title: GIS in New Zealand schools: Issues and prospects

authors: Chalmers, Lex

abstract: There are undoubtedly many parallels between Australia and New Zealand in the history of GIS in schools. These parallels occur in the social, institutional, professional development and curricula areas, and each of these topics is considered below. In New Zealand at least, there is still a lot that needs to be done before we can assert that GIS is providing appropriate technology skills for young people in the context of their developing thinking about geographical features and their distribution. This Forum contribution considers some of these matters, with the related paper on teaching with GIS in New Zealand focusing more on the curriculum frameworks and classroom approaches.

text: GIS in New Zealand schools: Issues and prospects There are undoubtedly many parallels between Australia and New Zealand in the history of GIS in schools. These parallels occur in the social, institutional, professional development and curricula areas, and each of these topics is considered below. In New Zealand at least, there is still a lot that needs to be done before we can assert that GIS is providing appropriate technology skills for young people in the context of their developing thinking about geographical features and their distribution. This Forum contribution considers some of these matters, with the related paper on teaching with GIS in New Zealand focusing more on the curriculum frameworks and classroom approaches.

year: 2006

title: The evolution of my identity as a teacher

authors: Schoenberger-Orgad, Michèle Anne

subjects: education

abstract: Thinking about the evolution of my identity as a teacher made me realise that I needed to reflect on myself as a learner first. The evolution of teacher identity is intimately tied to learner identity for it is only natural to aspire to the role models you have encountered.

text: The evolution of my identity as a teacher Thinking about the evolution of my identity as a teacher made me realise that I needed to reflect on myself as a learner first. The evolution of teacher identity is intimately tied to learner identity for it is only natural to aspire to the role models you have encountered.

year: 2011

title: Pakeha students and a pro-Treaty analysis: Teaching issues in a diploma of clinical psychology programme

authors: Yensen, Helen

subjects: Maori

abstract: We ran Treaty/biculturalism workshops for the Diploma on an ad hoc basis in 1990, 1991, and 1992. This year we have contracted for a fuller package which involves work with first and second years and staff. Next year this will continue with third year students. We believe biculturalism training for non-Maori has two major aspects and, although they overlap in various ways we think that it is useful to separate them: the first one is awareness of Maori cultural practices, values, etc, which can perhaps be called ‘cultural sensitivity training’. This needs to be under the control of Maori and have major input from Maori. The second aspect is where our focus is, and that is awareness of the effect on the Maori world of the loss of sovereignty by Maori; of their marginalisation over the last one hundred and fifty years by Pakeha; of their oppressed status; loss of economic base, and the implications for change that flow from those events. We believe that, at least initially, Pakeha have the responsibility for educating themselves and other pakeha in this area.

text: Pakeha students and a pro-Treaty analysis: Teaching issues in a diploma of clinical psychology programme We ran Treaty/biculturalism workshops for the Diploma on an ad hoc basis in 1990, 1991, and 1992. This year we have contracted for a fuller package which involves work with first and second years and staff. Next year this will continue with third year students. We believe biculturalism training for non-Maori has two major aspects and, although they overlap in various ways we think that it is useful to separate them: the first one is awareness of Maori cultural practices, values, etc, which can perhaps be called ‘cultural sensitivity training’. This needs to be under the control of Maori and have major input from Maori. The second aspect is where our focus is, and that is awareness of the effect on the Maori world of the loss of sovereignty by Maori; of their marginalisation over the last one hundred and fifty years by Pakeha; of their oppressed status; loss of economic base, and the implications for change that flow from those events. We believe that, at least initially, Pakeha have the responsibility for educating themselves and other pakeha in this area.

year: 1993