title: Override and update

authors: Jackson, Marcel

abstract: Override and update are natural constructions for combining partial functions, which arise in various program specification contexts. We use an unexpected connection with combinatorial geometry to provide a complete finite system of equational axioms for the first order theory of the override and update constructions on partial functions, resolving the main unsolved problem in the area.

text: Override and update Override and update are natural constructions for combining partial functions, which arise in various program specification contexts. We use an unexpected connection with combinatorial geometry to provide a complete finite system of equational axioms for the first order theory of the override and update constructions on partial functions, resolving the main unsolved problem in the area.

year: 2021

title: The safetyfication of curriculum as an example of bureaucratic governance

authors: Estellés, Marta

abstract: This presentation takes up what Author 1 terms the “safetyfication” of education. Safetyfication refers to the process through which the notion of ‘safety’ has acquired an omnipresent status in education in the Anglophone world as a result of an amalgam of claims that range from disciplinary calls to social justice demands. In this paper-presentation, the authors will analyze attempts to make the curriculum safer – or free from sociopolitical risk – under Author 2’s political analysis of bureaucracy as a form of governance (2018; 2023). The main argument made is that this form of governance operates inadvertently, through the safetyfication of education.

text: The safetyfication of curriculum as an example of bureaucratic governance This presentation takes up what Author 1 terms the “safetyfication” of education. Safetyfication refers to the process through which the notion of ‘safety’ has acquired an omnipresent status in education in the Anglophone world as a result of an amalgam of claims that range from disciplinary calls to social justice demands. In this paper-presentation, the authors will analyze attempts to make the curriculum safer – or free from sociopolitical risk – under Author 2’s political analysis of bureaucracy as a form of governance (2018; 2023). The main argument made is that this form of governance operates inadvertently, through the safetyfication of education.

year: 2024

title: Te tātari i te kaupapa

authors: Ka'ai, Tānia M.

abstract: The primary objective of this thesis focuses on the linking of the National Qualifications Framework and standards-based assessment as an emancipatory mechanism for Māori in Kaupapa Māori schooling and the wider Māori community in New Zealand.

Argued from an eclectic theoretical approach incorporating Kaupapa Māori theory, it espouses a position which rejects structural inequalities that perpetuate the subordinate positioning of Māori people through the development of culturally responsive assessment theories and practices in written language for teachers and children in Kura Kaupapa Māori which purport a culturally responsive pedagogy.

The thesis also links curriculum, assessment and pedagogy using Kaupapa Māori theory which provides insights into Māori views of emancipation in education.

text: Te tātari i te kaupapa The primary objective of this thesis focuses on the linking of the National Qualifications Framework and standards-based assessment as an emancipatory mechanism for Māori in Kaupapa Māori schooling and the wider Māori community in New Zealand.

Argued from an eclectic theoretical approach incorporating Kaupapa Māori theory, it espouses a position which rejects structural inequalities that perpetuate the subordinate positioning of Māori people through the development of culturally responsive assessment theories and practices in written language for teachers and children in Kura Kaupapa Māori which purport a culturally responsive pedagogy.

The thesis also links curriculum, assessment and pedagogy using Kaupapa Māori theory which provides insights into Māori views of emancipation in education.

year: 1995