title: The Life and Letters of the Lady Arbella Stuart

authors: McCoy, Rowena

subjects: Arbella Stuart

abstract: Lady Arbella Stuart, a woman nearly forgotten in history and literature and yet a woman who lived a full and exciting life which is well documented in her letters to her family, friends and royalty (both Queen Elizabeth I and James VI and I). Arbella Stuart was born in 1575 to Elizabeth Cavendish and Charles Darnley and was brought up by her maternal grandmother, Bess of Hardwick. She was educated from birth about her proximity to the throne (there was a chance she could have been queen when Elizabeth died) and the important role she had in life. There have been several biographies written about Stuart over the years and most recently an excellent text of her existing letters by Sara Jayne Steen which is the primary source of information for this thesis. This thesis examines Stuart’s tone, rhetoric and style in a selection of letters written over the course of her life, where possible using manuscripts viewed in the British Library and Hardwick Hall, as well as the published text. Part of what makes Stuart such an interesting subject is her ability to manipulate her reader and assume different personae, depending on whom she was writing to. The young Stuart writes passionately and often without thinking first, putting her thoughts on paper and then quickly sending them off to the Queen and her advisers. An older and wiser Stuart writes from James VI and I’s court and is very formal in her letters to the King. She is more relaxed when writing to her Aunt and Uncle and depicts court life in a lively informal fashion giving us a valuable insight into what life as a courtier would have been like at this time. Finally the thesis examines Stuart’s last letters written from imprisonment, the work of a desperate woman, fighting for her freedom. Stuart, like most of us, had a multi-faceted personality. She was at times an apparently submissive and subservient subject of the King; a well read and educated woman who adopted the guise of humility and deference to those in authority, the patriarchal order in place. This thesis will depict the many different sides to Stuart and give a brief overview of her exciting and turbulent life, told through her letters.

text: The Life and Letters of the Lady Arbella Stuart Lady Arbella Stuart, a woman nearly forgotten in history and literature and yet a woman who lived a full and exciting life which is well documented in her letters to her family, friends and royalty (both Queen Elizabeth I and James VI and I). Arbella Stuart was born in 1575 to Elizabeth Cavendish and Charles Darnley and was brought up by her maternal grandmother, Bess of Hardwick. She was educated from birth about her proximity to the throne (there was a chance she could have been queen when Elizabeth died) and the important role she had in life. There have been several biographies written about Stuart over the years and most recently an excellent text of her existing letters by Sara Jayne Steen which is the primary source of information for this thesis. This thesis examines Stuart’s tone, rhetoric and style in a selection of letters written over the course of her life, where possible using manuscripts viewed in the British Library and Hardwick Hall, as well as the published text. Part of what makes Stuart such an interesting subject is her ability to manipulate her reader and assume different personae, depending on whom she was writing to. The young Stuart writes passionately and often without thinking first, putting her thoughts on paper and then quickly sending them off to the Queen and her advisers. An older and wiser Stuart writes from James VI and I’s court and is very formal in her letters to the King. She is more relaxed when writing to her Aunt and Uncle and depicts court life in a lively informal fashion giving us a valuable insight into what life as a courtier would have been like at this time. Finally the thesis examines Stuart’s last letters written from imprisonment, the work of a desperate woman, fighting for her freedom. Stuart, like most of us, had a multi-faceted personality. She was at times an apparently submissive and subservient subject of the King; a well read and educated woman who adopted the guise of humility and deference to those in authority, the patriarchal order in place. This thesis will depict the many different sides to Stuart and give a brief overview of her exciting and turbulent life, told through her letters.

year: 2010

title: The New Zealand Curriculum in the moana

authors: Del Monte, Pablo

abstract: Reading this issue’s five reflections on the Aotearoa New Zealand Curriculum (ANZC) has provoked us to think again on a returning question, that is, what is a curriculum—and its reform? We have thus come to think about the curriculum as an event that determines “at least in part, what we are, what we think and what we do today” (Foucault, 1984, p. 32). Furthermore, we have been musing on the shifts and movements of vā (Fa’avae, 2018) and power, and consider that a useful concept to think of the curriculum may be the moana—the vast ocean or space of interconnections. The curriculum conduces forms of power that ‘make us up’ (Hacking, 1986) and produces shifts of the vā that animates the souls (Ball, 2003) of those that take part in education. This commentary is an open conversation with the articles of this special section, and between the writers, an attempt to bring us together and think differently. It is riddled with contradiction, which we embrace as a prolific space where we can think together. First, we set the grounds for a decolonial reading of the curriculum, and ANZC's reform specifically. Secondly, we consider the curriculum as the currents that bring together and conduct a heterogeneity of beings (policy texts, discourses, technologies, actors, etc.) creating a sense of shared identities that connect the past, present and future. We also understand the ANZC as a fluid space where specific forms of power circulate and flow, and make us up as beings with particular capabilities. Finally, we conclude by asking what kind of life is possible in these waters. The articles in this issue agree on the potency of the ANZC to contribute to the making of productive, socially engaged and culturally aware citizens. We ask further as to what forms of knowledges, identities and subject positions are made available for students and educators in the curriculum.

