title: Politeness and face in digitally reconfigured e-learning spaces

authors: Locke, Terry

subjects: online learning environments

abstract: This paper has two starting points. The first is a theorization about the way in which “rhetorical space” is reshaped in asynchronous, online, learning environments. In particular, an asynchronous bulletin- board (ABB) discussion offers both opportunities and constraints for teaching and learning. The learning that occurs will be affected by the affordances implicit in the design of the conversational space itself and the communicative practices engaged in by both teachers and students. The second starting point is a small case study, utilizing action research and discourse analytical strategies, whose research participants were the author and students involved in “delivering” and “receiving” an online education course at post-graduate level using asynchronous discussion. The course, taught in English, had a mix of Chinese students (for whom English was an additional language) and native English speakers. The paper will report on students’ perceptions of what worked for them and what didn’t in respect of this elearning environment. It will also use concepts such as politeness, face and positioning to analyse aspects of the participants’ communicative practices and will draw conclusions from these in respect of how successful learning can occur in elearning environments with multicultural and multilingual students. It will make connections between the findings of this case study and other research on asynchronous, web-based learning and will makes some suggestions about what is needed in respect of the future research agenda.

text: Politeness and face in digitally reconfigured e-learning spaces This paper has two starting points. The first is a theorization about the way in which “rhetorical space” is reshaped in asynchronous, online, learning environments. In particular, an asynchronous bulletin- board (ABB) discussion offers both opportunities and constraints for teaching and learning. The learning that occurs will be affected by the affordances implicit in the design of the conversational space itself and the communicative practices engaged in by both teachers and students. The second starting point is a small case study, utilizing action research and discourse analytical strategies, whose research participants were the author and students involved in “delivering” and “receiving” an online education course at post-graduate level using asynchronous discussion. The course, taught in English, had a mix of Chinese students (for whom English was an additional language) and native English speakers. The paper will report on students’ perceptions of what worked for them and what didn’t in respect of this elearning environment. It will also use concepts such as politeness, face and positioning to analyse aspects of the participants’ communicative practices and will draw conclusions from these in respect of how successful learning can occur in elearning environments with multicultural and multilingual students. It will make connections between the findings of this case study and other research on asynchronous, web-based learning and will makes some suggestions about what is needed in respect of the future research agenda.

year: 2006

title: Establishing a conceptual model for residential development in New Zealand

authors: Bishop, Joel

subjects: environmental planning

abstract: There is growing concern among planners, policymakers, regulators, urban economists, and the general public that the contemporary housing market is failing to either provide an adequate supply of affordable housing. Mainstream thought attributes the ‘housing crisis’ primarily to the restriction of new housing supply by the planning system, creating an impetus to deregulate and liberalise urban land use through programmes of mass upzoning like the Auckland Unitary Plan. However, current models of urban land use change often ignore the way that diversity in developer behaviour and decision-making may affect development and land use outcomes.  Significant features of this developer diversity in a New Zealand context include the strong and growing role of Māori in development and the importance of small homeowners and investors. 

There is also growing concern that contemporary housing development does not  adequately account for natural hazard risk and the future impacts of climate change. There is a lack of research investigating how developers react to natural hazard risks, mapping, and policy settings.  

To remedy this weakness in the literature, this research identified and analysed diversity in the behaviour and decision-making of housing developers in New Zealand when deciding whether to purchase, develop, and/or sell sites. Special attention was given to sites subject to significant natural hazard risk(s) and the impact of policy interventions intended to control or manage development in at-risk areas. This was achieved through a review of the existing conceptual models of development and typologies of developers in the literature and a series of surveys and interviews with diverse developers throughout New Zealand. It outlines key conceptual features of the housing sector in New Zealand and proposes a new typology of housing developers that is specific to this context. 

Key findings include the significant diversity that exists between developer types in the prioritisation of key variables and values that determine whether they choose to invest in an at-risk site; diversity of reactions to natural hazard risks and disparities in the efficacy of common risk communication tools between regions; and the vital role of the insurance sector in determining future land use change patterns and natural hazard risk exposure. 

This research reveals the importance of a detailed and nuanced understanding of diverse developer behaviour and decision-making for future policymaking land use change modelling. It also highlights regional and local disparities in developer responses to current natural hazard mapping projects and the vital role of the insurance sector in determining future land use change patterns and natural hazard risk exposure by influencing in the site selection and development behaviour of housing developers.

text: Establishing a conceptual model for residential development in New Zealand There is growing concern among planners, policymakers, regulators, urban economists, and the general public that the contemporary housing market is failing to either provide an adequate supply of affordable housing. Mainstream thought attributes the ‘housing crisis’ primarily to the restriction of new housing supply by the planning system, creating an impetus to deregulate and liberalise urban land use through programmes of mass upzoning like the Auckland Unitary Plan. However, current models of urban land use change often ignore the way that diversity in developer behaviour and decision-making may affect development and land use outcomes.  Significant features of this developer diversity in a New Zealand context include the strong and growing role of Māori in development and the importance of small homeowners and investors. 

There is also growing concern that contemporary housing development does not  adequately account for natural hazard risk and the future impacts of climate change. There is a lack of research investigating how developers react to natural hazard risks, mapping, and policy settings.  

To remedy this weakness in the literature, this research identified and analysed diversity in the behaviour and decision-making of housing developers in New Zealand when deciding whether to purchase, develop, and/or sell sites. Special attention was given to sites subject to significant natural hazard risk(s) and the impact of policy interventions intended to control or manage development in at-risk areas. This was achieved through a review of the existing conceptual models of development and typologies of developers in the literature and a series of surveys and interviews with diverse developers throughout New Zealand. It outlines key conceptual features of the housing sector in New Zealand and proposes a new typology of housing developers that is specific to this context. 

Key findings include the significant diversity that exists between developer types in the prioritisation of key variables and values that determine whether they choose to invest in an at-risk site; diversity of reactions to natural hazard risks and disparities in the efficacy of common risk communication tools between regions; and the vital role of the insurance sector in determining future land use change patterns and natural hazard risk exposure. 

This research reveals the importance of a detailed and nuanced understanding of diverse developer behaviour and decision-making for future policymaking land use change modelling. It also highlights regional and local disparities in developer responses to current natural hazard mapping projects and the vital role of the insurance sector in determining future land use change patterns and natural hazard risk exposure by influencing in the site selection and development behaviour of housing developers.

year: 2025

title: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana

authors: Woller, Paul Robert

subjects: Ngāi Tamarāwaho

abstract: Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

text: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

year: 2016