title: Huts and heartache: The affordance of playground huts for legal debate in early childhood social organisation

authors: Bateman, Amanda

subjects: education

abstract: This article discusses the way in which four-year-old children engaged in the complex co-production of rules and social governance in their primary school playground in Wales, UK. Through an inductive investigation into children's everyday social interactions at morning break time the child's view of their spatial affordances can be revealed. These affordances are the spaces the children talk into being (Heritage, 1978) and to what end. By making explicit reference to the wooden huts in their co-production of playground rules and governance the children talked those spaces into being and made them noticeable as important places for the practice of such agency in their everyday social organisation process.

text: Huts and heartache: The affordance of playground huts for legal debate in early childhood social organisation This article discusses the way in which four-year-old children engaged in the complex co-production of rules and social governance in their primary school playground in Wales, UK. Through an inductive investigation into children's everyday social interactions at morning break time the child's view of their spatial affordances can be revealed. These affordances are the spaces the children talk into being (Heritage, 1978) and to what end. By making explicit reference to the wooden huts in their co-production of playground rules and governance the children talked those spaces into being and made them noticeable as important places for the practice of such agency in their everyday social organisation process.

year: 2011

title: Colonial families and cultures of health: Glimpses of illness and domestic medicine in private records in New Zealand and Australia, 1850–1910

authors: Coleborne, Catharine

subjects: lay health care

abstract: This article draws on both published and unpublished private family writing to examine how European settler colonial families in southeastern Australia and New Zealand negotiated worlds of sickness and health between 1850 and 1910. It argues that personal writing is a neglected yet rich repository for shedding light on colonial cultures of health across families and households in colonial Australia and New Zealand. In examining challenges to well-being and gendered lay health care practices inside domestic spaces, we glimpse more than worlds of health and treatment. Through their management of health and illness in private domestic spaces, the sense of well-being colonial families created for their members tells us something both about their emotional lives and cultures of colonialism.

text: Colonial families and cultures of health: Glimpses of illness and domestic medicine in private records in New Zealand and Australia, 1850–1910 This article draws on both published and unpublished private family writing to examine how European settler colonial families in southeastern Australia and New Zealand negotiated worlds of sickness and health between 1850 and 1910. It argues that personal writing is a neglected yet rich repository for shedding light on colonial cultures of health across families and households in colonial Australia and New Zealand. In examining challenges to well-being and gendered lay health care practices inside domestic spaces, we glimpse more than worlds of health and treatment. Through their management of health and illness in private domestic spaces, the sense of well-being colonial families created for their members tells us something both about their emotional lives and cultures of colonialism.

year: 2013

title: The Māori language curriculum for New Zealand schools: Spiral lesson/ lesson sequence design

authors: Johnson, Diane

subjects: Māori language teaching

abstract: A draft curriculum document for the teaching and learning of te reo Māori as a subject in mainstream schools in New Zealand (that is, in schools other than Kura Kaupapa Māori schools) was designed and trialled in 2004 and 2005. That draft is currently being reworked in line with the advice of those who trialled the document as well as that of a team of advisers set up by the Ministry of Education. The revised curriculum document will be submitted to the Ministry of Education in May 2006. As is the case with all new curriculum documents, the implementation phase will be critical. The extent to which this flexible, outcomes-focused curriculum document will genuinely inform new approaches to teaching and learning will depend not only upon the good will of teachers and communities, but also upon their ability to interpret the curriculum and to use it in a way that informs the design of language programmes, including the planning of units of work and of lessons and lesson sequences. In balancing language development and language practice, a communicative core and spiral approach is recommended, an approach in which there are core lessons (where the focus is language development) and spiral lessons (where the focus is language practice). In an earlier issue of this Journal (Johnson, 2003), one of us discussed core lesson design. Here, the design of spiral lessons is discussed and exemplified in the context of an outcomes-based curriculum.

text: The Māori language curriculum for New Zealand schools: Spiral lesson/ lesson sequence design A draft curriculum document for the teaching and learning of te reo Māori as a subject in mainstream schools in New Zealand (that is, in schools other than Kura Kaupapa Māori schools) was designed and trialled in 2004 and 2005. That draft is currently being reworked in line with the advice of those who trialled the document as well as that of a team of advisers set up by the Ministry of Education. The revised curriculum document will be submitted to the Ministry of Education in May 2006. As is the case with all new curriculum documents, the implementation phase will be critical. The extent to which this flexible, outcomes-focused curriculum document will genuinely inform new approaches to teaching and learning will depend not only upon the good will of teachers and communities, but also upon their ability to interpret the curriculum and to use it in a way that informs the design of language programmes, including the planning of units of work and of lessons and lesson sequences. In balancing language development and language practice, a communicative core and spiral approach is recommended, an approach in which there are core lessons (where the focus is language development) and spiral lessons (where the focus is language practice). In an earlier issue of this Journal (Johnson, 2003), one of us discussed core lesson design. Here, the design of spiral lessons is discussed and exemplified in the context of an outcomes-based curriculum.

year: 2005