title: Whose knowledge is of most worth? The importance of listening to the voice of the learner.

authors: Scratchley, Margaret J.

subjects: education

abstract: This paper discusses some of the data produced in the course of a research study that examined the perceptions that primary school aged children (7-13 year olds) had about their learning in health education. The study explored children's knowledge about their own health, their issues and concerns about health and health education and what they thought they should be learning about in health education at school. The research used mixed methods to collect data and several themes emerged that were central to listening to children and gaining their perceptions. The importance of understanding children and taking time to listen to what they were saying was the major theme and also the negation of children's views in favour of adult agendas. This study has shown that children have opinions and they also have something to say, and that what they have to say is worth listening to. Moreover, children possess knowledge that can contribute to classroom health lessons and health curriculum design.

text: Whose knowledge is of most worth? The importance of listening to the voice of the learner. This paper discusses some of the data produced in the course of a research study that examined the perceptions that primary school aged children (7-13 year olds) had about their learning in health education. The study explored children's knowledge about their own health, their issues and concerns about health and health education and what they thought they should be learning about in health education at school. The research used mixed methods to collect data and several themes emerged that were central to listening to children and gaining their perceptions. The importance of understanding children and taking time to listen to what they were saying was the major theme and also the negation of children's views in favour of adult agendas. This study has shown that children have opinions and they also have something to say, and that what they have to say is worth listening to. Moreover, children possess knowledge that can contribute to classroom health lessons and health curriculum design.

year: 2004

title: Editorial: “Grammar wars” – Beyond a truce

authors: Locke, Terry

subjects: grammar knowledge

abstract: Any special issue of a journal is an acknowledgement of a conversation that needs to be had. The conversation in this double issue of English Teaching: Practice and Critique has had a multiplicity of prompts, some of which I will refer to in this introduction, others of which will be referred to by the contributors to this issue (Part 1). In respect of this journal as a forum, the conversation will spill over into Volume 5, Number 1 (May, 2006). This editorial should be thought of as a work in progress; contributions to Part 2 have yet to arrive in my email basket and cannot be referred to here. Some of my own prompts in initiating this conversation have their origins close to home – in my experiences as a teacher, teacher educator and researcher in the New Zealand context. It is a context that has had its own share of social upheaval and educational “reform” in the last twenty years (Locke, 2000, 2001 and 2004). In the larger context of struggles over administrative, curriculum and assessment policy and practice, questions of “grammar” and “language” have not been prominent on the radar screen.

text: Editorial: “Grammar wars” – Beyond a truce Any special issue of a journal is an acknowledgement of a conversation that needs to be had. The conversation in this double issue of English Teaching: Practice and Critique has had a multiplicity of prompts, some of which I will refer to in this introduction, others of which will be referred to by the contributors to this issue (Part 1). In respect of this journal as a forum, the conversation will spill over into Volume 5, Number 1 (May, 2006). This editorial should be thought of as a work in progress; contributions to Part 2 have yet to arrive in my email basket and cannot be referred to here. Some of my own prompts in initiating this conversation have their origins close to home – in my experiences as a teacher, teacher educator and researcher in the New Zealand context. It is a context that has had its own share of social upheaval and educational “reform” in the last twenty years (Locke, 2000, 2001 and 2004). In the larger context of struggles over administrative, curriculum and assessment policy and practice, questions of “grammar” and “language” have not been prominent on the radar screen.

year: 2005

title: Ki te kapu o taku ringa - In the palm of my hand [Photography exhibition at Gallagher Academy of Performing Arts]

authors: Hill, Rodrigo

subjects: Mātauranga Māori

abstract: (Exhibition catalogue)
The title Ki te kapu o taku ringa is taken from a line of
‘Maioha mō Waikato’ by Kīngi Tāwhiao. Ejected from their
homelands he and his Waikato brethren took refuge with
their Maniapoto relations in Te Nehenehenui. The maioha
was composed expressing Kīngi Tāwhiao’s love for his
homelands, and his solastalgic holding fast to those lands
‘... in the palm of his hand.’ The words from the song-poem
were used as guide to our research and photography practice.

text: Ki te kapu o taku ringa - In the palm of my hand [Photography exhibition at Gallagher Academy of Performing Arts] (Exhibition catalogue)
The title Ki te kapu o taku ringa is taken from a line of
‘Maioha mō Waikato’ by Kīngi Tāwhiao. Ejected from their
homelands he and his Waikato brethren took refuge with
their Maniapoto relations in Te Nehenehenui. The maioha
was composed expressing Kīngi Tāwhiao’s love for his
homelands, and his solastalgic holding fast to those lands
‘... in the palm of his hand.’ The words from the song-poem
were used as guide to our research and photography practice.

year: 2025