title: Composition portfolio

authors: Gilmour, Hannah Ruth

subjects: composition

abstract: This collection of original compositions shows a range of themes and styles.
Each piece portrays a different concept or idea I have grappled with during the year of composition.  Three Angles of Anticipation is a set of three diverse orchestral works each based on the theme of waiting.  In contrast, Sad Songs for a Rainy Day and a Broken Heart is a collection of six short pieces written for solo piano which explore the themes of grief and memories.  Land of Promise? combines acoustic and electroacoustic techniques to create a work questioning how much we are informed of New Zealand's history, whereas Telemachus is a dramatic work about a Monk killed in a gladiator arena.  To conclude, the electroacoustic tape work Ode to a Cricket is a set of three pieces created from the sample of a cricket call. It explores the theme of paying attention to the small and seemingly insignificant details of our world.

text: Composition portfolio This collection of original compositions shows a range of themes and styles.
Each piece portrays a different concept or idea I have grappled with during the year of composition.  Three Angles of Anticipation is a set of three diverse orchestral works each based on the theme of waiting.  In contrast, Sad Songs for a Rainy Day and a Broken Heart is a collection of six short pieces written for solo piano which explore the themes of grief and memories.  Land of Promise? combines acoustic and electroacoustic techniques to create a work questioning how much we are informed of New Zealand's history, whereas Telemachus is a dramatic work about a Monk killed in a gladiator arena.  To conclude, the electroacoustic tape work Ode to a Cricket is a set of three pieces created from the sample of a cricket call. It explores the theme of paying attention to the small and seemingly insignificant details of our world.

year: 2010

title: Being a language learner—Is that all there is?

authors: Lee, Jinah

abstract: Asian migrants are inevitably categorised as language learners. At times, it is the migrant's own definition and can be used as a support. At others, it is an imposition in two senses: it can be imposed by others and by institutions; and also acts as a hindrance to resettlement in the new country. Language learning raises issues of a sense of belonging and a sense of self-value. 
A narrative inquiry study of six Asian migrant women follows their experience as language learners over a twelve-month period, focusing on the different concepts above, as the women negotiate their identities, to finally divesting the label language learner. The findings suggest that there is a close link between a sense of belonging and a sense of self-value which influences the participants’ identity trajectories―towards valuable members of the mainstream society. The discussion poses two questions to education providers, ESL educators and policy makers: What does the image of language learner migrant do to the perception that others have of newcomers? How long is a newcomer a migrant?

text: Being a language learner—Is that all there is? Asian migrants are inevitably categorised as language learners. At times, it is the migrant's own definition and can be used as a support. At others, it is an imposition in two senses: it can be imposed by others and by institutions; and also acts as a hindrance to resettlement in the new country. Language learning raises issues of a sense of belonging and a sense of self-value. 
A narrative inquiry study of six Asian migrant women follows their experience as language learners over a twelve-month period, focusing on the different concepts above, as the women negotiate their identities, to finally divesting the label language learner. The findings suggest that there is a close link between a sense of belonging and a sense of self-value which influences the participants’ identity trajectories―towards valuable members of the mainstream society. The discussion poses two questions to education providers, ESL educators and policy makers: What does the image of language learner migrant do to the perception that others have of newcomers? How long is a newcomer a migrant?

year: 2017

title: 1999 Professorial Address: Nau te rourou, naku te rourou… Māori education: setting an agenda.

authors: Bishop, Russell

subjects: educational outcomes

abstract: Current educational policies and practices in Aotearoa/New Zealand were developed and continue to be developed within a framework of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Māori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successful participation by Māori students in mainstream classrooms. This model constitutes the classroom as a place where young people's sense-making processes (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as "acceptable" and "official" and where the teacher interacts with students in such a way that new knowledge is co-created. Such a classroom will generate totally different interaction and participation patterns and educational outcomes from a classroom where knowledge is seen as something that the teacher makes sense of and then passes on to students.

text: 1999 Professorial Address: Nau te rourou, naku te rourou… Māori education: setting an agenda. Current educational policies and practices in Aotearoa/New Zealand were developed and continue to be developed within a framework of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Māori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successful participation by Māori students in mainstream classrooms. This model constitutes the classroom as a place where young people's sense-making processes (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as "acceptable" and "official" and where the teacher interacts with students in such a way that new knowledge is co-created. Such a classroom will generate totally different interaction and participation patterns and educational outcomes from a classroom where knowledge is seen as something that the teacher makes sense of and then passes on to students.

year: 2000