Indigenous BLV persons with reduced access to services and for whom English is their second language). Drawing on Lefebvre’s (1991) work on the dialectics of space and Lewin’s (1936/2013) construction of the life-space, we consider the interplay of space and experience with regards to the digital and physical space(s) available and inhabited during the shared social experience of lockdown. We discuss possibilities for co-creating socially inclusive (digital) spaces of belonging that reflect and refract life-space relational connections across social groups. Our reflections on the lockdown experience include opportunities post-pandemic for policy makers and practitioners to address digital accessibility inequities.

year: 2021

title: Adolescent Māori mothers experiences with social support during pregnancy, birth and motherhood and their participation in education

authors: Rawiri, Casey

subjects: social support

abstract: The purpose of this research was to investigate the role of social support in helping
adolescent Māori mothers cope with pregnancy, birth and motherhood, with a
particular emphasis on its role in enabling them to continue at school. The aim of this
research is to understand and make sense of these experiences and to perhaps identify
gaps within an individual's social network. The analysis and methodology of the
research was underpinned by a community psychology framework.
Nine interviews were conducted with young Māori women who had become pregnant
and continued with their pregnancy, all before the age of 20. The in depth interviews
included questions focusing on the young women learning of pregnancy, the
pregnancy, birth, caring for their child and their experiences with education and future
plans.
Negative experiences were usually those which involved unsupportive people.
Positive interactions were those where support, of all types, was offered and useful to
my participants and their children. Education was highlighted as the most effective
way of providing a better life for adolescent mothers and their children.
The research highlights the importance of social support and the continuation of
education. Combining the efforts of positive social networks and social support
services can improve the lives of adolescent Māori mothers and their children.

text: Adolescent Māori mothers experiences with social support during pregnancy, birth and motherhood and their participation in education The purpose of this research was to investigate the role of social support in helping
adolescent Māori mothers cope with pregnancy, birth and motherhood, with a
particular emphasis on its role in enabling them to continue at school. The aim of this
research is to understand and make sense of these experiences and to perhaps identify
gaps within an individual's social network. The analysis and methodology of the
research was underpinned by a community psychology framework.
Nine interviews were conducted with young Māori women who had become pregnant
and continued with their pregnancy, all before the age of 20. The in depth interviews
included questions focusing on the young women learning of pregnancy, the
pregnancy, birth, caring for their child and their experiences with education and future
plans.
Negative experiences were usually those which involved unsupportive people.
Positive interactions were those where support, of all types, was offered and useful to
my participants and their children. Education was highlighted as the most effective
way of providing a better life for adolescent mothers and their children.
The research highlights the importance of social support and the continuation of
education. Combining the efforts of positive social networks and social support
services can improve the lives of adolescent Māori mothers and their children.

year: 2007

title: Chinese postgraduates' explanation of the sources of sentence initial bundles in their thesis writing

authors: Li, Liang

subjects: computer science

abstract: Lexical bundles, recurrent multiword combinations in a register, are extremely common and important discourse building blocks in academic writing. An increasing number of studies have investigated lexical bundles in academic writing in recent years, but few studies have explored L2 learners’ interpretations of their own bundle production, particularly sentence initial bundle production. Investigating the sources that have appeared to influence learners’ choices and knowledge of bundles is important as it complements what we know about the structural and functional features of lexical bundles and provides useful first-hand information for second language writing pedagogy. The present study interviewed five Chinese postgraduate students to probe possible reasons for their use of the typical sentence initial bundles identified in the self-built Chinese Masters and PhD thesis corpora. The interviews revealed diverse explanations including interlingual transfer, classroom learning, noticing in reading, a lack of rhetorical confidence, and misunderstanding of rhetorical conventions. The results suggest the need for raising students’ awareness of the common sentence starters in postgraduate academic writing, increasing their confidence as student writers, familiarizing them with rhetorical conventions, and incorporating effective corpus-based tools into pedagogical practices.

text: Chinese postgraduates' explanation of the sources of sentence initial bundles in their thesis writing Lexical bundles, recurrent multiword combinations in a register, are extremely common and important discourse building blocks in academic writing. An increasing number of studies have investigated lexical bundles in academic writing in recent years, but few studies have explored L2 learners’ interpretations of their own bundle production, particularly sentence initial bundle production. Investigating the sources that have appeared to influence learners’ choices and knowledge of bundles is important as it complements what we know about the structural and functional features of lexical bundles and provides useful first-hand information for second language writing pedagogy. The present study interviewed five Chinese postgraduate students to probe possible reasons for their use of the typical sentence initial bundles identified in the self-built Chinese Masters and PhD thesis corpora. The interviews revealed diverse explanations including interlingual transfer, classroom learning, noticing in reading, a lack of rhetorical confidence, and misunderstanding of rhetorical conventions. The results suggest the need for raising students’ awareness of the common sentence starters in postgraduate academic writing, increasing their confidence as student writers, familiarizing them with rhetorical conventions, and incorporating effective corpus-based tools into pedagogical practices.

year: 2018