title: Co-authoring new relationships at school through narrative mediation

authors: Williams, Michael

subjects: narrative

abstract: The practice of narrative mediation is illustrated through a case study for its applicability to the resolution of conflict in a high school. Two boys who had been fighting are brought together by a New Zealand high school counsellor to address their differences. Fighting is externalised and the boys are invited into a relationship story based on their own knowledge of ways to resist fighting. The mediation disrupts the conflict narrative and develops a counter-story of harmonious relationship. This article illustrates narrative mediation in action and provides a commentary to make it understandable and replicable for school counsellors. As a straightforward case study, the article does not make substantial claims for this practice but seeks to inspire further applications of narrative mediation by school counsellors.

text: Co-authoring new relationships at school through narrative mediation The practice of narrative mediation is illustrated through a case study for its applicability to the resolution of conflict in a high school. Two boys who had been fighting are brought together by a New Zealand high school counsellor to address their differences. Fighting is externalised and the boys are invited into a relationship story based on their own knowledge of ways to resist fighting. The mediation disrupts the conflict narrative and develops a counter-story of harmonious relationship. This article illustrates narrative mediation in action and provides a commentary to make it understandable and replicable for school counsellors. As a straightforward case study, the article does not make substantial claims for this practice but seeks to inspire further applications of narrative mediation by school counsellors.

year: 2010

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: Is there evidence that traditional mōteatea (Māori laments) were composed from a common stock of oral formulae?

authors: Roa, Raukura

subjects: New Zealand

abstract: Oral formulaic composition, which involves the use of communally owned formulae of various kinds, is a common feature of verbal arts produced in many different languages. It is particularly associated with pre-literate cultures and tends to be gradually replaced by more individualistic verbal art forms when societies become literate. There are very few publications in which the analysis of mōteatea (Māori laments) is linked explicitly to oral formulaic theory. Nevertheless, there is sufficient evidence in published sources to indicate that traditional mōteatea (defined here as mōteatea that are not fundamentally influenced by European cultural beliefs and practices) exhibit evidence of regularly recurring, conventional themes (such as death, separation, loss and travel) and motifs (such as the setting sun, the presence of rain or mist and sleeplessness). The research reported here set out to test the hypothesis that traditional mōteatea were made up of verbal formulae, that is, of the same or very similar groups of words derived from a common store of poetic resources. Based on the analysis of the mōteatea included in Ngā mōteatea, a collection initially established by Sir Apirana Ngata, I conclude that this hypothesis must be rejected.

text: Is there evidence that traditional mōteatea (Māori laments) were composed from a common stock of oral formulae? Oral formulaic composition, which involves the use of communally owned formulae of various kinds, is a common feature of verbal arts produced in many different languages. It is particularly associated with pre-literate cultures and tends to be gradually replaced by more individualistic verbal art forms when societies become literate. There are very few publications in which the analysis of mōteatea (Māori laments) is linked explicitly to oral formulaic theory. Nevertheless, there is sufficient evidence in published sources to indicate that traditional mōteatea (defined here as mōteatea that are not fundamentally influenced by European cultural beliefs and practices) exhibit evidence of regularly recurring, conventional themes (such as death, separation, loss and travel) and motifs (such as the setting sun, the presence of rain or mist and sleeplessness). The research reported here set out to test the hypothesis that traditional mōteatea were made up of verbal formulae, that is, of the same or very similar groups of words derived from a common store of poetic resources. Based on the analysis of the mōteatea included in Ngā mōteatea, a collection initially established by Sir Apirana Ngata, I conclude that this hypothesis must be rejected.

year: 2007