title: Kaitiakitanga - Active guardianship, responsibilities and relationships with the world: Towards a bio-cultural future In early childhood education

authors: Paul-Burke, Kura

abstract: The world is a vast family, and humans are children of the earth and sky, and cousins to all living things. Such unity means that nature is the ultimate teacher about life (Royal 2010, p. 9).
For Māori (indigenous peoples of Aotearoa New Zealand) the term kaitiakitanga (pronounced, kye-tee-ah-key-tar-ngah) is often used to refer to the active guardianship and management of natural organisms and their environments. Mātauranga Māori or Māori knowledge positions humans within nature and focuses on ways in which cultural understandings and intergenerational connections between people and their biophysical contexts assist in the retention and protection of biodiversity and ecologically sustainable ecosystems. This entry critically reflects notions of kaitiakitanga and bio-cultural connectivity as important and meaningful contributors for young children and their relationships with and for the world.

text: Kaitiakitanga - Active guardianship, responsibilities and relationships with the world: Towards a bio-cultural future In early childhood education The world is a vast family, and humans are children of the earth and sky, and cousins to all living things. Such unity means that nature is the ultimate teacher about life (Royal 2010, p. 9).
For Māori (indigenous peoples of Aotearoa New Zealand) the term kaitiakitanga (pronounced, kye-tee-ah-key-tar-ngah) is often used to refer to the active guardianship and management of natural organisms and their environments. Mātauranga Māori or Māori knowledge positions humans within nature and focuses on ways in which cultural understandings and intergenerational connections between people and their biophysical contexts assist in the retention and protection of biodiversity and ecologically sustainable ecosystems. This entry critically reflects notions of kaitiakitanga and bio-cultural connectivity as important and meaningful contributors for young children and their relationships with and for the world.

year: 2015

title: Research support in New Zealand University Libraries

authors: Howie, Jess

abstract: Researcher-facing librarians in New Zealand are providing guidance across more of the research lifecycle than ever before in response to an increasingly complex scholarly ecosystem. This research explored the development of research support through survey responses from all eight New Zealand University Libraries. From the responses it was possible to ascertain the level of services offered or planned in the four key areas of research impact, Research Data Management, scholarly communication and Kaupapa Māori research. Skills gaps and barriers to service development were also identified. Comparison with an earlier study revealed that research impact and Research Data Management services have developed well over the last 6 years. A good level of maturity was identified in scholarly communication services but support for Kaupapa Māori research was identified as an area for development. Barriers to service development included lack of resourcing and low recognition of library value from the wider institution.

text: Research support in New Zealand University Libraries Researcher-facing librarians in New Zealand are providing guidance across more of the research lifecycle than ever before in response to an increasingly complex scholarly ecosystem. This research explored the development of research support through survey responses from all eight New Zealand University Libraries. From the responses it was possible to ascertain the level of services offered or planned in the four key areas of research impact, Research Data Management, scholarly communication and Kaupapa Māori research. Skills gaps and barriers to service development were also identified. Comparison with an earlier study revealed that research impact and Research Data Management services have developed well over the last 6 years. A good level of maturity was identified in scholarly communication services but support for Kaupapa Māori research was identified as an area for development. Barriers to service development included lack of resourcing and low recognition of library value from the wider institution.

year: 2019-01-01

title: Crossing borders and borderlands: Childhood's secret undergrounds

authors: Arndt, Sonja Kathrina

subjects: Family & Relationships

abstract: This chapter examines childhood undergrounds as subversive spaces that respond to children’s borderlands and border crossings. Centred on a tale of two childhoods, it analyses children's secret coping practices within very different socio-political contexts and realities. One story is of a boy growing up in communist Czechoslovakia in the 1970s and 1980s, and his relationship to the borderlands between his country and Austria. The other is about a girl born into a German community in Australia, and her linguistic and cultural border crossings. The impact of their borders and border crossing strategies are theorised in relation to children’s ideological settings and forming subjectivities, to offer fresh understandings of childhood border experiences.

text: Crossing borders and borderlands: Childhood's secret undergrounds This chapter examines childhood undergrounds as subversive spaces that respond to children’s borderlands and border crossings. Centred on a tale of two childhoods, it analyses children's secret coping practices within very different socio-political contexts and realities. One story is of a boy growing up in communist Czechoslovakia in the 1970s and 1980s, and his relationship to the borderlands between his country and Austria. The other is about a girl born into a German community in Australia, and her linguistic and cultural border crossings. The impact of their borders and border crossing strategies are theorised in relation to children’s ideological settings and forming subjectivities, to offer fresh understandings of childhood border experiences.

year: 2014