title: (Re)presenting the Past: Historiographical and Theoretical Implications of the Historical Docudrama

authors: McKeown, Luke Daniel

subjects: history

abstract: This thesis contributes to the growing body of scholarship surrounding historical and filmic representations of the past. Moreover, it seeks to further the understanding and practical use of this sub-field in history by examining two films: Amistad (1997); and, The Wind That Shakes the Barley (2006). Building on the insistence of scholars such as Robert Rosenstone and Hayden White, this thesis seeks to evaluate historical films on their own terms as representations of the past that must be judged according to their own conventions. Cinema's attraction to historical subjects is not a recent phenomenon. However, the past two decades, have seen a marked increase in the academic critique of 'historical films' - most notably Hollywood features and television documentaries. Moreover, the appetite of the general public for filmic treatment of historical topics continues unabated. While it is agreed that historical film cannot be judged according to the criteria used in accessing traditional modes of historical representation, there is little agreement about what criteria, precisely, should be used in evaluating historical films' historical attributes and implications. This thesis commences with a general theoretical and methodological survey of the literature in this relatively new sub-field. It then analyses the film Amistad and its reception and criticism amongst historical professionals. This analysis, coupled with the findings of the first chapter, forms the basis for an original and independent review of The Wind That Shakes the Barley, a film that has not yet been widely critiqued by historians. The thesis suggests how historical films may be fruitfully evaluated in ways that are sympathetic both to the peculiar exigencies of the medium and the traditional concerns of historical scholarship.

text: (Re)presenting the Past: Historiographical and Theoretical Implications of the Historical Docudrama This thesis contributes to the growing body of scholarship surrounding historical and filmic representations of the past. Moreover, it seeks to further the understanding and practical use of this sub-field in history by examining two films: Amistad (1997); and, The Wind That Shakes the Barley (2006). Building on the insistence of scholars such as Robert Rosenstone and Hayden White, this thesis seeks to evaluate historical films on their own terms as representations of the past that must be judged according to their own conventions. Cinema's attraction to historical subjects is not a recent phenomenon. However, the past two decades, have seen a marked increase in the academic critique of 'historical films' - most notably Hollywood features and television documentaries. Moreover, the appetite of the general public for filmic treatment of historical topics continues unabated. While it is agreed that historical film cannot be judged according to the criteria used in accessing traditional modes of historical representation, there is little agreement about what criteria, precisely, should be used in evaluating historical films' historical attributes and implications. This thesis commences with a general theoretical and methodological survey of the literature in this relatively new sub-field. It then analyses the film Amistad and its reception and criticism amongst historical professionals. This analysis, coupled with the findings of the first chapter, forms the basis for an original and independent review of The Wind That Shakes the Barley, a film that has not yet been widely critiqued by historians. The thesis suggests how historical films may be fruitfully evaluated in ways that are sympathetic both to the peculiar exigencies of the medium and the traditional concerns of historical scholarship.

year: 2008

title: Counsellors becoming counsellor educators: a New Zealand example

authors: Crocket, Kathie

subjects: counsellor education

abstract: The international literature on adjunct faculty in higher education, including professional education, does not yet cover counsellor education in particular, although many programmes rely on the teaching services of experienced practitioners in adjunct faculty positions. This article reports on a small, exploratory study conducted with adjunct faculty members appointed to one-year, full time fellowships in the counsellor education programme in which the authors are full time academics. The study identifies the mutual benefits of this practice, to the practitioners who teach as adjunct faculty and to the counsellor education programme. It also identifies areas that are problematic. In view both of the identified benefits and the difficulties experienced, the authors discuss their responsibilities as permanent academic staff to the practitioners who teach as adjunct faculty. The authors suggest that programmes benefit from the ethic of hospitality that adjunct faculty can offer and invite academic staff to bring (un)conditional hospitality to the collegial relationship in counsellor education.

text: Counsellors becoming counsellor educators: a New Zealand example The international literature on adjunct faculty in higher education, including professional education, does not yet cover counsellor education in particular, although many programmes rely on the teaching services of experienced practitioners in adjunct faculty positions. This article reports on a small, exploratory study conducted with adjunct faculty members appointed to one-year, full time fellowships in the counsellor education programme in which the authors are full time academics. The study identifies the mutual benefits of this practice, to the practitioners who teach as adjunct faculty and to the counsellor education programme. It also identifies areas that are problematic. In view both of the identified benefits and the difficulties experienced, the authors discuss their responsibilities as permanent academic staff to the practitioners who teach as adjunct faculty. The authors suggest that programmes benefit from the ethic of hospitality that adjunct faculty can offer and invite academic staff to bring (un)conditional hospitality to the collegial relationship in counsellor education.

year: 2012

title: Te Mātaiaho as curricular justice?

authors: Shafer, Derek

abstract: Te Mātaiaho produces a version of curricular justice which aims to give effect to Te Tiriti and address long-standing inequities in education in Aotearoa New Zealand. We examine Te Mātaiaho’s vision for subject English and its construction of students’ identities as fundamental to a curriculum that advances both bicultural nationhood and just outcomes for all students. We draw on Raewyn Connell’s (2010) model of curricular justice, and Nancy Fraser's (2017) notion of progressive neoliberalism to explore the opportunities and implications for subject English within Te Mātaiaho's vision. How might these frameworks for justice help to critique the development of educational policy and support the implementation of Te Mātaiaho's vision for biculturalnationhood and just outcomes for all students.

text: Te Mātaiaho as curricular justice? Te Mātaiaho produces a version of curricular justice which aims to give effect to Te Tiriti and address long-standing inequities in education in Aotearoa New Zealand. We examine Te Mātaiaho’s vision for subject English and its construction of students’ identities as fundamental to a curriculum that advances both bicultural nationhood and just outcomes for all students. We draw on Raewyn Connell’s (2010) model of curricular justice, and Nancy Fraser's (2017) notion of progressive neoliberalism to explore the opportunities and implications for subject English within Te Mātaiaho's vision. How might these frameworks for justice help to critique the development of educational policy and support the implementation of Te Mātaiaho's vision for biculturalnationhood and just outcomes for all students.

year: 2023-11-22