title: Diorama and young people’s exploration of sustainable communities

authors: Taylor, Simon

subjects: Diorama, scientific play, agency.

abstract: This paper reports on a study using diorama constructions made by 13–14-year-olds who have been studying the topic of climate science. A diorama is a model representing a scene with three-dimensional structures, usually in miniature. The building and interaction of diorama is not the norm for students to represent their thinking of sustainable communities, however there is growing interest in representational work and multimodal reasoning which provide a springboard for scientific play, dialogue, and agency. Using a micro-ethnographic approach informed by socio-semiotic perspectives with the research of Lemke (2004), this study aimed to explore how diorama construction and the associated interaction can contribute to student reasoning and learning. Data were generated using audio recorders and multiple cameras, tracking groups of students negotiating their visual representations. The analysis proceeded through active and iterative viewing of audio and video recordings, followed by identification of themes to establish possible relationships between construction and reasoning. Through this process, the study (a) identifies multiple, necessary conditions and varied opportunities for students to enact and enable reasoning, and (b) extend current understanding of how the affordances of this visual mode interact with these conditions to contribute to student learning of climate science.

text: Diorama and young people’s exploration of sustainable communities This paper reports on a study using diorama constructions made by 13–14-year-olds who have been studying the topic of climate science. A diorama is a model representing a scene with three-dimensional structures, usually in miniature. The building and interaction of diorama is not the norm for students to represent their thinking of sustainable communities, however there is growing interest in representational work and multimodal reasoning which provide a springboard for scientific play, dialogue, and agency. Using a micro-ethnographic approach informed by socio-semiotic perspectives with the research of Lemke (2004), this study aimed to explore how diorama construction and the associated interaction can contribute to student reasoning and learning. Data were generated using audio recorders and multiple cameras, tracking groups of students negotiating their visual representations. The analysis proceeded through active and iterative viewing of audio and video recordings, followed by identification of themes to establish possible relationships between construction and reasoning. Through this process, the study (a) identifies multiple, necessary conditions and varied opportunities for students to enact and enable reasoning, and (b) extend current understanding of how the affordances of this visual mode interact with these conditions to contribute to student learning of climate science.

year: 2023-11-21

title: “My culture is like comfortable clothing”: Parenting experience of first-generation South Korean immigrants in Aotearoa New Zealand

authors: Kwon, Soyeon Bella

subjects: Korean

abstract: Although the parenting experience among first-generation South Korean immigrants in New Zealand has been documented, a further qualitative study was needed to understand the complexities of adjusting to New Zealand, where different parenting values and practices exist compared with South Korea. Through interviews with ten first-generation South Korean parents, this study explored the processes of participants re-evaluating their original values and practices. This study was guided by existing research on the cultural differences between Korea and New Zealand and theories of acculturation, immigrant parenting modification, dual route to value change, and cultural translation.

Three themes were extracted through thematic analysis. First, participants appeared to have found some values and practices easier to adapt and change, and some were more effortful. For example, many participants tended to encourage their children’s autonomy and independence in academics and careers domain sooner or later. However, some participants found it difficult to encourage their children’s independence in the financial and self-care domain because these new practices clashed with their original values. For example, adolescent children paying rent to their parents clashed with the importance of accumulating jeong (정), while making young children do house chores clashed with their belief that children should devote their time for self-development.

Second, parents and children’s bi-cultural socialisation emerged as a new parenting goal. Participants were concerned about them acquiring the New Zealand culture (e.g., family leisure life, involvement in their child’s school, and English fluency) and transmitting Korean culture to their children. Nevertheless, they seemed to have found practical, cultural, and language barriers to translate their values into action. In discussion, we discuss the importance of this issue and provide recommendations for immigrants.

Third, many participants reported having enhanced their relationships with their children. Male participants reported increasing time spent with their children because New Zealand work and family lifestyles enabled it. In contrast, female participants appeared to have found the overlap between the mother’s role as a comforter in Korean culture and the New Zealand parents’ communication style, and they reported becoming more validating of children’s emotions and less demanding and controlling. 
Our findings support the theory of the dual route to value change and the hierarchical nature of the value system (e.g., independence vs jeong). Also, we found our participants demonstrating cultural translation process to maintain values, which involves creating new solutions when tension arose between Korean and New Zealand cultures (e.g., private tutoring, communication method to overcome language differences, and family trips).

