title: Aphorisms and archipelagos: Relationality in modernist studies

authors: Long, Maebh

subjects: Literary Studies

abstract: Modernist studies, these days, is on the move. Global, planetary, transnational, postcolonial, and geomodernist rubrics map new routes of aesthetic interconnection and change as the geographical and temporal reaches of modernism are extended. Monographs and collections speak of mobility, dynamism, and hybridity across the local and the global, as texts trace out identities and contexts that are, as Jahan Ramazani puts it, ‘discretely located and thoroughly enmeshed, networked, cross-racialized’ (16). Eric Hayot and Rebecca Walkowitz, to take one example, write of ‘shifting concept[s] of fixity and centrality’ (3) in their New Vocabulary for Global Modernism (2016), and embrace modernism as a series of changing frames that react to local conditions, international systems, and a plurality of other spatial and temporal scales (8). Their book presents the moving parts of modernism through different lenses, allowing its global reach to present new terms and revitalise old ones, as changing local and international relations present different views.

text: Aphorisms and archipelagos: Relationality in modernist studies Modernist studies, these days, is on the move. Global, planetary, transnational, postcolonial, and geomodernist rubrics map new routes of aesthetic interconnection and change as the geographical and temporal reaches of modernism are extended. Monographs and collections speak of mobility, dynamism, and hybridity across the local and the global, as texts trace out identities and contexts that are, as Jahan Ramazani puts it, ‘discretely located and thoroughly enmeshed, networked, cross-racialized’ (16). Eric Hayot and Rebecca Walkowitz, to take one example, write of ‘shifting concept[s] of fixity and centrality’ (3) in their New Vocabulary for Global Modernism (2016), and embrace modernism as a series of changing frames that react to local conditions, international systems, and a plurality of other spatial and temporal scales (8). Their book presents the moving parts of modernism through different lenses, allowing its global reach to present new terms and revitalise old ones, as changing local and international relations present different views.

year: 2019

title: Editorial

authors: Strachan, Jane

subjects: education

abstract: An introduction is presented in which the editor discusses various reports within the issue on topics including the sustainability of organisational changes for diploma programmes, the development of Preparation for Tertiary Learning (PTL), and childhood teacher education programme in New Zealand.

text: Editorial An introduction is presented in which the editor discusses various reports within the issue on topics including the sustainability of organisational changes for diploma programmes, the development of Preparation for Tertiary Learning (PTL), and childhood teacher education programme in New Zealand.

year: 2011

title: Pilot study investigating pathway for practitioner engagement with whānau during a self-control activity: Implications for uptake in the home and for empowered engagement.

authors: Watson, Kaitlyn

subjects: Community psychology

abstract: There is a gap in youth mentoring services using the home environment of at-risk youth to encourage development of the skills worked on within mentoring. This thesis explores whether a game-based intervention situated in the home environment of youth may initiate changes in behaviour that coincide with their learning during mentoring. Participants were recruited through a private youth mentoring service within Whāngarei. Participants included whānau of youth who are enrolled in the Awhi Ako youth mentoring service and their respective mentors. The Awhi Ako mentoring service aims to support youth through their selected needs by a wider wraparound service.
A game was picked to introduce to whānau to play together at home. This game contained a mechanism that may reward self-control behaviours. Whānau were interviewed and asked to discuss their child’s self-control behaviours before the introduction of the game and any changes after playing the game. 
A principal focus of this thesis is on practitioner engagement with the whānau of mentored youth. Practitioner engagement with communities and people is an integral value underpinning Community psychology. Whānau within the youth mentoring service include Māori, Pasifika, Pākehā and mixed ethnic backgrounds. A core focus of this thesis is understanding the relationship between practitioner and participants and how this impacts upon uptake of the introduction of the activity. In accordance with community psychology underpinnings and values of cultural awareness, cultural respect and understanding this thesis aspires to provide evidence towards the importance of this relationship. Another key focus of this thesis is comprehending the multifaceted effects of an intervention within the home environment and how this impacts mentors, the home environment and the development of youth. Emphasizing a fundamental principle of community psychology of interconnectedness between all facets of a persons life. 
The conclusions drawn from this thesis illustrate the importance of developing a relationship with whānau a key focus to their willingness to participate and actively engage in this pilot study. The findings from this pilot study indicate that whānau experienced hardship and that whānau within at-risk environments had competing priorities that impeded the introduction of home-based activities.

text: Pilot study investigating pathway for practitioner engagement with whānau during a self-control activity: Implications for uptake in the home and for empowered engagement. There is a gap in youth mentoring services using the home environment of at-risk youth to encourage development of the skills worked on within mentoring. This thesis explores whether a game-based intervention situated in the home environment of youth may initiate changes in behaviour that coincide with their learning during mentoring. Participants were recruited through a private youth mentoring service within Whāngarei. Participants included whānau of youth who are enrolled in the Awhi Ako youth mentoring service and their respective mentors. The Awhi Ako mentoring service aims to support youth through their selected needs by a wider wraparound service.
A game was picked to introduce to whānau to play together at home. This game contained a mechanism that may reward self-control behaviours. Whānau were interviewed and asked to discuss their child’s self-control behaviours before the introduction of the game and any changes after playing the game. 
A principal focus of this thesis is on practitioner engagement with the whānau of mentored youth. Practitioner engagement with communities and people is an integral value underpinning Community psychology. Whānau within the youth mentoring service include Māori, Pasifika, Pākehā and mixed ethnic backgrounds. A core focus of this thesis is understanding the relationship between practitioner and participants and how this impacts upon uptake of the introduction of the activity. In accordance with community psychology underpinnings and values of cultural awareness, cultural respect and understanding this thesis aspires to provide evidence towards the importance of this relationship. Another key focus of this thesis is comprehending the multifaceted effects of an intervention within the home environment and how this impacts mentors, the home environment and the development of youth. Emphasizing a fundamental principle of community psychology of interconnectedness between all facets of a persons life. 
The conclusions drawn from this thesis illustrate the importance of developing a relationship with whānau a key focus to their willingness to participate and actively engage in this pilot study. The findings from this pilot study indicate that whānau experienced hardship and that whānau within at-risk environments had competing priorities that impeded the introduction of home-based activities.

year: 2024