title: Book review: The Secret War Between Downloading and Uploading: Tales of the Computer as Culture Machine.

authors: Hight, Craig

subjects: book review

abstract: The article reviews the book "The Secret War Between Downloading and Uploading: Tales of the Computer as Culture Machine," by Peter Lunenfeld.

text: Book review: The Secret War Between Downloading and Uploading: Tales of the Computer as Culture Machine. The article reviews the book "The Secret War Between Downloading and Uploading: Tales of the Computer as Culture Machine," by Peter Lunenfeld.

year: 2012

title: The role of brief mindfulness meditation instruction and practice in changing biophysical indicators in pregnant women and their babies

authors: Clark, Mary Rosanne

subjects: Mindfulness

abstract: Pregnancy is a time of change that has the potential to be a stressful experience for some women. There is evidence from animal and human studies that longterm exposure to maternal stress can be detrimental to the unborn baby, both before and after birth. Non-pharmacological interventions that are aimed at assisting pregnant women to mediate the way they respond to stress are particularly relevant for the pregnant population, due to the potential teratogenic risks associated with drug therapy. Mindfulness-based therapies have the potential to be beneficial for pregnant women. The aim of this study was to explore the effect of a brief biofeedback-assisted mindfulness meditation procedure on the physiological responses of pregnant women and their babies. Six women in the last trimester of pregnancy completed a brief mindfulness meditation procedure. Each participant’s physiological responses (heart rate, respiration rate and galvanic skin response), and her baby’s heart rate, were measured across baseline, teaching and practice conditions. The results indicated that the procedure was associated with a physiological change in at least one of the variables for all of the participants. The procedure was not, however, associated with a change in all of the variables for any of the participants. The procedure was associated with a decrease in the mean fetal heart rate in four of the six babies. There was no clear association between maternal physiological responses and fetal responses for five of the six participants. The findings suggest that biofeedback is helpful in assisting participants to learn and practice a brief mindfulness meditation procedure.

text: The role of brief mindfulness meditation instruction and practice in changing biophysical indicators in pregnant women and their babies Pregnancy is a time of change that has the potential to be a stressful experience for some women. There is evidence from animal and human studies that longterm exposure to maternal stress can be detrimental to the unborn baby, both before and after birth. Non-pharmacological interventions that are aimed at assisting pregnant women to mediate the way they respond to stress are particularly relevant for the pregnant population, due to the potential teratogenic risks associated with drug therapy. Mindfulness-based therapies have the potential to be beneficial for pregnant women. The aim of this study was to explore the effect of a brief biofeedback-assisted mindfulness meditation procedure on the physiological responses of pregnant women and their babies. Six women in the last trimester of pregnancy completed a brief mindfulness meditation procedure. Each participant’s physiological responses (heart rate, respiration rate and galvanic skin response), and her baby’s heart rate, were measured across baseline, teaching and practice conditions. The results indicated that the procedure was associated with a physiological change in at least one of the variables for all of the participants. The procedure was not, however, associated with a change in all of the variables for any of the participants. The procedure was associated with a decrease in the mean fetal heart rate in four of the six babies. There was no clear association between maternal physiological responses and fetal responses for five of the six participants. The findings suggest that biofeedback is helpful in assisting participants to learn and practice a brief mindfulness meditation procedure.

year: 2012

title: Exploring the experiences of Māori Wāhine in a STEM project-based secondary classroom: A relational and intersectional perspective

authors: Cheryl, Mitchell

abstract: Using phenomenology, an intersectional lens, and the principles of Kaupapa Māori research, this study investigates how young Māori (Indigenous) wāhine (women) ākonga (students) experience interdisciplinary project-based STEM education. Historical educational policies in Aotearoa New Zealand required Māori to assimilate into a Pākehā (European) school system, contributing to persistent academic underperformance, particularly in science. Māori have been more likely to leave school early, and those who remain often opt out of science subjects, especially Māori wāhine. International literature suggests that transdisciplinary STEM education grounded in social justice and equity can improve engagement and outcomes for underrepresented learners. The study was guided by two questions: (1) how Māori wāhine experienced the STEM programme, and (2) what their challenges were to succeed in STEM.

In 2016, while teaching at a low-decile (socioeconomic disadvantaged), urban, co-educational English-medium high school, I trialled an integrated, interdisciplinary project-based STEM class that incorporated meaningful phenomena and culturally responsive pedagogy. The class’s success led to STEM becoming a core component of a broader school initiative. In 2018, the seven Māori wāhine ākonga enrolled in the Year 11 (age 15–16) STEM class were invited to become “Story Sharers” and reflect on their experiences. As a teacher-researcher (insider), I used reflexive practices and clear role delineation to leverage contextual knowledge while minimising bias. Narrative data were collected over two years (2018–2019) through six semi-structured discussion groups and one individual interview. Quantitative data included tracking attendance records, retention, and academic achievement.