Supporting migrant parents may require extra attention to the family’s experience of reconstructing their ethnic identity, cultural socialisation to the mainstream culture and cultural maintenance as these lead to understanding their practices and behaviours. Also, migrant families may benefit from exploring creative solutions or applying the skills mentioned. At community and policy level, creating opportunities for participation in cross-cultural activities and increasing access to translation services can support migrant families. It is recommended for schools to invest time to clarify cultural expectations with newly migrated families.

text: “My culture is like comfortable clothing”: Parenting experience of first-generation South Korean immigrants in Aotearoa New Zealand Although the parenting experience among first-generation South Korean immigrants in New Zealand has been documented, a further qualitative study was needed to understand the complexities of adjusting to New Zealand, where different parenting values and practices exist compared with South Korea. Through interviews with ten first-generation South Korean parents, this study explored the processes of participants re-evaluating their original values and practices. This study was guided by existing research on the cultural differences between Korea and New Zealand and theories of acculturation, immigrant parenting modification, dual route to value change, and cultural translation.

Three themes were extracted through thematic analysis. First, participants appeared to have found some values and practices easier to adapt and change, and some were more effortful. For example, many participants tended to encourage their children’s autonomy and independence in academics and careers domain sooner or later. However, some participants found it difficult to encourage their children’s independence in the financial and self-care domain because these new practices clashed with their original values. For example, adolescent children paying rent to their parents clashed with the importance of accumulating jeong (정), while making young children do house chores clashed with their belief that children should devote their time for self-development.

Second, parents and children’s bi-cultural socialisation emerged as a new parenting goal. Participants were concerned about them acquiring the New Zealand culture (e.g., family leisure life, involvement in their child’s school, and English fluency) and transmitting Korean culture to their children. Nevertheless, they seemed to have found practical, cultural, and language barriers to translate their values into action. In discussion, we discuss the importance of this issue and provide recommendations for immigrants.

Third, many participants reported having enhanced their relationships with their children. Male participants reported increasing time spent with their children because New Zealand work and family lifestyles enabled it. In contrast, female participants appeared to have found the overlap between the mother’s role as a comforter in Korean culture and the New Zealand parents’ communication style, and they reported becoming more validating of children’s emotions and less demanding and controlling. 
Our findings support the theory of the dual route to value change and the hierarchical nature of the value system (e.g., independence vs jeong). Also, we found our participants demonstrating cultural translation process to maintain values, which involves creating new solutions when tension arose between Korean and New Zealand cultures (e.g., private tutoring, communication method to overcome language differences, and family trips).

Supporting migrant parents may require extra attention to the family’s experience of reconstructing their ethnic identity, cultural socialisation to the mainstream culture and cultural maintenance as these lead to understanding their practices and behaviours. Also, migrant families may benefit from exploring creative solutions or applying the skills mentioned. At community and policy level, creating opportunities for participation in cross-cultural activities and increasing access to translation services can support migrant families. It is recommended for schools to invest time to clarify cultural expectations with newly migrated families.

year: 2023

title: Proposing an indigenous power of veto in Aotearoa New Zealand

authors: Te Aho, Linda

abstract: Tom Fookes was an architect of New Zealand's Resource Management Act passed in 1991 (RMA). When interviewed about his life's work, Tom responded that he had sought to create a 'fair, integrated consideration of the decisions and policy to do with the social, economic and environmental conditions of our people'. I am told that he worked hard to provide a fair opportunity for all people to have a voice in decisions that affect them and places they care about. Processes were included in the RMA to allow this to occur, with particular provisions for a distinctive Maori voice. Because of these provisions, and the Act's lodestar of sustainable resource management, the RMA was promoted as one of the 'world's finest national environmental policies'.

text: Proposing an indigenous power of veto in Aotearoa New Zealand Tom Fookes was an architect of New Zealand's Resource Management Act passed in 1991 (RMA). When interviewed about his life's work, Tom responded that he had sought to create a 'fair, integrated consideration of the decisions and policy to do with the social, economic and environmental conditions of our people'. I am told that he worked hard to provide a fair opportunity for all people to have a voice in decisions that affect them and places they care about. Processes were included in the RMA to allow this to occur, with particular provisions for a distinctive Maori voice. Because of these provisions, and the Act's lodestar of sustainable resource management, the RMA was promoted as one of the 'world's finest national environmental policies'.

year: 2015