title: Observations by and conversations with health workers and hospital personnel involved in transferring Maori patients and whānau to Waikato Hospital in Aotearoa New Zealand

authors: Masters-Awatere, Bridgette

subjects: Science & Technology

abstract: The predominant focus of Aotearoa New Zealand’s public health system on biomedical models of health has left little room for meaningful engagement with holistic indigenous approaches. Culturally appropriate provision and support are recognized for their relevance and importance during hospital transferals. Hospital staff involved in transfers to one of New Zealand’s trauma centers share their observations of whānau Māori engagement during an admission away from their home base. Sixteen key informants share their experiences, which are presented as strategies and challenges to whānau engagement. Three main themes highlight challenges within the health system that make it difficult for hospital staff to engage whānau in the desired ways and as often as both parties would like. Key informants described services and practices that are not designed with patients and their whānau in mind; instead they are designed by clinicians around the needs of administrative systems. As employees within the public health system, key informants felt powerless to challenge dominant settings. Nevertheless, employees managed to circumnavigate processes. Our findings highlight the need for continued decolonization and anti-racism work within public health settings.

text: Observations by and conversations with health workers and hospital personnel involved in transferring Maori patients and whānau to Waikato Hospital in Aotearoa New Zealand The predominant focus of Aotearoa New Zealand’s public health system on biomedical models of health has left little room for meaningful engagement with holistic indigenous approaches. Culturally appropriate provision and support are recognized for their relevance and importance during hospital transferals. Hospital staff involved in transfers to one of New Zealand’s trauma centers share their observations of whānau Māori engagement during an admission away from their home base. Sixteen key informants share their experiences, which are presented as strategies and challenges to whānau engagement. Three main themes highlight challenges within the health system that make it difficult for hospital staff to engage whānau in the desired ways and as often as both parties would like. Key informants described services and practices that are not designed with patients and their whānau in mind; instead they are designed by clinicians around the needs of administrative systems. As employees within the public health system, key informants felt powerless to challenge dominant settings. Nevertheless, employees managed to circumnavigate processes. Our findings highlight the need for continued decolonization and anti-racism work within public health settings.

year: 2020

title: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms

authors: Burnette, Jessie

abstract: The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

text: Words on Walls: Te reo Māori (loan)words in Aotearoa New Zealand primary school classrooms The unique language contact situation within Aotearoa New Zealand has informed a range of studies of the defining and increasingly salient feature of New Zealand English (NZE): the integration of loanwords from the indigenous, donor language, te reo Māori, into the dominant recipient language, English (Hay et al. 2008). As NZE is experiencing a state of great lexical flux, it is important to establish which (loan)words children are regularly exposed to and what social meanings they may be acquiring in relation to these. One relevant domain that can be examined for this purpose is that of the classroom. The classroom is educational in the traditional sense, but also in the developmental sense, in the acquisition of broader social meaning. Previous schoolscape research has highlighted not only the pedagogical importance of these spaces, but their influence in the construction and transmission of language ideologies (Pzymus and Huddleston 2021; Brown 2012). The present study aims to answer two questions: RQ1) Which (loan)words are children regularly exposed to through schoolscapes in Aotearoa (and do these words align with the loanwords identified as frequently appearing in previously collected corpora)? RQ2) What implicit language ideologies does the presentation of loanwords display (e.g. are loanwords presented as ‘flagged’/foreign (Levendis and Calude 2019))? This study brings together quantitative and qualitative analysis methods in an in-depth investigation of nine classrooms within three separate primary schools, and aims to provide a broad and perationalizable framework for conducting LL.

year: 2024

title: Is correspondence truth one or many?

authors: Ulatowski, Joseph W.

abstract: On the correspondence theory of truth, a proposition is true if and only if it corresponds to fact. Criticisms of the correspondence theory of truth have argued that such a strict interpretation of the correspondence relation will not be able to account for the truth of statements about fiction or mathematics. This challenge has resulted in the introduction of more permissive correspondence relations, such as Austin’s correspondence as correlation or Tarski’s correspondence as reference satisfaction. Recently, some mediated correspondence theorists of truth have proposed that the correspondence relation holds not only between thought and world but also between thought and language. In this paper, I argue that correspondence truth, direct or mediated, is not a monistic theory of truth, the view that there is one and only way for a proposition to be true. To argue for this position, I will have to show that each of the correspondence theories accept direct and indirect ways of understanding the correspondence relation as well as address potential objections to the view that correspondence theory is not singular and monolithic.

text: Is correspondence truth one or many? On the correspondence theory of truth, a proposition is true if and only if it corresponds to fact. Criticisms of the correspondence theory of truth have argued that such a strict interpretation of the correspondence relation will not be able to account for the truth of statements about fiction or mathematics. This challenge has resulted in the introduction of more permissive correspondence relations, such as Austin’s correspondence as correlation or Tarski’s correspondence as reference satisfaction. Recently, some mediated correspondence theorists of truth have proposed that the correspondence relation holds not only between thought and world but also between thought and language. In this paper, I argue that correspondence truth, direct or mediated, is not a monistic theory of truth, the view that there is one and only way for a proposition to be true. To argue for this position, I will have to show that each of the correspondence theories accept direct and indirect ways of understanding the correspondence relation as well as address potential objections to the view that correspondence theory is not singular and monolithic.

year: 2023-10-31