title: Education for power: English language in the workplace

authors: Hunter, Judy

abstract: Developed countries around the world are increasingly competing for highly skilled, educated immigrants. A case in point is Aotearoa New Zealand (NZ). The NZ Immigration Service actively encourages skilled migrants, and around the country there are numerous English language programmes focussing on English for employment. The dominant focus of these programmes is on migrants' acquisition of correct, appropriate language form, with some attention to intercultural communication. In the view of the authors, this focus is reductionist and provides inadequate preparation for communication in the workplace. This article considers ambiguity and power relations in positioning and interpreting migrant employees in the workplace. Two sets of data are drawn upon. First, a workplace ethnography in a 'migrant friendly' NZ engineering office reveals a management culture that exercises the power of the dominant Anglo-Saxon population to control and exclude a Japanese migrant engineer. Second, a published analysis of immigrant employees' interactions is revisited in order to interrogate the interpretation of workplace texts and underlying discourses of 'appropriate' workplace language. The analysis traces implications for both formal and informal education, and the discussion raises larger questions of social justice concerning migrants.

text: Education for power: English language in the workplace Developed countries around the world are increasingly competing for highly skilled, educated immigrants. A case in point is Aotearoa New Zealand (NZ). The NZ Immigration Service actively encourages skilled migrants, and around the country there are numerous English language programmes focussing on English for employment. The dominant focus of these programmes is on migrants' acquisition of correct, appropriate language form, with some attention to intercultural communication. In the view of the authors, this focus is reductionist and provides inadequate preparation for communication in the workplace. This article considers ambiguity and power relations in positioning and interpreting migrant employees in the workplace. Two sets of data are drawn upon. First, a workplace ethnography in a 'migrant friendly' NZ engineering office reveals a management culture that exercises the power of the dominant Anglo-Saxon population to control and exclude a Japanese migrant engineer. Second, a published analysis of immigrant employees' interactions is revisited in order to interrogate the interpretation of workplace texts and underlying discourses of 'appropriate' workplace language. The analysis traces implications for both formal and informal education, and the discussion raises larger questions of social justice concerning migrants.

year: 2014

title: Understanding outdoor education in South Korea: The perspectives of current leaders

authors: Hwang, Cho Rok

subjects: Outdoor education

abstract: Outdoor education includes the provision of outdoor learning experiences to assist youth’s holistic development in relation to the outdoor environment. The formalised educational practice of outdoor education internationally derived mainly from the Western part of the world, with famous Western scholars and philosophers providing the root of the ideas and theories (Wurdinger, 1997). The practice is now widespread in different parts of the world, including South Korea. However, outdoor education in South Korea has not yet gone through systematic development (Lee, 2018). In-depth exploration to understand outdoor education through the eyes of current outdoor education leaders in South Korea and the key influences and social and cultural context that impacted the delivery of outdoor education is, therefore, timely. This study aims to understand outdoor education in South Korea, focussing on why and how outdoor education in South Korea has shaped as it is today.

This interpretive qualitative study was framed by critical realism and contextualism and used culturally responsive approaches to explore and highlight the perspectives and experiences of current outdoor leaders in Korea. One-on-one semi-structured interviews were conducted online with six current outdoor education leaders in South Korea from different backgrounds. Through thematic analysis, four main themes were identified. The first theme focused on learning outdoor education in South Korea, highlighting the challenges leaders face in learning and developing themselves as an OE leader. The second theme explored policies and regulation that impacts the operation and delivery of outdoor education. The third theme explored the perception of outdoor education from different parts of society, including parents, teachers, schools and organisations. Lastly, the final theme explored these current leaders' ideas and perceptions of the future of OE in South Korea. Given the interconnection of each challenge identified through the analysis of four themes, for OE to flourish in South Korea, there was the need for clarification of outdoor education, investment in the development of Korean-style outdoor education and changes in perception. The research concludes with areas for further study, limitations and a summary of the entire research.

text: Understanding outdoor education in South Korea: The perspectives of current leaders Outdoor education includes the provision of outdoor learning experiences to assist youth’s holistic development in relation to the outdoor environment. The formalised educational practice of outdoor education internationally derived mainly from the Western part of the world, with famous Western scholars and philosophers providing the root of the ideas and theories (Wurdinger, 1997). The practice is now widespread in different parts of the world, including South Korea. However, outdoor education in South Korea has not yet gone through systematic development (Lee, 2018). In-depth exploration to understand outdoor education through the eyes of current outdoor education leaders in South Korea and the key influences and social and cultural context that impacted the delivery of outdoor education is, therefore, timely. This study aims to understand outdoor education in South Korea, focussing on why and how outdoor education in South Korea has shaped as it is today.

This interpretive qualitative study was framed by critical realism and contextualism and used culturally responsive approaches to explore and highlight the perspectives and experiences of current outdoor leaders in Korea. One-on-one semi-structured interviews were conducted online with six current outdoor education leaders in South Korea from different backgrounds. Through thematic analysis, four main themes were identified. The first theme focused on learning outdoor education in South Korea, highlighting the challenges leaders face in learning and developing themselves as an OE leader. The second theme explored policies and regulation that impacts the operation and delivery of outdoor education. The third theme explored the perception of outdoor education from different parts of society, including parents, teachers, schools and organisations. Lastly, the final theme explored these current leaders' ideas and perceptions of the future of OE in South Korea. Given the interconnection of each challenge identified through the analysis of four themes, for OE to flourish in South Korea, there was the need for clarification of outdoor education, investment in the development of Korean-style outdoor education and changes in perception. The research concludes with areas for further study, limitations and a summary of the entire research.

year: 2023

title: Māori and Pacific language data in linguistics classes

authors: Barbour, Julie Renee

abstract: Māori and Pacific language data rarely appears in introductory linguistic text books. In a discipline with a dearth of Māori and Pacific scholars, there is an opportunity to reflect on our teaching materials and consider ways in which we can make our classes more inclusive spaces. In this presentation, we share some of the materials and associated activities that we incorporate into undergraduate linguistics classes, in an effort to make our disciplinary content more attractive to students who join our classes with a variety of heritage languages.

text: Māori and Pacific language data in linguistics classes Māori and Pacific language data rarely appears in introductory linguistic text books. In a discipline with a dearth of Māori and Pacific scholars, there is an opportunity to reflect on our teaching materials and consider ways in which we can make our classes more inclusive spaces. In this presentation, we share some of the materials and associated activities that we incorporate into undergraduate linguistics classes, in an effort to make our disciplinary content more attractive to students who join our classes with a variety of heritage languages.

year: 2023