title: The enhancement of ethical thinking

authors: Jones, Alister

abstract: The introduction of ethics is already seen by students as an important part of their education and connects school science and technology with the worlds in which they live. It has the potential to connect directly with their concerns and the issues that they consider important. The introduction of ethics, rather than being another area of content to be 'learnt', can also be used as a framework to enhance students' thinking skills. In developing ideas about, and approaches to, ethical thinking an important aspect then is to develop conceptual frameworks of how students make progress in ethical thinking.

text: The enhancement of ethical thinking The introduction of ethics is already seen by students as an important part of their education and connects school science and technology with the worlds in which they live. It has the potential to connect directly with their concerns and the issues that they consider important. The introduction of ethics, rather than being another area of content to be 'learnt', can also be used as a framework to enhance students' thinking skills. In developing ideas about, and approaches to, ethical thinking an important aspect then is to develop conceptual frameworks of how students make progress in ethical thinking.

year: 2010

title: Conversing with ‘monsters’? Narratives about men who sexually abuse(d) children

authors: Young-Hauser, Amanda Maria

subjects: child sexual abuse

abstract: This research has examined multiperspectival narratives told about and by men who sexually abuse(d) children. Drawing on institutional, public and private narratives, I have explored how men who sexually abuse(d) children are characterised, how meanings about these men are created, and how their reintegrative prospects are understood. The project has encompassed five research elements: historical narratives evident in archival materials; media narratives evident in news articles; public discourse reflected in five focus groups; the accounts of support people of men who sexually abused reflected in one focus group; and the stories of ten men imprisoned for sexually abusing children elicited through pre-release and post-release conversations. These multiple levels of narration have allowed me to look within and across these settings to establish links and to demarcate points of convergence and departure of these diverse narratives. Results have suggested a mismatch between narratives about men who offend(ed) with those evident in the stories of support persons and the men themselves. The latter are anchored in, but contest the former; in particular the narrow representations of these men as inherently evil and not rehabilitatable. Subtle disruptions that question commonly held assumptions about men who sexually abuse(d) children and tell of alternative possibilities are evident in some narratives. My research shows that narratives can accumulate and reinforce assumptions over time and in many respects be discriminatory and exclusionary as well as being liberatory, enveloped in healing and open to change. By locating these men in their social environment and contextualising the crime, I examine the issues of child sex abuse from various angles. This research offers a more inclusive perspective on men who offend(ed) against children that can contribute to broadening public dialogue regarding the characterizations of these men, issues of community reintegration and repairing people’s lives.

text: Conversing with ‘monsters’? Narratives about men who sexually abuse(d) children This research has examined multiperspectival narratives told about and by men who sexually abuse(d) children. Drawing on institutional, public and private narratives, I have explored how men who sexually abuse(d) children are characterised, how meanings about these men are created, and how their reintegrative prospects are understood. The project has encompassed five research elements: historical narratives evident in archival materials; media narratives evident in news articles; public discourse reflected in five focus groups; the accounts of support people of men who sexually abused reflected in one focus group; and the stories of ten men imprisoned for sexually abusing children elicited through pre-release and post-release conversations. These multiple levels of narration have allowed me to look within and across these settings to establish links and to demarcate points of convergence and departure of these diverse narratives. Results have suggested a mismatch between narratives about men who offend(ed) with those evident in the stories of support persons and the men themselves. The latter are anchored in, but contest the former; in particular the narrow representations of these men as inherently evil and not rehabilitatable. Subtle disruptions that question commonly held assumptions about men who sexually abuse(d) children and tell of alternative possibilities are evident in some narratives. My research shows that narratives can accumulate and reinforce assumptions over time and in many respects be discriminatory and exclusionary as well as being liberatory, enveloped in healing and open to change. By locating these men in their social environment and contextualising the crime, I examine the issues of child sex abuse from various angles. This research offers a more inclusive perspective on men who offend(ed) against children that can contribute to broadening public dialogue regarding the characterizations of these men, issues of community reintegration and repairing people’s lives.

year: 2010

title: Tū Māori Ake: Seeking which is above.

authors: Maxwell, Te Kahautu

abstract: Te Waka Āwhina 2015 Seeking that which is above Kaupapa - Philosophy o Aotearoa “Tū Māori ake” E ngā mana, e ngā reo, e ngā karangatanga, nei rā te powhiri ki a koutou katoa ‘MĀ TE MĀORI, MŌ TE MĀORI’ Te Waka Āwhina o Aotearoa National Training Hui by Māori for Māori within local government Āwhea: 2 – 4 February 2015 Ki whea: The Gallagher Academy of Performing Arts, The University of Waikato, Hamilton Hau kāinga: Te Puku o te Ika.

text: Tū Māori Ake: Seeking which is above. Te Waka Āwhina 2015 Seeking that which is above Kaupapa - Philosophy o Aotearoa “Tū Māori ake” E ngā mana, e ngā reo, e ngā karangatanga, nei rā te powhiri ki a koutou katoa ‘MĀ TE MĀORI, MŌ TE MĀORI’ Te Waka Āwhina o Aotearoa National Training Hui by Māori for Māori within local government Āwhea: 2 – 4 February 2015 Ki whea: The Gallagher Academy of Performing Arts, The University of Waikato, Hamilton Hau kāinga: Te Puku o te Ika.

year: 2015-02-03