title: Homelessness, mimesis, and the flânerie

authors: Hodgetts, Darrin

subjects: homelessness

abstract: As an intense repository for human existence, the contemporary city is textured by scenes of homelessness that manifest broader issues of inequality and poverty in society. This article explores material from photo-elicitation projects with 36 street homeless men in Auckland who were asked to go out into the city and picture their everyday lives. In interpreting the results, we draw on theoretical work on mimesis, urban mobilities, and social practice to conceptualize how homeless people attempt to convey aspects of street life. A core proposition is that in adopting the mobile analytic gaze of flânerie, participants produce photographs as memetic objects that enable them to show and articulate traces of the key places, features, rhythms, practices, and relationships of homelessness.

text: Homelessness, mimesis, and the flânerie As an intense repository for human existence, the contemporary city is textured by scenes of homelessness that manifest broader issues of inequality and poverty in society. This article explores material from photo-elicitation projects with 36 street homeless men in Auckland who were asked to go out into the city and picture their everyday lives. In interpreting the results, we draw on theoretical work on mimesis, urban mobilities, and social practice to conceptualize how homeless people attempt to convey aspects of street life. A core proposition is that in adopting the mobile analytic gaze of flânerie, participants produce photographs as memetic objects that enable them to show and articulate traces of the key places, features, rhythms, practices, and relationships of homelessness.

year: 2018

title: Developing teaching knowledge in primary technology

authors: Moreland, Judy

abstract: How might a teacher set about teaching five-year olds how to design successfully? What could a teacher do when their students are unable to resolve construction problems? How do teachers teach technological concepts in a subject that is very practical? The InSiTE project (Cowie, Moreland, Jones, & Otrel-Cass, 2008)1 aimed to investigate these kinds of questions; that is, those related to teachers teaching technology education in primary schools. Over three years we explored teacher knowledge, its sources and development, and the ways it was used by primary teachers so that their students had worthwhile learning experiences in both technology and science education. In this article we discuss the implications for teaching of a subject-specific planning framework.

text: Developing teaching knowledge in primary technology How might a teacher set about teaching five-year olds how to design successfully? What could a teacher do when their students are unable to resolve construction problems? How do teachers teach technological concepts in a subject that is very practical? The InSiTE project (Cowie, Moreland, Jones, & Otrel-Cass, 2008)1 aimed to investigate these kinds of questions; that is, those related to teachers teaching technology education in primary schools. Over three years we explored teacher knowledge, its sources and development, and the ways it was used by primary teachers so that their students had worthwhile learning experiences in both technology and science education. In this article we discuss the implications for teaching of a subject-specific planning framework.

year: 2008

title: He kākano mai i Rangiātea

authors: Masters-Awatere, Bridgette

abstract: This chapter describes reflections of learning that took place during my doctoral research. It is presented in the form of a story in which my skills as an external evaluator were sought out to evaluate Manawanui, a hapū led healthy lifestyles programme. Manawanui is run by the local Hauora Iwi Social and Health Services. Previous evaluation experiences have led to a determination to place cultural values, aims and aspirations of the iwi at the centre of this new evaluation.

text: He kākano mai i Rangiātea This chapter describes reflections of learning that took place during my doctoral research. It is presented in the form of a story in which my skills as an external evaluator were sought out to evaluate Manawanui, a hapū led healthy lifestyles programme. Manawanui is run by the local Hauora Iwi Social and Health Services. Previous evaluation experiences have led to a determination to place cultural values, aims and aspirations of the iwi at the centre of this new evaluation.

year: 2016