title: Facebook: A place to build relationships and to collaboratively support each family’s journey to school

authors: Woodhouse, Hazel Maxine

abstract: Children’s transition from an early childhood education setting to school needs to involve children and their families to best support the family in this time of change. This article focuses on a case study from doctoral research exploring the potential of Facebook™ to create a virtual community of practice to support children and their families’ transition to school. Analysis of data supported other research about online communities in relation to the stages of participation that families progressed through as they developed a sense of belonging both in the online community and within the physical and social spaces of the new entrant classroom. The findings also indicate the significance of teachers being responsive to families’ needs and interests and that a social media platform can be a very successful tool for supporting families and children’s transition into a new environment. Drawing on the concepts of Gilly Salmon’s five-stage model (2001 for e-learning; the article argues that social media can provide opportunities for families to co-construct and support their sense of belonging in a new environment.

text: Facebook: A place to build relationships and to collaboratively support each family’s journey to school Children’s transition from an early childhood education setting to school needs to involve children and their families to best support the family in this time of change. This article focuses on a case study from doctoral research exploring the potential of Facebook™ to create a virtual community of practice to support children and their families’ transition to school. Analysis of data supported other research about online communities in relation to the stages of participation that families progressed through as they developed a sense of belonging both in the online community and within the physical and social spaces of the new entrant classroom. The findings also indicate the significance of teachers being responsive to families’ needs and interests and that a social media platform can be a very successful tool for supporting families and children’s transition into a new environment. Drawing on the concepts of Gilly Salmon’s five-stage model (2001 for e-learning; the article argues that social media can provide opportunities for families to co-construct and support their sense of belonging in a new environment.

year: 2020-05-28

title: A Native American relational ethic: An indigenous perspective on teaching human responsibility

authors: Verbos, Amy Klemm

subjects: Native American values

abstract: Our exemplar of a Native American relational ethic is depicted through the Seven Grandfather Teachings, an ancient sacred story of Potawatomi and Ojibwe peoples. These teachings state that human beings are responsible to act with wisdom, respect, love, honesty, humility, bravery, and truth toward each other and all creation. We illustrate the possible uses of this ethic through exercises wherein students reflect on the values and learn lessons related to ethics, leadership, teamwork, and relationships, or create stories using Native American story form.

text: A Native American relational ethic: An indigenous perspective on teaching human responsibility Our exemplar of a Native American relational ethic is depicted through the Seven Grandfather Teachings, an ancient sacred story of Potawatomi and Ojibwe peoples. These teachings state that human beings are responsible to act with wisdom, respect, love, honesty, humility, bravery, and truth toward each other and all creation. We illustrate the possible uses of this ethic through exercises wherein students reflect on the values and learn lessons related to ethics, leadership, teamwork, and relationships, or create stories using Native American story form.

year: 2013

title: A critical race analysis of Māori representation in university strategic documents in Aotearoa New Zealand

authors: Waitoki, Waikaremoana

subjects: critical race theory

abstract: Following the recent claims lodged at two universities in Aotearoa New Zealand alleging the existence of racism, there has been scepticism towards the professed commitments by universities to create an inclusive and safe environment for Indigenous Māori. As a Kaupapa Māori-informed study, we (a group of Māori and Tauiwi scholars) employed tenets of Critical Race Theory to examine how the representation of Māori is racialised and subordinated in university strategic documents. We located five predominant discourses portraying different mechanisms that reify whiteness in university practices such as the selective interpretation of Te Tiriti articles, targeted recruitment of Māori, framing of Māori as dependent on the Crown to succeed, commodification of mātauranga Māori, and avoidance of conversations about structural racism, colonisation, and racial equity. Our findings suggest that university strategic goal statements need to incorporate a critical race analysis, or else risk perpetuating practices that fall short of challenging the status quo.

text: A critical race analysis of Māori representation in university strategic documents in Aotearoa New Zealand Following the recent claims lodged at two universities in Aotearoa New Zealand alleging the existence of racism, there has been scepticism towards the professed commitments by universities to create an inclusive and safe environment for Indigenous Māori. As a Kaupapa Māori-informed study, we (a group of Māori and Tauiwi scholars) employed tenets of Critical Race Theory to examine how the representation of Māori is racialised and subordinated in university strategic documents. We located five predominant discourses portraying different mechanisms that reify whiteness in university practices such as the selective interpretation of Te Tiriti articles, targeted recruitment of Māori, framing of Māori as dependent on the Crown to succeed, commodification of mātauranga Māori, and avoidance of conversations about structural racism, colonisation, and racial equity. Our findings suggest that university strategic goal statements need to incorporate a critical race analysis, or else risk perpetuating practices that fall short of challenging the status quo.

year: 2024