title: Exploring connections of children and counselling within education contexts

authors: Flanagan, Paul G.

abstract: This presentation will report on two studies related to children in Aotearoa New Zealand. First, a study that examined the effects for children of the language about sexuality and childhood used by their parents, teachers and counsellors. Second, a current study that scopes the practice of counselling in primary schools. These two studies invite analysis of the intersection of childhood, counselling and education. The presentation will examine ideas of counselling as a location for supporting children’s identity development within primary schools. Such support will be viewed through critical lenses of political, historical and cultural contexts of childhood in Aotearoa New Zealand.

text: Exploring connections of children and counselling within education contexts This presentation will report on two studies related to children in Aotearoa New Zealand. First, a study that examined the effects for children of the language about sexuality and childhood used by their parents, teachers and counsellors. Second, a current study that scopes the practice of counselling in primary schools. These two studies invite analysis of the intersection of childhood, counselling and education. The presentation will examine ideas of counselling as a location for supporting children’s identity development within primary schools. Such support will be viewed through critical lenses of political, historical and cultural contexts of childhood in Aotearoa New Zealand.

year: 2021

title: Are Asia-Pacific real exchange rates stationary? A regime-switching perspective

authors: Holmes, Mark J.

subjects: purchasing power parity

abstract: This paper tests for long-run purchasing power (PPP) among nine Asia-Pacific countries. Non-stationarity of the real exchange rate is tested within a Markov regime-switching framework. Two new concepts of PPP are defined that allow for real exchange behaviour to switch between stationary and non-stationary regimes (partial PPP) or between stationary regimes of differing degrees of persistence (varied PPP). The results indicate that each country is characterized by at least one stationary regime. Indeed, five countries are characterized by two such regimes. Further analysis indicates that the Asian crisis of 1997 gave mixed impetus to the achievement of long-run PPP.

text: Are Asia-Pacific real exchange rates stationary? A regime-switching perspective This paper tests for long-run purchasing power (PPP) among nine Asia-Pacific countries. Non-stationarity of the real exchange rate is tested within a Markov regime-switching framework. Two new concepts of PPP are defined that allow for real exchange behaviour to switch between stationary and non-stationary regimes (partial PPP) or between stationary regimes of differing degrees of persistence (varied PPP). The results indicate that each country is characterized by at least one stationary regime. Indeed, five countries are characterized by two such regimes. Further analysis indicates that the Asian crisis of 1997 gave mixed impetus to the achievement of long-run PPP.

year: 2010

title: Putting Sylvia in her place: history, geographical theory and the “New” Education

authors: Middleton, Sue

subjects: Sylvia Ashton-Warner

abstract: New Zealander Sylvia Ashton-Warner, a teacher in remote rural Mori schools in the 1940s-1950s, became internationally renowned as a novelist and educational theorist. Earlier commentators portrayed her educational theory as in conflict with those of her time and place, but recent studies conceptualise them as enabled by it. While space/place has often been considered the preserve of the geographer and time that of the historian, Henri Lefebvre and others suggest that: “these issues need to be thought together rather than separately” and that macro-, meso- and micro-levels of analysis be engaged simultaneously. The author traces how conceptual, linguistic, sensory and intellectual resources of the global “New Education” movement extended into the tiny bush-encircled Mori communities in which Sylvia taught and wrote in the 1940s-1950s and surfaced in her writing. The article zooms in and out between the “the immensity of the global” (the New Education, the Second World War) and “the intimately tiny” (her classroom and home). The “data” include Sylvia's non-fiction education texts and official documents of her time: school curricula, education policy documents, Ministerial and Inspectors' reports. What Lefebvre terms a “Rhythm analysis” of Ashton-Warner's educational writing shows intermingled pulses of domestic life, routines of educational bureaucracy, cycles of nature, and cataclysms of world events. It is important for historians to study “the where rather than just the when with location and landscape central parts of the analysis”.

text: Putting Sylvia in her place: history, geographical theory and the “New” Education New Zealander Sylvia Ashton-Warner, a teacher in remote rural Mori schools in the 1940s-1950s, became internationally renowned as a novelist and educational theorist. Earlier commentators portrayed her educational theory as in conflict with those of her time and place, but recent studies conceptualise them as enabled by it. While space/place has often been considered the preserve of the geographer and time that of the historian, Henri Lefebvre and others suggest that: “these issues need to be thought together rather than separately” and that macro-, meso- and micro-levels of analysis be engaged simultaneously. The author traces how conceptual, linguistic, sensory and intellectual resources of the global “New Education” movement extended into the tiny bush-encircled Mori communities in which Sylvia taught and wrote in the 1940s-1950s and surfaced in her writing. The article zooms in and out between the “the immensity of the global” (the New Education, the Second World War) and “the intimately tiny” (her classroom and home). The “data” include Sylvia's non-fiction education texts and official documents of her time: school curricula, education policy documents, Ministerial and Inspectors' reports. What Lefebvre terms a “Rhythm analysis” of Ashton-Warner's educational writing shows intermingled pulses of domestic life, routines of educational bureaucracy, cycles of nature, and cataclysms of world events. It is important for historians to study “the where rather than just the when with location and landscape central parts of the analysis”.

year: 2011