title: Intersectional feminist and queer geographies: a view from 'down-under'

authors: Johnston, Lynda

subjects: Social Sciences

abstract: Despite rapid growth of geographies of genders and sexualities over the past decade, there is still a great deal of homophobia, transphobia, and heterosexism within academic knowledges. A queer and feminist intersectional approach is one way to highlight gendered absences, institutionalized homophobia and transphobia. To understand the diversity of genders and sexualities, feminist and queer geographers must continue to talk about, for example, genders (beyond binaries), sex, sexualities, bodies, ethnicities, indigeneity, race, power, spaces and places. It is vitally important to understand the way that genders and sexualities intermingle incommunity group spaces, rural spaces, and within indigenous spaces in order to push the boundaries of what feminist and queer geographers understand to be relevant sites of queer intersectionality. Reflecting on the production of queer and feminist geographical knowledges ‘down-under’ may prompt others to consider the way place matters to intersectional feminist and queer geographies.

text: Intersectional feminist and queer geographies: a view from 'down-under' Despite rapid growth of geographies of genders and sexualities over the past decade, there is still a great deal of homophobia, transphobia, and heterosexism within academic knowledges. A queer and feminist intersectional approach is one way to highlight gendered absences, institutionalized homophobia and transphobia. To understand the diversity of genders and sexualities, feminist and queer geographers must continue to talk about, for example, genders (beyond binaries), sex, sexualities, bodies, ethnicities, indigeneity, race, power, spaces and places. It is vitally important to understand the way that genders and sexualities intermingle incommunity group spaces, rural spaces, and within indigenous spaces in order to push the boundaries of what feminist and queer geographers understand to be relevant sites of queer intersectionality. Reflecting on the production of queer and feminist geographical knowledges ‘down-under’ may prompt others to consider the way place matters to intersectional feminist and queer geographies.

year: 2018

title: Technology teacher education requirements

authors: Fox-Turnbull, Wendy

subjects: technology education

abstract: What is the role of teacher education in preparing and supporting teachers of technology education? Before student teachers can even consider teaching technology education, they need an overarching, holistic view of the purpose of technology education in the curriculum, as well as what technology is and how it impacts and influences our world, people, and environment. They also need to understand the role content, pedagogical, and pedagogical content knowledge (PCK) play in developing quality technology education teachers.

Teacher education occurs at two levels, one in initial teacher education (ITE) programs where students are taught the fundamentals of teaching technology at early childhood, primary, or secondary school level. The second is in-service teacher education, targeted at practicing teachers, aimed at keeping them abreast with changes and contemporary understandings of teaching and learning. This entry’s main focus is the ITE and is based on the premise that student teachers come to technology classes in ITE programs with wide-ranging understandings of technology and little knowledge about pedagogical practices.

In their development of the Pre-service Technology Teacher Education Resource (PTTER) framework, Forret et al. (2013) identified four cornerstones for quality technology teacher education. These are that to teach technology successfully, teachers need to understand the philosophy of technology, have a strong rationale for teaching technology, understand the underpinning ideas of the technology curriculum, and plan and implement it using sound pedagogical practices. This entry is structured around these four cornerstones.

Throughout this entry, technology education refers to the school curriculum learning area of design and technology. Teachers teach technology either in early childhood centers, primary schools, or as specialist teachers of technology in intermediate or secondary schools, including junior and senior levels.

text: Technology teacher education requirements What is the role of teacher education in preparing and supporting teachers of technology education? Before student teachers can even consider teaching technology education, they need an overarching, holistic view of the purpose of technology education in the curriculum, as well as what technology is and how it impacts and influences our world, people, and environment. They also need to understand the role content, pedagogical, and pedagogical content knowledge (PCK) play in developing quality technology education teachers.

Teacher education occurs at two levels, one in initial teacher education (ITE) programs where students are taught the fundamentals of teaching technology at early childhood, primary, or secondary school level. The second is in-service teacher education, targeted at practicing teachers, aimed at keeping them abreast with changes and contemporary understandings of teaching and learning. This entry’s main focus is the ITE and is based on the premise that student teachers come to technology classes in ITE programs with wide-ranging understandings of technology and little knowledge about pedagogical practices.

In their development of the Pre-service Technology Teacher Education Resource (PTTER) framework, Forret et al. (2013) identified four cornerstones for quality technology teacher education. These are that to teach technology successfully, teachers need to understand the philosophy of technology, have a strong rationale for teaching technology, understand the underpinning ideas of the technology curriculum, and plan and implement it using sound pedagogical practices. This entry is structured around these four cornerstones.

Throughout this entry, technology education refers to the school curriculum learning area of design and technology. Teachers teach technology either in early childhood centers, primary schools, or as specialist teachers of technology in intermediate or secondary schools, including junior and senior levels.

year: 2019

title: The importance of whakapapa for understanding fertility

authors: Rarere, Moana

abstract: The Māori fertility transition—which saw a shift from high to low birth rates between 1966 to 1976—was one of the most rapid fertility declines observed anywhere in the world. Since then, Māori fertility has hovered around replacement level (2.1 births per woman), somewhat above that of Pākehā (European) New Zealanders. More striking are differences in timing with Māori women bearing their children younger and over a longer duration. This paper sits within a broader research project that asks: What are the important influences that have sustained contemporary Māori fertility patterns? Drawing on Mana Wahine (Māori women’s discourses) and whakawhiti kōrero (interviews) with wāhine Māori (Māori women) this paper highlights whakapapa (genealogy) as an important concept in broadening and deepening our understandings of fertility, and situating individual fertility and reproduction within a broader set of relations.

text: The importance of whakapapa for understanding fertility The Māori fertility transition—which saw a shift from high to low birth rates between 1966 to 1976—was one of the most rapid fertility declines observed anywhere in the world. Since then, Māori fertility has hovered around replacement level (2.1 births per woman), somewhat above that of Pākehā (European) New Zealanders. More striking are differences in timing with Māori women bearing their children younger and over a longer duration. This paper sits within a broader research project that asks: What are the important influences that have sustained contemporary Māori fertility patterns? Drawing on Mana Wahine (Māori women’s discourses) and whakawhiti kōrero (interviews) with wāhine Māori (Māori women) this paper highlights whakapapa (genealogy) as an important concept in broadening and deepening our understandings of fertility, and situating individual fertility and reproduction within a broader set of relations.

year: 2022