title: Insanity, gender and empire: women living a 'loose kind of life' on the colonial institutional margins, 1870-1910

authors: Coleborne, Catharine

subjects: Insanity

abstract: This article examines how female immigrants were characterised inside the Yarra Bend Asylum in Melbourne, Victoria (Hospital for the Insane after 1905), once they slipped into the world of the institutionally ‘hidden.’ Forms of social difference inside colonial institutions for the insane were embedded in patient case records. This article argues that through a closer examination of cases of female immigrants, we might find out more about gender relations in colonial situations. In particular, this article returns to ideas about women patients and constructions of these women through case records to uncover new interpretations of this material in the Australasian context. To do this, it sets out specific ways of reading patient cases and teases out the importance of these frameworks for making some kind of synthesis of the ways in which institutionalised people—already at the margins of society—were further marginalised inside institutional populations through specific practices. It examines immigrant women in the hospitals for the insane; the cases of women designated as living so-called ‘loose’ lives who also ended up inside the institution for the insane; and finally, concludes with a commentary about the descriptive power of cases and the production of concepts of gender, class, and race difference within their pages.

text: Insanity, gender and empire: women living a 'loose kind of life' on the colonial institutional margins, 1870-1910 This article examines how female immigrants were characterised inside the Yarra Bend Asylum in Melbourne, Victoria (Hospital for the Insane after 1905), once they slipped into the world of the institutionally ‘hidden.’ Forms of social difference inside colonial institutions for the insane were embedded in patient case records. This article argues that through a closer examination of cases of female immigrants, we might find out more about gender relations in colonial situations. In particular, this article returns to ideas about women patients and constructions of these women through case records to uncover new interpretations of this material in the Australasian context. To do this, it sets out specific ways of reading patient cases and teases out the importance of these frameworks for making some kind of synthesis of the ways in which institutionalised people—already at the margins of society—were further marginalised inside institutional populations through specific practices. It examines immigrant women in the hospitals for the insane; the cases of women designated as living so-called ‘loose’ lives who also ended up inside the institution for the insane; and finally, concludes with a commentary about the descriptive power of cases and the production of concepts of gender, class, and race difference within their pages.

year: 2012

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: Stemming the colonial environmental tide

authors: Joseph, Robert

subjects: human activities

abstract: Stemming the colonial environmental tide supports an Aotearoa New Zealand context that fundamentally acknowledges mātauranga and tikanga Māori law and shared co-governance and concurrent jurisdiction through 7 Aotearoa New Zealand EBM principles.

text: Stemming the colonial environmental tide Stemming the colonial environmental tide supports an Aotearoa New Zealand context that fundamentally acknowledges mātauranga and tikanga Māori law and shared co-governance and concurrent jurisdiction through 7 Aotearoa New Zealand EBM principles.

year: 2022-05