text: The New Zealand Curriculum in the moana Reading this issue’s five reflections on the Aotearoa New Zealand Curriculum (ANZC) has provoked us to think again on a returning question, that is, what is a curriculum—and its reform? We have thus come to think about the curriculum as an event that determines “at least in part, what we are, what we think and what we do today” (Foucault, 1984, p. 32). Furthermore, we have been musing on the shifts and movements of vā (Fa’avae, 2018) and power, and consider that a useful concept to think of the curriculum may be the moana—the vast ocean or space of interconnections. The curriculum conduces forms of power that ‘make us up’ (Hacking, 1986) and produces shifts of the vā that animates the souls (Ball, 2003) of those that take part in education. This commentary is an open conversation with the articles of this special section, and between the writers, an attempt to bring us together and think differently. It is riddled with contradiction, which we embrace as a prolific space where we can think together. First, we set the grounds for a decolonial reading of the curriculum, and ANZC's reform specifically. Secondly, we consider the curriculum as the currents that bring together and conduct a heterogeneity of beings (policy texts, discourses, technologies, actors, etc.) creating a sense of shared identities that connect the past, present and future. We also understand the ANZC as a fluid space where specific forms of power circulate and flow, and make us up as beings with particular capabilities. Finally, we conclude by asking what kind of life is possible in these waters. The articles in this issue agree on the potency of the ANZC to contribute to the making of productive, socially engaged and culturally aware citizens. We ask further as to what forms of knowledges, identities and subject positions are made available for students and educators in the curriculum.

year: 2021

title: Indigenous Peoples and the Protection of Their Secret Knowledge: A Promising Pathway Ahead

authors: Masoni, Claudia

abstract: This work focuses on the intangible, secret aspects of indigenous peoples’ cultures and how such secret information is protected by indigenous guardians or holders. This is because much of indigenous culture is imbued with spiritual significance for indigenous peoples and, consequently, it is not made available to the rest of the community and the world at large.
This thesis examines the reasons why it is important to preserve indigenous cultures and secret practices that today survive in indigenous communities. The thesis demonstrates that secrecy is seen as essential to the preservation of indigenous secret knowledge. Indigenous guardians are responsible for the preservation of the information, and they commonly use secrecy to preserve the knowledge and, when they share it, they choose limited, confidential circumstances to do so. This work argues that it is important to make reasonable space in the existing body of laws which have so far failed to effectively protect indigenous secret practices and information. The case study described in this thesis helps understand how states are currently trying to listen, understand and accommodate indigenous claims brought forward at the national and international fora. The thesis reviews the legal protection currently available to indigenous secret knowledge in national and international law. The first 6 chapters introduce indigenous cultures, holism and indigenous peoples and international law, and chapter 7 describes the New Zealand case Wai 262 and the recommendations given by the Waitangi Tribunal. The remaining chapters analyse indigenous cultures and intellectual property laws, identifying gaps in the existing mechanisms for protection and underlining why, as of today, intellectual property law does not guarantee adequate protection to indigenous secret knowledge. The last chapter analyses the law of breach of confidence as a possible instrument to safeguard indigenous secret information and the duty of care performed by indigenous guardians in preserving such knowledge. It argues that the existing law of confidentiality can usefully evolve to protect cultural secret information as a growing category in its own right and that indigenous secret information can find protection as confidential information.

text: Indigenous Peoples and the Protection of Their Secret Knowledge: A Promising Pathway Ahead This work focuses on the intangible, secret aspects of indigenous peoples’ cultures and how such secret information is protected by indigenous guardians or holders. This is because much of indigenous culture is imbued with spiritual significance for indigenous peoples and, consequently, it is not made available to the rest of the community and the world at large.
This thesis examines the reasons why it is important to preserve indigenous cultures and secret practices that today survive in indigenous communities. The thesis demonstrates that secrecy is seen as essential to the preservation of indigenous secret knowledge. Indigenous guardians are responsible for the preservation of the information, and they commonly use secrecy to preserve the knowledge and, when they share it, they choose limited, confidential circumstances to do so. This work argues that it is important to make reasonable space in the existing body of laws which have so far failed to effectively protect indigenous secret practices and information. The case study described in this thesis helps understand how states are currently trying to listen, understand and accommodate indigenous claims brought forward at the national and international fora. The thesis reviews the legal protection currently available to indigenous secret knowledge in national and international law. The first 6 chapters introduce indigenous cultures, holism and indigenous peoples and international law, and chapter 7 describes the New Zealand case Wai 262 and the recommendations given by the Waitangi Tribunal. The remaining chapters analyse indigenous cultures and intellectual property laws, identifying gaps in the existing mechanisms for protection and underlining why, as of today, intellectual property law does not guarantee adequate protection to indigenous secret knowledge. The last chapter analyses the law of breach of confidence as a possible instrument to safeguard indigenous secret information and the duty of care performed by indigenous guardians in preserving such knowledge. It argues that the existing law of confidentiality can usefully evolve to protect cultural secret information as a growing category in its own right and that indigenous secret information can find protection as confidential information.

year: 2017