title: Borderline bodies

authors: Johnston, Lynda

subjects: border

abstract: This chapter is about borders that are made and broken at gay pride parades. Specifically, I examine the discursive and material borders maintained in tourism discourse. Binary oppositions such as self/other, straight/gay, and tourist/host provide a focus for this chapter. I am interested in where these borders wear thin and threaten to break and disrupt social order. I explore the bodies of gay pride parades because it is bodies such as these that threaten the borders of corporeal acceptability.

text: Borderline bodies This chapter is about borders that are made and broken at gay pride parades. Specifically, I examine the discursive and material borders maintained in tourism discourse. Binary oppositions such as self/other, straight/gay, and tourist/host provide a focus for this chapter. I am interested in where these borders wear thin and threaten to break and disrupt social order. I explore the bodies of gay pride parades because it is bodies such as these that threaten the borders of corporeal acceptability.

year: 2002

title: Developing an online learning community: A model for enhancing lecturer and student learning experiences

authors: Khoo, Elaine G.L.

subjects: online learning community

abstract: This paper reports on a study aimed to better understand teaching and learning in an online learning environment through the development of a learning community to facilitate successful learning experiences. To achieve this aim, a qualitative interpretive methodology was adopted to case study an online lecturer and his 14 students’ experiences in a semester long fully online asynchronous graduate course in a New Zealand tertiary institution. Based on the findings, a model for understanding and developing an online learning community for adult tertiary learners is proposed. In accord with sociocultural views of learning and practices, the model depicts successful online learning as a mediated, situated, distributed, goal-directed and participatory activity within a socially and culturally determined learning community. The model informs our understanding of appropriate conditions for the development of online learning communities and has implications for the design and facilitation of learning in such contexts.

text: Developing an online learning community: A model for enhancing lecturer and student learning experiences This paper reports on a study aimed to better understand teaching and learning in an online learning environment through the development of a learning community to facilitate successful learning experiences. To achieve this aim, a qualitative interpretive methodology was adopted to case study an online lecturer and his 14 students’ experiences in a semester long fully online asynchronous graduate course in a New Zealand tertiary institution. Based on the findings, a model for understanding and developing an online learning community for adult tertiary learners is proposed. In accord with sociocultural views of learning and practices, the model depicts successful online learning as a mediated, situated, distributed, goal-directed and participatory activity within a socially and culturally determined learning community. The model informs our understanding of appropriate conditions for the development of online learning communities and has implications for the design and facilitation of learning in such contexts.

year: 2009

title: Dual cultural identity and tangihanga: Conflict, resolution and unexpected outcomes

authors: Edge, Kiri

subjects: bereavement

abstract: New Zealand has a significant number of dual-cultural whānau (families) which incorporate the identities of both Pākehā (New Zealander of European descent) and Māori (indigenous peoples of New Zealand). Little attention has been paid to the bereavement processes that will inevitably impact upon the lives of these whānau/families. As part of the Tangihanga Research Programme based at The University of Waikato, a directed study was conducted with a participant whose family/whānau included two life ways: Māori and Pākehā. An open-ended narrative approach was used to explore the participant’s bereavement after the death of his beloved wife. Two central themes emerged within the narrative, which related to conflict and eventual resolution. Decision-making processes and language played significant roles in the conflict experienced by the participant. Communication and compromise helped to resolve these conflicts. Unexpected outcomes included new understandings and strengthened connections between the participant and his wife’s marae.

text: Dual cultural identity and tangihanga: Conflict, resolution and unexpected outcomes New Zealand has a significant number of dual-cultural whānau (families) which incorporate the identities of both Pākehā (New Zealander of European descent) and Māori (indigenous peoples of New Zealand). Little attention has been paid to the bereavement processes that will inevitably impact upon the lives of these whānau/families. As part of the Tangihanga Research Programme based at The University of Waikato, a directed study was conducted with a participant whose family/whānau included two life ways: Māori and Pākehā. An open-ended narrative approach was used to explore the participant’s bereavement after the death of his beloved wife. Two central themes emerged within the narrative, which related to conflict and eventual resolution. Decision-making processes and language played significant roles in the conflict experienced by the participant. Communication and compromise helped to resolve these conflicts. Unexpected outcomes included new understandings and strengthened connections between the participant and his wife’s marae.

year: 2010