title: Characterizations of Pacific Island people in the New Zealand press

authors: Loto, Robert

subjects: Pacific Islanders

abstract: Researchers have documented how ethnic minorities are often disadvantaged in mainstream media coverage, which function to silence minority voices and to privilege majority voices. Such representational practices have very real implications for the position of ethnic minorities in society, and their associated rights and life chances. Portrayals of Pacific Islanders in newspapers reflect processes whereby media monitor marginalized groups and give prominence to negative attributes. This paper documents both promising and negative trends in print news portrayals of Pacific peoples and provides a basis for us to open a dialogue with Pacific media activists.

text: Characterizations of Pacific Island people in the New Zealand press Researchers have documented how ethnic minorities are often disadvantaged in mainstream media coverage, which function to silence minority voices and to privilege majority voices. Such representational practices have very real implications for the position of ethnic minorities in society, and their associated rights and life chances. Portrayals of Pacific Islanders in newspapers reflect processes whereby media monitor marginalized groups and give prominence to negative attributes. This paper documents both promising and negative trends in print news portrayals of Pacific peoples and provides a basis for us to open a dialogue with Pacific media activists.

year: 2005

title: Making the Shift:  Perceptions and Challenges of Modern Learning Practice

authors: Murphy, Christine

subjects: innovative learning environments

abstract: As we move into the third millennium, Modern Learning Environments (MLE) - also referred to as Innovative Learning Environments (ILE) – have been strongly backed by educators, both internationally and within New Zealand.  These open and flexible spaces are claimed to effectively support a range of student-centred, strengths-based pedagogies - dubbed Modern Learning Practice (MLP)  - where teachers and students can engage in more personalised, ubiquitous and collaborative teaching and learning.  Set within an educational context of a holistic national curriculum, a new way of thinking about schooling in New Zealand is emerging, with a strong focus on life-long learning skills and competencies.  Endorsed financially by policy-makers and philosophically by educational thought leaders, the physical landscape of education in New Zealand is rapidly shifting.  However, for a change of such magnitude to take place in public education, there must be clarity of message when establishing links between the physical environment, corresponding practice and their collective impact on student learning. It is a potential disparity in definition and purpose around what, exactly, constitutes MLE and MLP that this study explores.  Specifically, in a school making the shift, what are the stakeholders’ perceptions of MLE and MLP?  And what - if any - challenges are faced by a school’s learning community in implementing MLE and MLP?

This mixed-method case study has created a snapshot of community perceptions at a recently renovated intermediate school undergoing a shift to MLP at a specific space and time.  Through the use of surveys, interviews and focus groups, the perspectives of both the school and wider community have been gathered and thematically analysed.  The findings suggest that, although perceptions of the purpose of MLE and MLP were largely synergistic across all participants, challenges in implementation were highlighted, which create on-going questions that could affect the success of the shift at this school and others.  Implications for further research into the impact of MLE and MLP on student learning outcomes are identified and recommendations are made at the practitioner, school and policy level – from the imperative for a vision that better aligns with student-centred pedagogies, to the need for more robust conversation about the competencies that are promoted in these contexts, and how to address the subsequent dichotomy with regards to current assessment standards.

This study will be of use to any school that is planning to utilise MLE and their associated practices in the future, as it discusses potential challenges as well as possible solutions surrounding implementation.

text: Making the Shift:  Perceptions and Challenges of Modern Learning Practice As we move into the third millennium, Modern Learning Environments (MLE) - also referred to as Innovative Learning Environments (ILE) – have been strongly backed by educators, both internationally and within New Zealand.  These open and flexible spaces are claimed to effectively support a range of student-centred, strengths-based pedagogies - dubbed Modern Learning Practice (MLP)  - where teachers and students can engage in more personalised, ubiquitous and collaborative teaching and learning.  Set within an educational context of a holistic national curriculum, a new way of thinking about schooling in New Zealand is emerging, with a strong focus on life-long learning skills and competencies.  Endorsed financially by policy-makers and philosophically by educational thought leaders, the physical landscape of education in New Zealand is rapidly shifting.  However, for a change of such magnitude to take place in public education, there must be clarity of message when establishing links between the physical environment, corresponding practice and their collective impact on student learning. It is a potential disparity in definition and purpose around what, exactly, constitutes MLE and MLP that this study explores.  Specifically, in a school making the shift, what are the stakeholders’ perceptions of MLE and MLP?  And what - if any - challenges are faced by a school’s learning community in implementing MLE and MLP?

This mixed-method case study has created a snapshot of community perceptions at a recently renovated intermediate school undergoing a shift to MLP at a specific space and time.  Through the use of surveys, interviews and focus groups, the perspectives of both the school and wider community have been gathered and thematically analysed.  The findings suggest that, although perceptions of the purpose of MLE and MLP were largely synergistic across all participants, challenges in implementation were highlighted, which create on-going questions that could affect the success of the shift at this school and others.  Implications for further research into the impact of MLE and MLP on student learning outcomes are identified and recommendations are made at the practitioner, school and policy level – from the imperative for a vision that better aligns with student-centred pedagogies, to the need for more robust conversation about the competencies that are promoted in these contexts, and how to address the subsequent dichotomy with regards to current assessment standards.

This study will be of use to any school that is planning to utilise MLE and their associated practices in the future, as it discusses potential challenges as well as possible solutions surrounding implementation.

year: 2016

title: Hangarau me te Māori: Māori and technology

authors: Keegan, Te Taka Adrian Gregory

subjects: Māori

abstract: A sign of a vibrant, healthy developing nation is the adaptation and uptake of new technologies. Māori have a long, but mostly unrecognised, history of ingenious innovation and adaption of new technologies. This chapter will reveal Māori ingenuity through discussion of historic examples and modern media usages by Māori, and the future implications these have for Māori.
Technology can be defined as tools, devices and machines that have been developed by the application of scientific knowledge. Māori technology, then, is Māori tools, devices and machines that have been developed by the application of Māori scientific knowledge. This chapter discusses some examples of innovative Māori technology and their adoption in both historic and modern times. It includes sections on historic Māori technology, Māori media innovation and Māori adoption of Internet technology. Two sections are further expanded on: Māori in social networking sites and te reo Māori in technology. The chapter concludes with the authors' thoughts on how the adoption of new technologies will shape tikanga Māori and te reo Māori into the future.

text: Hangarau me te Māori: Māori and technology A sign of a vibrant, healthy developing nation is the adaptation and uptake of new technologies. Māori have a long, but mostly unrecognised, history of ingenious innovation and adaption of new technologies. This chapter will reveal Māori ingenuity through discussion of historic examples and modern media usages by Māori, and the future implications these have for Māori.
Technology can be defined as tools, devices and machines that have been developed by the application of scientific knowledge. Māori technology, then, is Māori tools, devices and machines that have been developed by the application of Māori scientific knowledge. This chapter discusses some examples of innovative Māori technology and their adoption in both historic and modern times. It includes sections on historic Māori technology, Māori media innovation and Māori adoption of Internet technology. Two sections are further expanded on: Māori in social networking sites and te reo Māori in technology. The chapter concludes with the authors' thoughts on how the adoption of new technologies will shape tikanga Māori and te reo Māori into the future.

year: 2018