title: ‘Emigrants of the labouring classes’: Capital, labour and learning in Wellington, 1840-45

authors: Middleton, Sue

subjects: education

abstract: Questions of space and place are of increasing interest to educational researchers. A recent synopsis of “educational geography” identifies Henri Lefebvre as a particularly “overarching presence in the educational appropriation of spatial theories with many researchers referring to his work on perceived, conceived and lived space” (Gulson and Symes, 2007, p.101). Physical, or perceived, space is that of everyday embodied “spatial practices” in everyday life: “social practice, the body, the use of the hands, the practical basis of the perception of the outside world” (Lefebvre, 1974, p.38). Abstract, or conceived, space, a product of capitalism, “includes the ‘world’ of commodities, its ‘logical’ and its worldwide strategies; as well as the power of money and that of the political state” (Lefebvre, 1974, p.53). “Representations of space” are the charts, texts or maps of these rationally determined enclosures, including those of “cartographers, urban planners or property speculators” (Shields, 2004, p. 210). Enacting technologies of domination, these introduce “a new form into a pre-existing space – generally a rectilinear or rectangular form such as a meshwork or chequerwork” (Lefebvre, 1974, p.139). Lived, or social, space includes the realm of the imagination that “has been kept alive and acceptable by the arts and literature. This ‘third space’ not only transcends but also has the power to refigure the balance of popular ‘perceived space’ and official ‘conceived space’” (Shields, 2004, p. 210). The artistic and other expressions of “lived space” are referred to as “representational spaces.” In capitalist societies, Lefbvre argued, the abstract appropriations of “conceived space”, and textual representations of this space, gain ascendency.

text: ‘Emigrants of the labouring classes’: Capital, labour and learning in Wellington, 1840-45 Questions of space and place are of increasing interest to educational researchers. A recent synopsis of “educational geography” identifies Henri Lefebvre as a particularly “overarching presence in the educational appropriation of spatial theories with many researchers referring to his work on perceived, conceived and lived space” (Gulson and Symes, 2007, p.101). Physical, or perceived, space is that of everyday embodied “spatial practices” in everyday life: “social practice, the body, the use of the hands, the practical basis of the perception of the outside world” (Lefebvre, 1974, p.38). Abstract, or conceived, space, a product of capitalism, “includes the ‘world’ of commodities, its ‘logical’ and its worldwide strategies; as well as the power of money and that of the political state” (Lefebvre, 1974, p.53). “Representations of space” are the charts, texts or maps of these rationally determined enclosures, including those of “cartographers, urban planners or property speculators” (Shields, 2004, p. 210). Enacting technologies of domination, these introduce “a new form into a pre-existing space – generally a rectilinear or rectangular form such as a meshwork or chequerwork” (Lefebvre, 1974, p.139). Lived, or social, space includes the realm of the imagination that “has been kept alive and acceptable by the arts and literature. This ‘third space’ not only transcends but also has the power to refigure the balance of popular ‘perceived space’ and official ‘conceived space’” (Shields, 2004, p. 210). The artistic and other expressions of “lived space” are referred to as “representational spaces.” In capitalist societies, Lefbvre argued, the abstract appropriations of “conceived space”, and textual representations of this space, gain ascendency.

year: 2008

title: Matching productivity to resource availability in a small predator, the stoat (Mustela erminea)

authors: King, Carolyn M.

abstract: Stoats (Mustela erminea), introduced to New Zealand in the late nineteenth century, are common in New Zealand beech (Nothofagus sp.) forests, where populations of feral house mice (Mus musculus) fluctuate between years much as voles do in the northern hemisphere. We present new field evidence and two models demonstrating (i) a strong correlation between density indices for young stoats in summer and for mice in the previous spring, and (ii) a significant linear relationship between productivity per female and spring density of mice up to 25 mice captures per 100 trap-nights. These models confirm that short-lived small mustelid predators dependent on fluctuating populations of prey have evolved means of matching their productivity to the prospects of success across a wide range, from total failure in rodent crash years to >12 independent young per female in rodent peak years. We suggest that the enhanced reproductive success of female stoats when rodents are abundant is due to a combination of critical improvements in both the reproductive physiology and the foraging behaviour of female stoats in rodent peak years. Conversely, a drastic shortage of rodents increases the mortality of embryos and nestlings, while the adult females are able to survive, and even remain relatively fat, on other foods.

text: Matching productivity to resource availability in a small predator, the stoat (Mustela erminea) Stoats (Mustela erminea), introduced to New Zealand in the late nineteenth century, are common in New Zealand beech (Nothofagus sp.) forests, where populations of feral house mice (Mus musculus) fluctuate between years much as voles do in the northern hemisphere. We present new field evidence and two models demonstrating (i) a strong correlation between density indices for young stoats in summer and for mice in the previous spring, and (ii) a significant linear relationship between productivity per female and spring density of mice up to 25 mice captures per 100 trap-nights. These models confirm that short-lived small mustelid predators dependent on fluctuating populations of prey have evolved means of matching their productivity to the prospects of success across a wide range, from total failure in rodent crash years to >12 independent young per female in rodent peak years. We suggest that the enhanced reproductive success of female stoats when rodents are abundant is due to a combination of critical improvements in both the reproductive physiology and the foraging behaviour of female stoats in rodent peak years. Conversely, a drastic shortage of rodents increases the mortality of embryos and nestlings, while the adult females are able to survive, and even remain relatively fat, on other foods.

year: 2003-04

title: "It's the controlling still". Power effects in the implementation of the bicultural/bilingual early childhood curriculum in Aotearoa/New Zealand.

authors: Ritchie, Jenny

subjects: racism

abstract: Racism is an undelying current within educational practice in Aotearoa/New Zealand. This paper discusses some of the data from a doctoral study that explored a particular teacher education context. In Aotearoa, the early childhood curriculum, Te Whariki, has a bicultural paradigm that requires a degree of bicultural and bilingual competence on the part of educators. This paper explores some of the issues around preparing teachers to deliver this curriculum, with a particular focus on racism.

text: "It's the controlling still". Power effects in the implementation of the bicultural/bilingual early childhood curriculum in Aotearoa/New Zealand. Racism is an undelying current within educational practice in Aotearoa/New Zealand. This paper discusses some of the data from a doctoral study that explored a particular teacher education context. In Aotearoa, the early childhood curriculum, Te Whariki, has a bicultural paradigm that requires a degree of bicultural and bilingual competence on the part of educators. This paper explores some of the issues around preparing teachers to deliver this curriculum, with a particular focus on racism.

year: 2005