title: The lore and law of the playground

authors: Bateman, Amanda

subjects: rule-making

abstract: The pioneering work of the Opies has been an inspiration to many people interested in children’s play and games, academics and non-academics alike. Their books provide insightful details of how children interact and co-produce games through their rulemaking during everyday play, providing an awareness of the governance of social activities in the playground. In this article we explore the link between the work of the Opies and ethnomethodological and conversation analytic studies by identifying aspects of young children’s games and rules that have been eloquently explored in both domains. The thoughtful move to make the recordings of Iona Opie’s conversations with children about their games and associated rules available is fully utilised here, as excerpts are transcribed and analysed using conversation analysis. In so doing we demonstrate how conversation analysis can complement and extend the Opies’ significant work on children’s rule-making in play.

text: The lore and law of the playground The pioneering work of the Opies has been an inspiration to many people interested in children’s play and games, academics and non-academics alike. Their books provide insightful details of how children interact and co-produce games through their rulemaking during everyday play, providing an awareness of the governance of social activities in the playground. In this article we explore the link between the work of the Opies and ethnomethodological and conversation analytic studies by identifying aspects of young children’s games and rules that have been eloquently explored in both domains. The thoughtful move to make the recordings of Iona Opie’s conversations with children about their games and associated rules available is fully utilised here, as excerpts are transcribed and analysed using conversation analysis. In so doing we demonstrate how conversation analysis can complement and extend the Opies’ significant work on children’s rule-making in play.

year: 2014

title: The new frontiers of jihad: Radical Islam in Europe [Book review]

authors: Pratt, Douglas

subjects: Islam

abstract: Alison Pargeter has undertaken a magisterial study of Islamic militancy within the European context. Her thesis is that, in order to comprehend the roots of Islamist radicalism, it is necessary to place Islamism within its proper context of developments within the Islamic world. This well-researched and highly readable book is divided into three broad sections dealing, first, with the impact of religious revivalism across the Middle East in the wake of the 1979 Iranian revolution; then, second, with the outworking of Middle Eastern political dynamics when, having been expelled from their own countries, a variety of nationalist insurgent groups set up bases in Europe. Third, it examines and discusses the nature and motivation of the so-called ‘new breed of radical Islamists’ (p. x). The book thus offers both an historical overview of the emergence and rise of Islamism within Europe and an appropriate contextualizing and critical discussion of this phenomenon.

text: The new frontiers of jihad: Radical Islam in Europe [Book review] Alison Pargeter has undertaken a magisterial study of Islamic militancy within the European context. Her thesis is that, in order to comprehend the roots of Islamist radicalism, it is necessary to place Islamism within its proper context of developments within the Islamic world. This well-researched and highly readable book is divided into three broad sections dealing, first, with the impact of religious revivalism across the Middle East in the wake of the 1979 Iranian revolution; then, second, with the outworking of Middle Eastern political dynamics when, having been expelled from their own countries, a variety of nationalist insurgent groups set up bases in Europe. Third, it examines and discusses the nature and motivation of the so-called ‘new breed of radical Islamists’ (p. x). The book thus offers both an historical overview of the emergence and rise of Islamism within Europe and an appropriate contextualizing and critical discussion of this phenomenon.

year: 2009

title: Weaving Mātauranga Māori into climate change education with primary school students in New Zealand

authors: Jackson, Ryan

abstract: This thesis explores the integration of Indigenous knowledge, specifically mātauranga Māori, into climate change education for primary school children in Aotearoa (New Zealand). It engages with pūrākau (verbal narratives that encode knowledge) gifted by the local hapū (Rangitāne sub-tribe) to a kura (school). The study contributes to the growing body of research that addresses a gap in research and teaching practice, which, despite global calls for action, remains inconsistent in teaching at this age level or lacks direct curriculum guidance in Aotearoa.

The main question for this study was: In what ways can Rangitāne pūrākau engage and further the understanding of Year five and six ākonga (learners) in learning about climate change within a kura in the lower North Island of Aotearoa?

