title: A critical challenge: Developing student's critical abilities

authors: Gillespie, Lorna B.

abstract: The work of educators includes grappling with the challenges of bringing theoretical concepts and approaches into day-to-day physical education practice for quality programmes and the betterment of student learning. One of our most exciting challenges is in capturing the potential the Health and Physical Education in the New Zealand Curriculum (MoE, 1999) and the New Zealand Curriculum (MoE, 2007) present to us as physical educators. The curriculum has encouraged the development of socio-critical perspectives and inquirybased approaches to teaching and learning programmes (Culpan & Bruce, 2007; Fitzpatrick, 2010; Gillespie & Culpan, 2000; Wright, 2004). We (the writers) have tackled the theory to practice challenge of the development of student’s critical abilities from a range of positions within education. Our involvement in initial teacher education, teacher professional development, secondary physical education teaching and physical education advisory roles has meant we have needed to not only develop our own practice as educators, but also consider how to successfully enable secondary school students, teacher education students and practicing physical education teachers to understand and implement a socio-critical physical education curriculum. This paper focuses on processes, knowledge and understandings that support the development of student’s critical abilities.

text: A critical challenge: Developing student's critical abilities The work of educators includes grappling with the challenges of bringing theoretical concepts and approaches into day-to-day physical education practice for quality programmes and the betterment of student learning. One of our most exciting challenges is in capturing the potential the Health and Physical Education in the New Zealand Curriculum (MoE, 1999) and the New Zealand Curriculum (MoE, 2007) present to us as physical educators. The curriculum has encouraged the development of socio-critical perspectives and inquirybased approaches to teaching and learning programmes (Culpan & Bruce, 2007; Fitzpatrick, 2010; Gillespie & Culpan, 2000; Wright, 2004). We (the writers) have tackled the theory to practice challenge of the development of student’s critical abilities from a range of positions within education. Our involvement in initial teacher education, teacher professional development, secondary physical education teaching and physical education advisory roles has meant we have needed to not only develop our own practice as educators, but also consider how to successfully enable secondary school students, teacher education students and practicing physical education teachers to understand and implement a socio-critical physical education curriculum. This paper focuses on processes, knowledge and understandings that support the development of student’s critical abilities.

year: 2014

title: Tackling Ableism in Sport and Active Recreation to Ensure Participation Parity for Disabled Young People in Aotearoa New Zealand

authors: Carroll, Penelope

abstract: Significant barriers limit disabled young people’s opportunities in sport and active recreation. This is both a health and human rights issue: physical activity is vital for well-being, and equitable access to sport and active recreation is mandated by the United Nations Convention on the Rights of Persons with Disabilities (2006). Using Q methodology, a participatory mixed-methods approach that uncovers shared viewpoints through statistical analysis of participant-ranked statements, we examined ableist attitudes in Aotearoa New Zealand that privilege nondisabled access while marginalizing disabled peers, despite decades of inclusionary rhetoric. Forty participants from sport, physical education, and recreation sectors ranked 40 attitudinal statements on disability inclusion. Factor analysis of these rankings revealed three distinct ableist “viewpoints.” We present these viewpoints, propose a “variants of ableism” framework, and discuss implications for parity in participation in sport and physical activity.

text: Tackling Ableism in Sport and Active Recreation to Ensure Participation Parity for Disabled Young People in Aotearoa New Zealand Significant barriers limit disabled young people’s opportunities in sport and active recreation. This is both a health and human rights issue: physical activity is vital for well-being, and equitable access to sport and active recreation is mandated by the United Nations Convention on the Rights of Persons with Disabilities (2006). Using Q methodology, a participatory mixed-methods approach that uncovers shared viewpoints through statistical analysis of participant-ranked statements, we examined ableist attitudes in Aotearoa New Zealand that privilege nondisabled access while marginalizing disabled peers, despite decades of inclusionary rhetoric. Forty participants from sport, physical education, and recreation sectors ranked 40 attitudinal statements on disability inclusion. Factor analysis of these rankings revealed three distinct ableist “viewpoints.” We present these viewpoints, propose a “variants of ableism” framework, and discuss implications for parity in participation in sport and physical activity.

year: 2026

title: Kuta (Eleocharis sphacelata, Cyperaceae), a locally important and highly valued weaving plant

authors: Wehi, Priscilla M.

subjects: Northland (N.Z.)

abstract: This article introduces and discusses kuta (Eleocharis sphacelata, Cyperaceae), a tall spikerush found on the margins of shallow lakes in New Zealand, which, although often overlooked, is considered in Northland to be a valuable weaving resource.

text: Kuta (Eleocharis sphacelata, Cyperaceae), a locally important and highly valued weaving plant This article introduces and discusses kuta (Eleocharis sphacelata, Cyperaceae), a tall spikerush found on the margins of shallow lakes in New Zealand, which, although often overlooked, is considered in Northland to be a valuable weaving resource.

year: 2006