title: Searching for demography's missing link: Momentum

authors: Pool, Ian

abstract: This paper is both more theoretical and highly applied; both methodological and policy-oriented. Empirically until recently there has been little work on momentum effects. By way of case-studies on momentum effects, the paper reviews published policy-oriented work on New Zealand on national growth and age-structural transitions; on fertility patterns in New Zealand; and on survivorship and longevity, and the more local discussion of Maori-Pakeha differentials. The conclusion is that more attention must be paid to momentum. It calls for the demographic community to lead in moving policy analyses away from demography as a naive art form to one that is more multi-dimensional and sophisticated.

text: Searching for demography's missing link: Momentum This paper is both more theoretical and highly applied; both methodological and policy-oriented. Empirically until recently there has been little work on momentum effects. By way of case-studies on momentum effects, the paper reviews published policy-oriented work on New Zealand on national growth and age-structural transitions; on fertility patterns in New Zealand; and on survivorship and longevity, and the more local discussion of Maori-Pakeha differentials. The conclusion is that more attention must be paid to momentum. It calls for the demographic community to lead in moving policy analyses away from demography as a naive art form to one that is more multi-dimensional and sophisticated.

year: 2005

title: Connecting women in the age of difference: Re-thinking gender in twenty-first century Aotearoa New Zealand

authors: Campbell, Maxine M.

abstract: Editorial: This special issue of the Women’s Studies Journal is an exploration of the theme of difference and diversity among women in Aotearoa New Zealand in the twenty-first century. As a construct within feminist literature, ‘difference’ has, for over three decades, irrevocably altered the landscape of feminist politics – in both its scholarship and its praxis. Fundamental to the theories of difference that have emerged since the 1980s is the idea that women’s lived realities differ vastly depending on, amongst other variables, their sexual orientation, racial and ethnic background, religious beliefs, age and income status.

text: Connecting women in the age of difference: Re-thinking gender in twenty-first century Aotearoa New Zealand Editorial: This special issue of the Women’s Studies Journal is an exploration of the theme of difference and diversity among women in Aotearoa New Zealand in the twenty-first century. As a construct within feminist literature, ‘difference’ has, for over three decades, irrevocably altered the landscape of feminist politics – in both its scholarship and its praxis. Fundamental to the theories of difference that have emerged since the 1980s is the idea that women’s lived realities differ vastly depending on, amongst other variables, their sexual orientation, racial and ethnic background, religious beliefs, age and income status.

year: 2011

title: Computational thinking for young indigenous learners in New Zealand

authors: Fox-Turnbull, Wendy

subjects: authentic technological practice

abstract: This article presents the findings from a study aimed to investigate how the computational thinking aspect of digital technologies can be embedded authentically into students’ technological practice. The project explored teaching and learning computational thinking in context and particularly focus on technological needs and practice for young Māori learners.
There is recognition internationally about the need for digital technologies within the curriculum. Computational thinking is a critical component of this and is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. Therefore, it is critical that all students acquire computational thinking skills. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study’s vision is to assist mainstream Māori learners from low socio-economic backgrounds to develop an understanding of related concepts of computational thinking. The research design drew on Māori values and practice that situates learning within authentic Māori contexts. Kaupapa Māori pedagogies were used in our design-based intervention programme to achieve the research goal. The focus of the project was to improve digital technologies learning outcomes to ensure Māori tamariki (children) see themselves as comfortably situated in a digital world.

text: Computational thinking for young indigenous learners in New Zealand This article presents the findings from a study aimed to investigate how the computational thinking aspect of digital technologies can be embedded authentically into students’ technological practice. The project explored teaching and learning computational thinking in context and particularly focus on technological needs and practice for young Māori learners.
There is recognition internationally about the need for digital technologies within the curriculum. Computational thinking is a critical component of this and is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. Therefore, it is critical that all students acquire computational thinking skills. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study’s vision is to assist mainstream Māori learners from low socio-economic backgrounds to develop an understanding of related concepts of computational thinking. The research design drew on Māori values and practice that situates learning within authentic Māori contexts. Kaupapa Māori pedagogies were used in our design-based intervention programme to achieve the research goal. The focus of the project was to improve digital technologies learning outcomes to ensure Māori tamariki (children) see themselves as comfortably situated in a digital world.

year: 2024