This research used a mix of different research methods to explore this question. A learning intervention wove a pūrākau, climate change concepts and kai (food) together to create a ten-week learning programme. This learning intervention was then implemented by a kaiako (teacher) with a group of 21 Year five and six ākonga. Data were collected using pre- and post-tests to assess what students learned during the learning intervention, a group interview with the ākonga to hear their voices in the study, and an interview with their kaiako to gain insights into how engaged the ākonga were, their opinion on their understandings, and how aspects of the intervention went.

Analysis of the findings shows that the use of pūrākau and other forms of mātauranga Māori helped ākonga connect deeply with the material, which contributed positively to their engagement and to them gaining a sound understanding of complex climate change concepts. The research suggests that presenting scientific information through a familiar cultural lens contributed to making the topic less confusing and easier for the ākonga to grasp. This approach not only helped to improve their understanding but also enhanced the mana of ākonga Māori and their connection to the whenua (the land).

This research has several main implications. The findings provide evidence that incorporating Indigenous knowledge has wider educational benefits in climate change education, supporting the body of research that states what works well for ākonga Māori works well for all learners. The research also highlighted the importance of the concept of ako, literally meaning ‘to teach and learn,’ as the kaiako showed strength in being able to learn alongside ākonga. The thesis supports the use of Indigenous knowledge systems such as pūrākau alongside Western knowledge systems to develop holistic learning experiences. A recommendation from this thesis is to further explore the development of a climate change education model, relevant to the context of Aotearoa, which would centralise Indigenous knowledge. This could be modelled in the form of a waka hourua (double hulled ocean voyaging canoe) with the tohunga (knowledge holder and expert) on board signifying the use of Indigenous knowledge systems, with narratives such as pūrākau, playing a part in climate change education.

text: Weaving Mātauranga Māori into climate change education with primary school students in New Zealand This thesis explores the integration of Indigenous knowledge, specifically mātauranga Māori, into climate change education for primary school children in Aotearoa (New Zealand). It engages with pūrākau (verbal narratives that encode knowledge) gifted by the local hapū (Rangitāne sub-tribe) to a kura (school). The study contributes to the growing body of research that addresses a gap in research and teaching practice, which, despite global calls for action, remains inconsistent in teaching at this age level or lacks direct curriculum guidance in Aotearoa.

The main question for this study was: In what ways can Rangitāne pūrākau engage and further the understanding of Year five and six ākonga (learners) in learning about climate change within a kura in the lower North Island of Aotearoa?

This research used a mix of different research methods to explore this question. A learning intervention wove a pūrākau, climate change concepts and kai (food) together to create a ten-week learning programme. This learning intervention was then implemented by a kaiako (teacher) with a group of 21 Year five and six ākonga. Data were collected using pre- and post-tests to assess what students learned during the learning intervention, a group interview with the ākonga to hear their voices in the study, and an interview with their kaiako to gain insights into how engaged the ākonga were, their opinion on their understandings, and how aspects of the intervention went.

Analysis of the findings shows that the use of pūrākau and other forms of mātauranga Māori helped ākonga connect deeply with the material, which contributed positively to their engagement and to them gaining a sound understanding of complex climate change concepts. The research suggests that presenting scientific information through a familiar cultural lens contributed to making the topic less confusing and easier for the ākonga to grasp. This approach not only helped to improve their understanding but also enhanced the mana of ākonga Māori and their connection to the whenua (the land).

This research has several main implications. The findings provide evidence that incorporating Indigenous knowledge has wider educational benefits in climate change education, supporting the body of research that states what works well for ākonga Māori works well for all learners. The research also highlighted the importance of the concept of ako, literally meaning ‘to teach and learn,’ as the kaiako showed strength in being able to learn alongside ākonga. The thesis supports the use of Indigenous knowledge systems such as pūrākau alongside Western knowledge systems to develop holistic learning experiences. A recommendation from this thesis is to further explore the development of a climate change education model, relevant to the context of Aotearoa, which would centralise Indigenous knowledge. This could be modelled in the form of a waka hourua (double hulled ocean voyaging canoe) with the tohunga (knowledge holder and expert) on board signifying the use of Indigenous knowledge systems, with narratives such as pūrākau, playing a part in climate change education.

year: 2025