title: Editorial

authors: De Luca, Rosemary

abstract: An introduction to the journal is presented in which the author discusses several articles including those on today's teaching and learning of language and music, Sylvia Ashton-Warner's contribution to educational theory and classroom pedagogy and curriculum and curriculum change.

text: Editorial An introduction to the journal is presented in which the author discusses several articles including those on today's teaching and learning of language and music, Sylvia Ashton-Warner's contribution to educational theory and classroom pedagogy and curriculum and curriculum change.

year: 2008

title: Anticipatory responses to pulsed resources: An introduction

authors: King, Carolyn M.

abstract: Vigorous exchange of ideas is an essential part of the business of science. What makes that interaction so much more interesting than ordinary conversation is that, in science, ideas always have to be based on documented observation of the real world.No one disputes that requirement, yet it does not automatically ensure agreement, even when all parties are observing the same bits of the same world. That is because what we see in front of our eyes is powerfully influenced by what is behind them. Observations are never free of assumptions, which in turn are never independent of previous knowledge and experience.

text: Anticipatory responses to pulsed resources: An introduction Vigorous exchange of ideas is an essential part of the business of science. What makes that interaction so much more interesting than ordinary conversation is that, in science, ideas always have to be based on documented observation of the real world.No one disputes that requirement, yet it does not automatically ensure agreement, even when all parties are observing the same bits of the same world. That is because what we see in front of our eyes is powerfully influenced by what is behind them. Observations are never free of assumptions, which in turn are never independent of previous knowledge and experience.

year: 2013

title: Co-opting or valuing the indigenous voice through translation? A decision for research teams

authors: Kidd, Jacquie

subjects: Māori

abstract: Although te reo Māori is an official language of Aotearoa New Zealand, translation of research material such as information sheets, consent forms and questionnaires into te reo Māori remains highly variable. Translation tends to occur in research projects where Māori lead the work and that exclusively focus on Māori communities and topics. Translations are not offered or undertaken as a matter of course for all research. As a team of Māori and Indigenous researchers working within the health sector, we believe that there are important questions that need to be explored around the practice of using Indigenous languages, rich in similes and metaphors, to convey English/Western concepts/constructs/ideologies. In this paper, we draw on the story of one project to deconstruct and challenge the hegemonic terms through which translation of research material occurs. We explore the messages that translated material sends to potential research participants.
We contend that the choice about whether to translate research material into te reo Māori is one that should be undertaken within a robust decision-making framework that considers the reasons for a translation and its impact on the participants. Translation should not be undertaken primarily to attract Māori participants, but should reliably signal that the research is being undertaken in a way that honours a Māori worldview.

text: Co-opting or valuing the indigenous voice through translation? A decision for research teams Although te reo Māori is an official language of Aotearoa New Zealand, translation of research material such as information sheets, consent forms and questionnaires into te reo Māori remains highly variable. Translation tends to occur in research projects where Māori lead the work and that exclusively focus on Māori communities and topics. Translations are not offered or undertaken as a matter of course for all research. As a team of Māori and Indigenous researchers working within the health sector, we believe that there are important questions that need to be explored around the practice of using Indigenous languages, rich in similes and metaphors, to convey English/Western concepts/constructs/ideologies. In this paper, we draw on the story of one project to deconstruct and challenge the hegemonic terms through which translation of research material occurs. We explore the messages that translated material sends to potential research participants.
We contend that the choice about whether to translate research material into te reo Māori is one that should be undertaken within a robust decision-making framework that considers the reasons for a translation and its impact on the participants. Translation should not be undertaken primarily to attract Māori participants, but should reliably signal that the research is being undertaken in a way that honours a Māori worldview.

year: 2019