title: Student Companion: Intellectual Property (June 2012)

authors: Kingsbury, Anna

subjects: patent

abstract: This article discusses the patent and copyright infringement cases (respectively) : “Mayo Collaborative Services v Prometheus Laboratories Inc” [566 US __2012], and “Roadshow Films Pty Ltd v iiNet Ltd” [2012 HCA 16].

text: Student Companion: Intellectual Property (June 2012) This article discusses the patent and copyright infringement cases (respectively) : “Mayo Collaborative Services v Prometheus Laboratories Inc” [566 US __2012], and “Roadshow Films Pty Ltd v iiNet Ltd” [2012 HCA 16].

year: 2012-06

title: Transnational conversations about teacher identities in early childhood places and spaces: Call for alliance-building, advocacy and activism

authors: Kamenarac, Olivera

subjects: teacher identities

abstract: The professional identities of teachers are fundamental to their understanding of how to be and how to act in early childhood education and care (ECEC). Professional identities have emerged as a key consideration both in policy and scholarship as a result of growing political interest in ECEC and the work of teachers. When we first called for papers for a special issue on teacher identities, it was in the context of a global neoliberal policy-scape dominated by ideas about the social and economic benefits of investing in ECEC, as well as free-market and entrepreneurial discourses. Specifically, our intention was to engage in a collective and cross-national conversation that problematised prevailing discourses, examined intersections with local concerns and policy priorities, and their shifting and ongoing influences on professional identities. The complexities associated with neoliberal discourse in ECEC have surfaced more urgently in the context of a global Covid-19 pandemic. In many countries, ECEC teachers have been positioned as essential workers supporting ongoing economic activity during the pandemic, sometimes at the same time as schools and tertiary institutions have remained closed. ECEC work has become more entrenched in economic narratives that position the purpose of ECEC as supporting work-force participation, child wellbeing, and family support. These new and unexpected contexts also shape teacher identities. The tensions present in current policy constructions of teachers and intersections with emergency measures present new opportunities to govern teachers and practice in particular ways. These materialise in teachers’ daily experiences, work conditions, and wellbeing. A current narrative about the pandemic includes the idea of not letting the crisis go to waste, and we agree that it is important to use this moment to re-think and problematise teacher identities across educational contexts and to encourage critical conversations about what we do, why we do it and who benefits.

text: Transnational conversations about teacher identities in early childhood places and spaces: Call for alliance-building, advocacy and activism The professional identities of teachers are fundamental to their understanding of how to be and how to act in early childhood education and care (ECEC). Professional identities have emerged as a key consideration both in policy and scholarship as a result of growing political interest in ECEC and the work of teachers. When we first called for papers for a special issue on teacher identities, it was in the context of a global neoliberal policy-scape dominated by ideas about the social and economic benefits of investing in ECEC, as well as free-market and entrepreneurial discourses. Specifically, our intention was to engage in a collective and cross-national conversation that problematised prevailing discourses, examined intersections with local concerns and policy priorities, and their shifting and ongoing influences on professional identities. The complexities associated with neoliberal discourse in ECEC have surfaced more urgently in the context of a global Covid-19 pandemic. In many countries, ECEC teachers have been positioned as essential workers supporting ongoing economic activity during the pandemic, sometimes at the same time as schools and tertiary institutions have remained closed. ECEC work has become more entrenched in economic narratives that position the purpose of ECEC as supporting work-force participation, child wellbeing, and family support. These new and unexpected contexts also shape teacher identities. The tensions present in current policy constructions of teachers and intersections with emergency measures present new opportunities to govern teachers and practice in particular ways. These materialise in teachers’ daily experiences, work conditions, and wellbeing. A current narrative about the pandemic includes the idea of not letting the crisis go to waste, and we agree that it is important to use this moment to re-think and problematise teacher identities across educational contexts and to encourage critical conversations about what we do, why we do it and who benefits.

year: 2021-05-07

title: New Zealand and Maori land trusts

authors: Chevalier-Watts, Juliet

abstract: New Zealand, as in other jurisdictions, has a range of recognized trusts that would be familiar to many. These include express trusts, resulting trusts, constructive trusts, and charitable trusts. Perhaps more unfamiliar, at least to those outside New Zealand, are trusts that are unique to the New Zealand legal landscape and that are specific to Maori land. This article explores the relevance, and importance, of such trusts within New Zealand—Aotearoa. In doing so, the author considers a number of these Maori land trusts, and critically evaluates a range of issues, which includes governance; conflict of interest; unsatisfactory conduct; and dysfunction. While Maori land trusts are subject to the general laws of trust, it can be seen from the article how valuable such trusts are in recognizing and protecting Maori interests. As such, their unique nature reflects their fundamental relevance in indigenous culture, and also generally as an effective management tool for much Maori land.

text: New Zealand and Maori land trusts New Zealand, as in other jurisdictions, has a range of recognized trusts that would be familiar to many. These include express trusts, resulting trusts, constructive trusts, and charitable trusts. Perhaps more unfamiliar, at least to those outside New Zealand, are trusts that are unique to the New Zealand legal landscape and that are specific to Maori land. This article explores the relevance, and importance, of such trusts within New Zealand—Aotearoa. In doing so, the author considers a number of these Maori land trusts, and critically evaluates a range of issues, which includes governance; conflict of interest; unsatisfactory conduct; and dysfunction. While Maori land trusts are subject to the general laws of trust, it can be seen from the article how valuable such trusts are in recognizing and protecting Maori interests. As such, their unique nature reflects their fundamental relevance in indigenous culture, and also generally as an effective management tool for much Maori land.

year: 2016