title: Critical pedagogy in early childhood education: Four case studies in Aotearoa New Zealand

authors: Kahuroa, Raella

subjects: Critical pedagogy

abstract: Critical pedagogy provides a rigorous critical theory for teachers and children in early childhood education.  This study seeks to answer two questions.  Firstly, how might teachers enact critical pedagogy in an early childhood education setting, and secondly, how can critical pedagogy support the belonging and empowerment of young children.  

The critical inquiry framework in this study is framed by Paulo Freire (1970/2018).  The study used an action research approach, and was undertaken as four case studies of teachers in the same kindergarten, with each teacher implementing a separate critical pedagogy inquiry.   

The findings of the study showed the possibilities that exist for children and teachers through a critical pedagogy approach.  Using Freirean concepts, informed by bicultural practices and supported by early childhood approaches (such as working theories, wait time, and open-ended dialogue), teachers were able to successfully implement critical pedagogy inquiries.  These inquiries also led to an expansion of children’s critical consciousness as they explored multiple perspectives.  Praxis supported the empowerment of children as they worked with teachers to act on issues that were important to them.  Belonging for children was also supported through opportunities to practise critical skills, negotiate challenges, solve problems, and collaborate for a common good. 

The study found that critical pedagogy was not only possible, but also valuable for children and teachers, supporting them to interrogate and transform the world around them.

text: Critical pedagogy in early childhood education: Four case studies in Aotearoa New Zealand Critical pedagogy provides a rigorous critical theory for teachers and children in early childhood education.  This study seeks to answer two questions.  Firstly, how might teachers enact critical pedagogy in an early childhood education setting, and secondly, how can critical pedagogy support the belonging and empowerment of young children.  

The critical inquiry framework in this study is framed by Paulo Freire (1970/2018).  The study used an action research approach, and was undertaken as four case studies of teachers in the same kindergarten, with each teacher implementing a separate critical pedagogy inquiry.   

The findings of the study showed the possibilities that exist for children and teachers through a critical pedagogy approach.  Using Freirean concepts, informed by bicultural practices and supported by early childhood approaches (such as working theories, wait time, and open-ended dialogue), teachers were able to successfully implement critical pedagogy inquiries.  These inquiries also led to an expansion of children’s critical consciousness as they explored multiple perspectives.  Praxis supported the empowerment of children as they worked with teachers to act on issues that were important to them.  Belonging for children was also supported through opportunities to practise critical skills, negotiate challenges, solve problems, and collaborate for a common good. 

The study found that critical pedagogy was not only possible, but also valuable for children and teachers, supporting them to interrogate and transform the world around them.

year: 2021

title: Importing documents and metadata into digital libraries: requirements analysis and an extensible architecture

authors: Witten, Ian H.

subjects: computer science

abstract: Flexible digital library systems need to be able to accept, or “import,” documents and metadata in a variety of forms, and associate metadata with the appropriate documents. This paper analyzes the requirements of the import process for general digital libraries. The requirements include (a) format conversion for source documents, (b) the ability to incorporate existing conversion utilities, (c) provision for metadata to be specified in the document files themselves and/or in separate metadata files, (d) format conversion for metadata files, (e) provision for metadata to be computed from the document content, and (f) flexible ways of associating metadata with documents or sets of documents. We argue that these requirements are so open-ended that they are best met by an extensible architecture that facilitates the addition of new document formats and metadata facilities to existing digital library systems. An implementation of this architecture is briefly described.

text: Importing documents and metadata into digital libraries: requirements analysis and an extensible architecture Flexible digital library systems need to be able to accept, or “import,” documents and metadata in a variety of forms, and associate metadata with the appropriate documents. This paper analyzes the requirements of the import process for general digital libraries. The requirements include (a) format conversion for source documents, (b) the ability to incorporate existing conversion utilities, (c) provision for metadata to be specified in the document files themselves and/or in separate metadata files, (d) format conversion for metadata files, (e) provision for metadata to be computed from the document content, and (f) flexible ways of associating metadata with documents or sets of documents. We argue that these requirements are so open-ended that they are best met by an extensible architecture that facilitates the addition of new document formats and metadata facilities to existing digital library systems. An implementation of this architecture is briefly described.

year: 2002

title: Rewi Mokena: youngest son of Mokena Hou

authors: Hart, Philip

abstract: The youngest child of Mokena Hou, Rewi Mokena moved from place to place when young, finally settling permanently at Te Aroha. Having received some education, he was fluent in English. Like the typical rangatira of the time, he acquired interests in several blocks of land, obtained income from these in the short term, but because of financial difficulties was brought before the court several times. 
His involvement in gold mining started in a small way in 1875. Five years later, he would assist Hone Werahiko to prospect Te Aroha – and to fend off inquisitive Pakeha. He invested in claims in all of the three areas where gold was found.
By the twentieth century, Rewi was the most important rangatira at Te Aroha, and had wider influence, assisting the King Movement to seek redress for lost land. From a young age he participated in Pakeha society, notably as a rugby player, and became a prominent Mormon. His complicated private life, including bigamy and a wife’s attempted suicide because of his adultery, did not lower his high standing in Maori society nor damage his popularity with Pakeha.

text: Rewi Mokena: youngest son of Mokena Hou The youngest child of Mokena Hou, Rewi Mokena moved from place to place when young, finally settling permanently at Te Aroha. Having received some education, he was fluent in English. Like the typical rangatira of the time, he acquired interests in several blocks of land, obtained income from these in the short term, but because of financial difficulties was brought before the court several times. 
His involvement in gold mining started in a small way in 1875. Five years later, he would assist Hone Werahiko to prospect Te Aroha – and to fend off inquisitive Pakeha. He invested in claims in all of the three areas where gold was found.
By the twentieth century, Rewi was the most important rangatira at Te Aroha, and had wider influence, assisting the King Movement to seek redress for lost land. From a young age he participated in Pakeha society, notably as a rugby player, and became a prominent Mormon. His complicated private life, including bigamy and a wife’s attempted suicide because of his adultery, did not lower his high standing in Maori society nor damage his popularity with Pakeha.

year: 2016