title: Addressing the context and complexity of indigenous language revitalization

authors: May, Stephen

subjects: revitilization

abstract: This response discusses six key themes that emerge, either explicitly or implicitly, from Nancy Hornberger's exemplary analysis of the challenges facing indigenous language revitalization initiatives, particularly as they are currently expressed and implemented in three key indigenous language education contexts--Quechua in the South American Andes; Guarani in Paraguay and Maori in Aotearoa/New Zealand. These themes include, first, the importance of recognizing the wider social and political contexts within which indigenous revitalization initiatives are invariably situated. Second, it requires a related recognition of the internationalism of these initiatives. Third, any academic analysis of indigenous language revitalization requires, or at least must benefit from, an interdisciplinary approach, as exemplified by Hornberger's own analysis. Fourth, Hornberger's continua of biliteracy provides a sufficiently robust framework to explore the complexities and interrelationships inevitably involved in the articulation of language revitalization efforts, as well as how individuals and groups are situated in relation to those efforts. Fifth, the ongoing challenges and tensions inherent in indigenous language revitalization efforts need to continue to be discussed candidly, in order for them to be seriously addressed and, where possible, resolved. And finally, the importance of recognizing and including the voices of those centrally involved in these initiatives, as Hornberger again does, is a crucial feature, as well as a reflection of the inclusive, emancipatory aims of indigenous language revitalization itself.

text: Addressing the context and complexity of indigenous language revitalization This response discusses six key themes that emerge, either explicitly or implicitly, from Nancy Hornberger's exemplary analysis of the challenges facing indigenous language revitalization initiatives, particularly as they are currently expressed and implemented in three key indigenous language education contexts--Quechua in the South American Andes; Guarani in Paraguay and Maori in Aotearoa/New Zealand. These themes include, first, the importance of recognizing the wider social and political contexts within which indigenous revitalization initiatives are invariably situated. Second, it requires a related recognition of the internationalism of these initiatives. Third, any academic analysis of indigenous language revitalization requires, or at least must benefit from, an interdisciplinary approach, as exemplified by Hornberger's own analysis. Fourth, Hornberger's continua of biliteracy provides a sufficiently robust framework to explore the complexities and interrelationships inevitably involved in the articulation of language revitalization efforts, as well as how individuals and groups are situated in relation to those efforts. Fifth, the ongoing challenges and tensions inherent in indigenous language revitalization efforts need to continue to be discussed candidly, in order for them to be seriously addressed and, where possible, resolved. And finally, the importance of recognizing and including the voices of those centrally involved in these initiatives, as Hornberger again does, is a crucial feature, as well as a reflection of the inclusive, emancipatory aims of indigenous language revitalization itself.

year: 2006-01-01

title: Replacing medical and social models of disability by a communities-based model of equal access for people of differing abilities: A Māori perspective

authors: Hickey, Huhana

subjects: New Zealand

abstract: I argue here that although the social model of disability which currently prevails in New Zealand is preferable in many ways to the earlier medical model, it is nevertheless based on a largely uni-dimensional concept of society and continues an established tradition of negativity, one that is evident in the ongoing use of the word 'disabled' itself by those who subscribe to the social model. I argue here that the social model of disability should be replaced by a communities-based model of equal access for people of differing abilities, one that is, in the New Zealand context, informed by a further developed Māori model of health and wellbeing proposed by Mason Durie, Te Whare Tapa Whā. This mode is designed in such a way as to accommodate difference and diversity. In the discussion of different models, I use the words 'disabled' and 'disability'; in other contexts, I replace 'disabled people' by 'people of differing abilities'.

text: Replacing medical and social models of disability by a communities-based model of equal access for people of differing abilities: A Māori perspective I argue here that although the social model of disability which currently prevails in New Zealand is preferable in many ways to the earlier medical model, it is nevertheless based on a largely uni-dimensional concept of society and continues an established tradition of negativity, one that is evident in the ongoing use of the word 'disabled' itself by those who subscribe to the social model. I argue here that the social model of disability should be replaced by a communities-based model of equal access for people of differing abilities, one that is, in the New Zealand context, informed by a further developed Māori model of health and wellbeing proposed by Mason Durie, Te Whare Tapa Whā. This mode is designed in such a way as to accommodate difference and diversity. In the discussion of different models, I use the words 'disabled' and 'disability'; in other contexts, I replace 'disabled people' by 'people of differing abilities'.

year: 2006-02

title: Pupillometry as a measure of cognitive load during a motor task: Comparing analogy learning to traditional coaching methods

authors: Stone, Tyla

subjects: analogy

abstract: Analogies are thought to reduce cognitive load during motor skill acquisition, yet a reliable and direct measure of cognitive load during movement remains elusive. This thesis seeks to contribute to the existing gap by exploring the use of pupillometry as a potential tool to evaluate cognitive load during a hockey push-pass task. Additionally, the study explores whether analogy instructions contribute to consistency in mental effort and performance compared to discovery and explicit instructional approaches.
Chapter One provides a comprehensive review of relevant literature, setting the stage for the further investigation. In Chapter Two, an experiment examines pupil dilation in dual-task conditions versus single-task conditions during hockey push-passes. Results revealed significant differences in pupil dilation for single task versus dual task performance. The study also evaluates pupillometry and performance across analogy, discovery, and explicit instruction groups, finding no significant differences. 
Chapter Three summarizes key findings and delves into their implications. The results suggest pupillometry's potential as an accurate measure of cognitive load during motor learning, with considerations for further refinement being addressed. The thesis concludes by emphasizing the need for additional research to deepen our understanding of the relationship between pupillometry and cognitive load measurement during a motor task.

text: Pupillometry as a measure of cognitive load during a motor task: Comparing analogy learning to traditional coaching methods Analogies are thought to reduce cognitive load during motor skill acquisition, yet a reliable and direct measure of cognitive load during movement remains elusive. This thesis seeks to contribute to the existing gap by exploring the use of pupillometry as a potential tool to evaluate cognitive load during a hockey push-pass task. Additionally, the study explores whether analogy instructions contribute to consistency in mental effort and performance compared to discovery and explicit instructional approaches.
Chapter One provides a comprehensive review of relevant literature, setting the stage for the further investigation. In Chapter Two, an experiment examines pupil dilation in dual-task conditions versus single-task conditions during hockey push-passes. Results revealed significant differences in pupil dilation for single task versus dual task performance. The study also evaluates pupillometry and performance across analogy, discovery, and explicit instruction groups, finding no significant differences. 
Chapter Three summarizes key findings and delves into their implications. The results suggest pupillometry's potential as an accurate measure of cognitive load during motor learning, with considerations for further refinement being addressed. The thesis concludes by emphasizing the need for additional research to deepen our understanding of the relationship between pupillometry and cognitive load measurement during a motor task.

year: 2023