title: Digital news resources: An autoethnographic study of news encounters

authors: Cunningham, Sally Jo

subjects: news behavior

abstract: We analyze a set of 35 autoethnographies of news encounters, created by students in New Zealand. These comprise rich descriptions of the news sources, modalities, topics of interest, and news ‘routines’ by which the students keep in touch with friends and maintain awareness of personal, local, national, and international events. We explore the implications for these insights into news behavior for further research to support digital news systems.

text: Digital news resources: An autoethnographic study of news encounters We analyze a set of 35 autoethnographies of news encounters, created by students in New Zealand. These comprise rich descriptions of the news sources, modalities, topics of interest, and news ‘routines’ by which the students keep in touch with friends and maintain awareness of personal, local, national, and international events. We explore the implications for these insights into news behavior for further research to support digital news systems.

year: 2015

title: Teacher change in a developing curriculum area: the example of trade teachers in the New Zealand technology curriculum

authors: Jones, Alister

abstract: Technology education for all students is a relatively new phenomenon in national and international curricula. Although New Zealand has a long history of technical education in the senior primary and secondary school, a curriculum for technology education for all students has only recently been introduced. Aspects of technology have been included in many existing school programmes, but these have not been presented and undertaken in a coherent way. Technology as it developed in past curricula encompassed a limited range of skills, processes and knowledge. The general aims of technology education in Technology in the New Zealand Curriculum (Ministry of Education, 1995) are to develop  technological knowledge and understanding, an understanding and awareness of the interrelationship between technology and society, and technological capability  in a number of technological areas. This paper will report on the changes that a group of traditional technical teachers have been required to undergo and the way in which these teachers have, or have not, been successful in adapting to a new technology curriculum. The influences on this particular group will be explored, as well as the factors that have led to some of these teachers adopting the technology.

text: Teacher change in a developing curriculum area: the example of trade teachers in the New Zealand technology curriculum Technology education for all students is a relatively new phenomenon in national and international curricula. Although New Zealand has a long history of technical education in the senior primary and secondary school, a curriculum for technology education for all students has only recently been introduced. Aspects of technology have been included in many existing school programmes, but these have not been presented and undertaken in a coherent way. Technology as it developed in past curricula encompassed a limited range of skills, processes and knowledge. The general aims of technology education in Technology in the New Zealand Curriculum (Ministry of Education, 1995) are to develop  technological knowledge and understanding, an understanding and awareness of the interrelationship between technology and society, and technological capability  in a number of technological areas. This paper will report on the changes that a group of traditional technical teachers have been required to undergo and the way in which these teachers have, or have not, been successful in adapting to a new technology curriculum. The influences on this particular group will be explored, as well as the factors that have led to some of these teachers adopting the technology.

year: 2000

title: Political critique and genealogical vision in te oriori a Rihi Puhiwahine, 1870s

authors: Iti Prendergast, Sam

abstract: Long before twentieth-century scholars developed the language to describe 'settler colonialism', nineteenth-century Māori writers, composers, and storytellers critiqued British imperialism and theorized colonial violence. In mōteatea, letters, and kōrero heke iho (narratives passed down), tūpuna Māori asked what British colonial settlement would mean for te ao Māori, the Māori world. As they reflected on the changes wrought by imperialism, tūpuna offered guidance for future uri (descendants). This is an article about the ways that one wahine Māori critiqued colonization and imagined Māori futures in the context of mid-nineteenth-century colonial invasion. More specifically, it is an article about how Rihi Puhiwahine, a renowned composer, guided her descendants through a world disfigured by British imperialism.

text: Political critique and genealogical vision in te oriori a Rihi Puhiwahine, 1870s Long before twentieth-century scholars developed the language to describe 'settler colonialism', nineteenth-century Māori writers, composers, and storytellers critiqued British imperialism and theorized colonial violence. In mōteatea, letters, and kōrero heke iho (narratives passed down), tūpuna Māori asked what British colonial settlement would mean for te ao Māori, the Māori world. As they reflected on the changes wrought by imperialism, tūpuna offered guidance for future uri (descendants). This is an article about the ways that one wahine Māori critiqued colonization and imagined Māori futures in the context of mid-nineteenth-century colonial invasion. More specifically, it is an article about how Rihi Puhiwahine, a renowned composer, guided her descendants through a world disfigured by British imperialism.

year: 2024