Findings indicate that the Story Sharers valued co-constructed topics and tasks, a supportive whānau (family/community) class format, and authentic project work undertaken over extended learning periods. They consistently identified strengthened relationships, particularly among peers as central to engagement, wellbeing, motivation to learn, and as the most salient indicator of success. Academic performance increased relative to prior Year-10 e-asTTle (Electronic Assessment Tool for Teaching and Learning in mathematics, reading, and writing) benchmarks, alongside improved STEM class attendance, retention in school, and intentions to continue in STEM.

Interpretive thematic analysis using an intersectional lens revealed that racism, stereotyping, and impacts on wellbeing were significant barriers to learning. These discriminatory experiences were pervasive across school, community, and online spaces and were compounded by gendered and intergenerational dynamics. The Story Sharers described complex, fluid, and intersecting identities shaped by lived experiences, including witnessing discrimination against Māori wāhine in their whānau and the legacy of colonial schooling practices such as the suppression of te reo Māori.

In this study, STEM project-based learning was shaped by two interwoven design elements: relational pedagogy and relational thinking. Relational pedagogy prioritised relationships and co-construction within a whānau-formatted classroom. Relational thinking described the interdisciplinary logic of the programme itself, connecting disciplinary knowledge to place, context, and community so that learning is organised around meaningful phenomena rather than siloed subjects. Together, these elements functioned as a counterspace that fostered inclusive engagement, affirmed identities, and supported belonging for Māori wāhine. Grounded in culturally responsive and whānau-based approaches, this model enabled learners to challenge deficit narratives and engage meaningfully in STEM. The outcomes offer assurance that integrated, project-based STEM education, underpinned by these relational frameworks, can improve outcomes for learners whose identities and experiences have been marginalised in traditional schooling. However, policymakers must remain attentive to historical policy barriers and intersectional factors that continue to perpetuate inequities within the education system.

text: Exploring the experiences of Māori Wāhine in a STEM project-based secondary classroom: A relational and intersectional perspective Using phenomenology, an intersectional lens, and the principles of Kaupapa Māori research, this study investigates how young Māori (Indigenous) wāhine (women) ākonga (students) experience interdisciplinary project-based STEM education. Historical educational policies in Aotearoa New Zealand required Māori to assimilate into a Pākehā (European) school system, contributing to persistent academic underperformance, particularly in science. Māori have been more likely to leave school early, and those who remain often opt out of science subjects, especially Māori wāhine. International literature suggests that transdisciplinary STEM education grounded in social justice and equity can improve engagement and outcomes for underrepresented learners. The study was guided by two questions: (1) how Māori wāhine experienced the STEM programme, and (2) what their challenges were to succeed in STEM.

In 2016, while teaching at a low-decile (socioeconomic disadvantaged), urban, co-educational English-medium high school, I trialled an integrated, interdisciplinary project-based STEM class that incorporated meaningful phenomena and culturally responsive pedagogy. The class’s success led to STEM becoming a core component of a broader school initiative. In 2018, the seven Māori wāhine ākonga enrolled in the Year 11 (age 15–16) STEM class were invited to become “Story Sharers” and reflect on their experiences. As a teacher-researcher (insider), I used reflexive practices and clear role delineation to leverage contextual knowledge while minimising bias. Narrative data were collected over two years (2018–2019) through six semi-structured discussion groups and one individual interview. Quantitative data included tracking attendance records, retention, and academic achievement.

Findings indicate that the Story Sharers valued co-constructed topics and tasks, a supportive whānau (family/community) class format, and authentic project work undertaken over extended learning periods. They consistently identified strengthened relationships, particularly among peers as central to engagement, wellbeing, motivation to learn, and as the most salient indicator of success. Academic performance increased relative to prior Year-10 e-asTTle (Electronic Assessment Tool for Teaching and Learning in mathematics, reading, and writing) benchmarks, alongside improved STEM class attendance, retention in school, and intentions to continue in STEM.

Interpretive thematic analysis using an intersectional lens revealed that racism, stereotyping, and impacts on wellbeing were significant barriers to learning. These discriminatory experiences were pervasive across school, community, and online spaces and were compounded by gendered and intergenerational dynamics. The Story Sharers described complex, fluid, and intersecting identities shaped by lived experiences, including witnessing discrimination against Māori wāhine in their whānau and the legacy of colonial schooling practices such as the suppression of te reo Māori.

In this study, STEM project-based learning was shaped by two interwoven design elements: relational pedagogy and relational thinking. Relational pedagogy prioritised relationships and co-construction within a whānau-formatted classroom. Relational thinking described the interdisciplinary logic of the programme itself, connecting disciplinary knowledge to place, context, and community so that learning is organised around meaningful phenomena rather than siloed subjects. Together, these elements functioned as a counterspace that fostered inclusive engagement, affirmed identities, and supported belonging for Māori wāhine. Grounded in culturally responsive and whānau-based approaches, this model enabled learners to challenge deficit narratives and engage meaningfully in STEM. The outcomes offer assurance that integrated, project-based STEM education, underpinned by these relational frameworks, can improve outcomes for learners whose identities and experiences have been marginalised in traditional schooling. However, policymakers must remain attentive to historical policy barriers and intersectional factors that continue to perpetuate inequities within the education system.

year: 2025-10-17