title: The dialogic aspects of Mantle of the Expert pedagogy used to teach devising at NCEA Level 2 in a Year 12  classroom "I don't think it's about credits- definitely not about credits"

authors: Stoate, Gaenor Anne

subjects: Mantle of the Expert

abstract: This inquiry sets out to gather and consider student and teacher perceptions about the affordances and constraints of using Mantle of the Expert pedagogy, to support teaching and learning, through the process of devising drama at NCEA Level in a Year 12 classroom.
 Questions about the role of the teacher in a senior secondary drama classroom, and the epistemological frames used in the exploration of creative drama making formed the basis of the inquiry. The notion of a “learning community” (Ministry of Education, 2007, p.34) in which everyone “including the teacher, is a learner” is identified and the idea of “shared learning” is explored in contrast to traditional transmission models of teaching.
The case study was conducted in a North Island secondary school where teachers and students were positioned together as members of THEATRON, a fictional professional theatre company. THEATRON, commissioned by an artistic director of a national arts festival, were to develop original, devised drama for festival audiences which captured the essence of “What it means to be human”.
This qualitative study generated data from interviews with the class teacher and the students, observations of the lessons throughout the devising process and student documentation developed in both electronic and hard copy formats.   
Findings from the study, considered in the light of Bakhtin’s theory of dialogism, indicated that the dialogic aspects of the core elements of the Mantle of the Expert pedagogy could provide rich opportunities for purposeful creative collaboration, through student autonomy, to develop more effectively in the performance groups.

text: The dialogic aspects of Mantle of the Expert pedagogy used to teach devising at NCEA Level 2 in a Year 12  classroom "I don't think it's about credits- definitely not about credits" This inquiry sets out to gather and consider student and teacher perceptions about the affordances and constraints of using Mantle of the Expert pedagogy, to support teaching and learning, through the process of devising drama at NCEA Level in a Year 12 classroom.
 Questions about the role of the teacher in a senior secondary drama classroom, and the epistemological frames used in the exploration of creative drama making formed the basis of the inquiry. The notion of a “learning community” (Ministry of Education, 2007, p.34) in which everyone “including the teacher, is a learner” is identified and the idea of “shared learning” is explored in contrast to traditional transmission models of teaching.
The case study was conducted in a North Island secondary school where teachers and students were positioned together as members of THEATRON, a fictional professional theatre company. THEATRON, commissioned by an artistic director of a national arts festival, were to develop original, devised drama for festival audiences which captured the essence of “What it means to be human”.
This qualitative study generated data from interviews with the class teacher and the students, observations of the lessons throughout the devising process and student documentation developed in both electronic and hard copy formats.   
Findings from the study, considered in the light of Bakhtin’s theory of dialogism, indicated that the dialogic aspects of the core elements of the Mantle of the Expert pedagogy could provide rich opportunities for purposeful creative collaboration, through student autonomy, to develop more effectively in the performance groups.

year: 2013

title: Searching for satisfaction

authors: Grant, Bevan C.

subjects: leisure

abstract: Consumerism is the way of life in the 21st century. Everything is for sale, principally to those with the resources – which is where the profit lies. But it's a competitive market so people from all walks of life are being coerced to part with their discretionary dollars. Leisure is like most other aspects of life - a commodity, a range of goods and services for sale - so it is no surprise that economic viability attracts more attention than social capital.

text: Searching for satisfaction Consumerism is the way of life in the 21st century. Everything is for sale, principally to those with the resources – which is where the profit lies. But it's a competitive market so people from all walks of life are being coerced to part with their discretionary dollars. Leisure is like most other aspects of life - a commodity, a range of goods and services for sale - so it is no surprise that economic viability attracts more attention than social capital.

year: 2007

title: Ngā wāhine ariki tapairu o Te Arawa: Te Kuraimonoa, Kearoa, Whakaotirangi

authors: Retikaukau, Georgia-Louise

subjects: Te Arawa

abstract: Similar to many other iwi (tribes) in Aotearoa, the Arawa people have a rich ancestral heritage that traces back to our origins in Hawaiki through our esteemed canoe traditions. However, within these narratives, the prominence of our heroic male ancestors tends to overshadow the stories of their wives, who are often mentioned merely as secondary characters. Te Kuraimonoa, Kearoa, and Whakaotirangi represent the first three women to be named in Te Arawa traditions, yet their narratives remain vague, existing only from a male perspective. Although their names can be found scattered throughout European and Māori literature, their stories are fragmented and incomplete, varying from tribe to tribe.

The objective of this research is to delve into these three ancestresses' lives from a Te Arawa female perspective, aiming to provide a more comprehensive and nuanced understanding. Employing a mixed-method research approach, this study will investigate Māori and European literature, supplemented by thematical analysis to study and compare data gathered from interviews with female Te Arawa descendants. The insights gained from this endeavour will contribute to the creation of substantial knowledge that can benefit both present and future generations.

Comprising of seven chapters, this thesis unfolds as follows: Chapter one introduces the research purpose and provides an overview of the subsequent chapters. Chapter two outlines the research methodology employed. Chapter three presents an in-depth exploration of Te Arawa iwi, elucidating their significance and cultural context. Chapter four encompasses a comprehensive literature review, while chapter five is solely dedicated to the insights derived from the interview dialogues. Chapter six delves into the findings and engages in detailed discussions, offering a comprehensive analysis. Lastly, chapter seven serves as the conclusion, summarizing the key findings and their implications.

text: Ngā wāhine ariki tapairu o Te Arawa: Te Kuraimonoa, Kearoa, Whakaotirangi Similar to many other iwi (tribes) in Aotearoa, the Arawa people have a rich ancestral heritage that traces back to our origins in Hawaiki through our esteemed canoe traditions. However, within these narratives, the prominence of our heroic male ancestors tends to overshadow the stories of their wives, who are often mentioned merely as secondary characters. Te Kuraimonoa, Kearoa, and Whakaotirangi represent the first three women to be named in Te Arawa traditions, yet their narratives remain vague, existing only from a male perspective. Although their names can be found scattered throughout European and Māori literature, their stories are fragmented and incomplete, varying from tribe to tribe.

The objective of this research is to delve into these three ancestresses' lives from a Te Arawa female perspective, aiming to provide a more comprehensive and nuanced understanding. Employing a mixed-method research approach, this study will investigate Māori and European literature, supplemented by thematical analysis to study and compare data gathered from interviews with female Te Arawa descendants. The insights gained from this endeavour will contribute to the creation of substantial knowledge that can benefit both present and future generations.

Comprising of seven chapters, this thesis unfolds as follows: Chapter one introduces the research purpose and provides an overview of the subsequent chapters. Chapter two outlines the research methodology employed. Chapter three presents an in-depth exploration of Te Arawa iwi, elucidating their significance and cultural context. Chapter four encompasses a comprehensive literature review, while chapter five is solely dedicated to the insights derived from the interview dialogues. Chapter six delves into the findings and engages in detailed discussions, offering a comprehensive analysis. Lastly, chapter seven serves as the conclusion, summarizing the key findings and their implications.

year: 2023