title: Boy, Oh Boy!: An interview with Taika Waititi

authors: Lealand, Geoff

subjects: film

abstract: An Interview with Taika Waititi.

text: Boy, Oh Boy!: An interview with Taika Waititi An Interview with Taika Waititi.

year: 2011

title: Telling “Us” in the “Days Destined to You: Response Life-Telling: Indigenous Oral Autobiography and the Performance of Relation

authors: Mahuika, Nepia

subjects: Arts & Humanities

abstract: This “tau-utuutu” (responsive) protocol feels familiar to me.² My turn to speak, to respond, to share in a conversation with Warren Cariou’s stimulating essay on “Life-Telling,” Indigenous autobiography, and Dovie Thomason. It reminds me of how life-telling, orality, and history, interweave and work in my tribal universe. At home, we take turns speaking. We inherit our words, we respond, carve, and weave new narratives—make them ours. Where I come from, lives are frequently “told,” sung, cried, carved, and performed, through tribal conversations, a chorus of textured tones, sometimes in a grand debate within which our personal and collective pasts, presents, and futures converge and diverge.³ I am glad, then, to be invited, to add my voice to this present discussion. It feels natural . . . normal . . . Native.

text: Telling “Us” in the “Days Destined to You: Response Life-Telling: Indigenous Oral Autobiography and the Performance of Relation This “tau-utuutu” (responsive) protocol feels familiar to me.² My turn to speak, to respond, to share in a conversation with Warren Cariou’s stimulating essay on “Life-Telling,” Indigenous autobiography, and Dovie Thomason. It reminds me of how life-telling, orality, and history, interweave and work in my tribal universe. At home, we take turns speaking. We inherit our words, we respond, carve, and weave new narratives—make them ours. Where I come from, lives are frequently “told,” sung, cried, carved, and performed, through tribal conversations, a chorus of textured tones, sometimes in a grand debate within which our personal and collective pasts, presents, and futures converge and diverge.³ I am glad, then, to be invited, to add my voice to this present discussion. It feels natural . . . normal . . . Native.

year: 2016

title: Pacific students and pedagogical success [Editorial]

authors: Sharma, Sashi

abstract: Debates about rates of achievement for Pacific students have been a feature of educational conversations in New Zealand for over three decades. We do not intend rehearsing the substance of them here, as components of them are included in the articles in this special edition. However, two aspects of this ongoing commentary continue to stand out. Points related to the educational underachievement of Pacific students are an enduring feature of these discussions. Secondly, Pacific students are seen to struggle, in particular, in Science, Technology and Maths (STEM) related areas of the New Zealand curriculum. Individual Pacific students can, and do, experience success in New Zealand educational environments including in STEM-related subjects, as Fonua in this edition points out. However, their achievements are considered examples of ‘exceptions that prove the rule’ related to the continuity of a dominant assumption of underachievement. As Chu, also in this edition remarks, “education for Pacific peoples in Aotearoa New Zealand is a contentious issue” (Chu, C. 2018, p. 5) and the articles in this edition reinforce the strength of this claim.

text: Pacific students and pedagogical success [Editorial] Debates about rates of achievement for Pacific students have been a feature of educational conversations in New Zealand for over three decades. We do not intend rehearsing the substance of them here, as components of them are included in the articles in this special edition. However, two aspects of this ongoing commentary continue to stand out. Points related to the educational underachievement of Pacific students are an enduring feature of these discussions. Secondly, Pacific students are seen to struggle, in particular, in Science, Technology and Maths (STEM) related areas of the New Zealand curriculum. Individual Pacific students can, and do, experience success in New Zealand educational environments including in STEM-related subjects, as Fonua in this edition points out. However, their achievements are considered examples of ‘exceptions that prove the rule’ related to the continuity of a dominant assumption of underachievement. As Chu, also in this edition remarks, “education for Pacific peoples in Aotearoa New Zealand is a contentious issue” (Chu, C. 2018, p. 5) and the articles in this edition reinforce the strength of this claim.

year: 2018