title: Celebrating the co-construction of knowledge

authors: Bateman, Amanda

abstract: I have a rich appreciation for the co-construction of learning which is inspired by Te Whāriki, the New Zealand early childhood curriculum, where the importance of responsive, reciprocal relationships are acknowledged as being essential and the co-construction of teaching and learning is recognized as a thoroughly social process. The curriculum is designed to include the weaving together of the various values and perspectives of all people involved in teaching and learning for young children so as to provide a mat, or Whāriki, for all to stand and build on the strengths of each person. This practice brings people together in an inclusive approach and values each person’s prior knowledge and contribution towards a collaborative learning environment. This respect and value for each person’s strengths is recognized in the Te Whāriki holistic approach to education which acknowledges the importance of social, cultural and emotional development, as well as cognitive growth, in educational settings. Through this perspective it is important to support all aspects of the person in a holistic way in order for them to develop to their full potential. I hold the same vision for my students as Te Whāriki has for young children, aspirations for becoming teachers are equivalent to the Te Whāriki intention for children to grow, ‘as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.’ (Ministry of Education [MoE], 1996, p. 9)

text: Celebrating the co-construction of knowledge I have a rich appreciation for the co-construction of learning which is inspired by Te Whāriki, the New Zealand early childhood curriculum, where the importance of responsive, reciprocal relationships are acknowledged as being essential and the co-construction of teaching and learning is recognized as a thoroughly social process. The curriculum is designed to include the weaving together of the various values and perspectives of all people involved in teaching and learning for young children so as to provide a mat, or Whāriki, for all to stand and build on the strengths of each person. This practice brings people together in an inclusive approach and values each person’s prior knowledge and contribution towards a collaborative learning environment. This respect and value for each person’s strengths is recognized in the Te Whāriki holistic approach to education which acknowledges the importance of social, cultural and emotional development, as well as cognitive growth, in educational settings. Through this perspective it is important to support all aspects of the person in a holistic way in order for them to develop to their full potential. I hold the same vision for my students as Te Whāriki has for young children, aspirations for becoming teachers are equivalent to the Te Whāriki intention for children to grow, ‘as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.’ (Ministry of Education [MoE], 1996, p. 9)

year: 2012

title: To what extent are public savings offset by private savings in the OECD

authors: Holmes, Mark J.

subjects: OECD

abstract: The substitutability of private and public savings has implications for the effectiveness of fiscal policy. Using annual data for the period 1970–2004, this study re-examines long-run relationships between OECD private and public savings rates. However, unlike previous work, panel data unit root and cointegration tests are employed. The results confirm substitutability where strong Ricardian Equivalence is rejected for the entire OECD panel. There is support for weak Ricardian Equivalence with less than perfect substitutability. Indeed, it is argued that existing studies most likely overstate the extent of long-run substitutability particularly with regard to EU countries.

text: To what extent are public savings offset by private savings in the OECD The substitutability of private and public savings has implications for the effectiveness of fiscal policy. Using annual data for the period 1970–2004, this study re-examines long-run relationships between OECD private and public savings rates. However, unlike previous work, panel data unit root and cointegration tests are employed. The results confirm substitutability where strong Ricardian Equivalence is rejected for the entire OECD panel. There is support for weak Ricardian Equivalence with less than perfect substitutability. Indeed, it is argued that existing studies most likely overstate the extent of long-run substitutability particularly with regard to EU countries.

year: 2006

title: Speaking the unspoken: Racism, sport and Māori

authors: Hippolite, Holly Raima

subjects: New Zealand

abstract: In this paper, we consider the silence that surrounds issues of racism in New Zealand sport. We argue that the intersection of two key ideologies – New Zealand’s purported history of good race relations, and the positive contribution that sport is believed to make to racial equality – contribute to a culture of silence in which it is difficult to talk about, let alone discuss constructively, Māori experiences of racism. Our aim is to put the issue on the agenda through engagement with ten experienced Māori sport participants, coaches and administrators whose experiences demonstrate the existence of, and pain caused by, cultural and institutional racism in New Zealand sport. In this aim, we do not seek to hide behind a veil of neutrality or objectivity. Rather, following a kaupapa Māori research approach, our interest is in bringing to light the voices, frustrations and concerns of Māori sportspeople in order to contribute to a much-needed conversation.

text: Speaking the unspoken: Racism, sport and Māori In this paper, we consider the silence that surrounds issues of racism in New Zealand sport. We argue that the intersection of two key ideologies – New Zealand’s purported history of good race relations, and the positive contribution that sport is believed to make to racial equality – contribute to a culture of silence in which it is difficult to talk about, let alone discuss constructively, Māori experiences of racism. Our aim is to put the issue on the agenda through engagement with ten experienced Māori sport participants, coaches and administrators whose experiences demonstrate the existence of, and pain caused by, cultural and institutional racism in New Zealand sport. In this aim, we do not seek to hide behind a veil of neutrality or objectivity. Rather, following a kaupapa Māori research approach, our interest is in bringing to light the voices, frustrations and concerns of Māori sportspeople in order to contribute to a much-needed conversation.

year: 2010