title: Taking school contexts more seriously: The social justice challenge

authors: Thrupp, Martin

subjects: educational research

abstract: Research is increasingly highlighting the influence of school contexts on school processes and student achievement. This article reviews a range of social justice rationales for taking school contexts into better account, and highlights the challenges contextualisation currently poses for practice and for policy. It notes important constraints on contextualised practice and limited developments in contextualising policy. There is now increasing concern to recognise and understand context in school effectiveness and school improvement research but such research needs to consider school context much more, in order to provide a stronger underpinning for contextualised policy and practice. School composition research is potentially most insightful because it addresses the issue most directly. Nevertheless future large-scale studies in this area need to overcome a number of limitations within the existing literature.

text: Taking school contexts more seriously: The social justice challenge Research is increasingly highlighting the influence of school contexts on school processes and student achievement. This article reviews a range of social justice rationales for taking school contexts into better account, and highlights the challenges contextualisation currently poses for practice and for policy. It notes important constraints on contextualised practice and limited developments in contextualising policy. There is now increasing concern to recognise and understand context in school effectiveness and school improvement research but such research needs to consider school context much more, in order to provide a stronger underpinning for contextualised policy and practice. School composition research is potentially most insightful because it addresses the issue most directly. Nevertheless future large-scale studies in this area need to overcome a number of limitations within the existing literature.

year: 2006

title: Regional Assessment of Soil Change in the Southwest Pacific

authors: Baldock, J.A.

abstract: The Southwest Pacific region includes the 22 island nations of the Pacific1, New Zealand and Australia (Figure 15.1). The landscapes of the region are very diverse ranging from a large continental land mass through to tens of thousands of small islands across the enormous expanse of the southwest Pacific Ocean. There are extensive ancient flat lands through to some of the youngest and most tectonically active landscapes on the planet. Temperature and rainfall ranges are large because of the breadth of latitudes and elevations. As a consequence, the soils of the region are also diverse. The strongly weathered soils in humid tropical areas and the vast expanses of old soils across the Australian continent are particularly susceptible to disturbance and this is where some of the more intractable problems of soil management occur today.

text: Regional Assessment of Soil Change in the Southwest Pacific The Southwest Pacific region includes the 22 island nations of the Pacific1, New Zealand and Australia (Figure 15.1). The landscapes of the region are very diverse ranging from a large continental land mass through to tens of thousands of small islands across the enormous expanse of the southwest Pacific Ocean. There are extensive ancient flat lands through to some of the youngest and most tectonically active landscapes on the planet. Temperature and rainfall ranges are large because of the breadth of latitudes and elevations. As a consequence, the soils of the region are also diverse. The strongly weathered soils in humid tropical areas and the vast expanses of old soils across the Australian continent are particularly susceptible to disturbance and this is where some of the more intractable problems of soil management occur today.

year: 2015

title: “This is not us”: But actually, it is. Talking about when to raise the issue of colonisation.

authors: Waitoki, Waikaremoana

abstract: This paper is a commentary on some of the responses to the public narrative of the events after the March 15th Christchurch attack. Several colleagues had publicly and privately, offered their views on the Government’s and media outlets use of terms such as ‘unprecedented’, ‘our loss of innocence’ and ‘our darkest day’. A fiery and empassioned exchange of words emerged on social media about the statement: ‘This is not us’. By exposing the counternarrative to these emotion laden terms, a shady past, and invisible present was revealed. However, the timing of the talk about colonisation also seemed out of step with the need for sensitivity. This paper also explores the role of White supremacy and causal racism in New Zealand. A personal I/we/us narrative style is used throughout the paper to describe how Muslim and Maori lives intersected prior to, and after the attack. The timeline of events is primarily 1 week, and up to 6 weeks post the attack.

text: “This is not us”: But actually, it is. Talking about when to raise the issue of colonisation. This paper is a commentary on some of the responses to the public narrative of the events after the March 15th Christchurch attack. Several colleagues had publicly and privately, offered their views on the Government’s and media outlets use of terms such as ‘unprecedented’, ‘our loss of innocence’ and ‘our darkest day’. A fiery and empassioned exchange of words emerged on social media about the statement: ‘This is not us’. By exposing the counternarrative to these emotion laden terms, a shady past, and invisible present was revealed. However, the timing of the talk about colonisation also seemed out of step with the need for sensitivity. This paper also explores the role of White supremacy and causal racism in New Zealand. A personal I/we/us narrative style is used throughout the paper to describe how Muslim and Maori lives intersected prior to, and after the attack. The timeline of events is primarily 1 week, and up to 6 weeks post the attack.

year: 2019