title: Captured voices in primary school art education.

authors: Price, Graham

subjects: art education

abstract: Eisner (1972) articulated a long-standing orientation in art education as he described the triadic relationship between socio-centric, child-centred and discipline-centred approaches in art education praxis. Hickman (2005) observed that teachers and students are now positioned to embrace a wider range of discourses as to what art might be. This impacts on why students make art and how it is taught. Wider arts discourse has resulted in influential paradigms and historically preferred arts pedagogies (Efland, 2002, 2004; Eisner, 1972; Kerlavage, 1992; Price, 2005). These discourses influence policy, curriculum, teacher beliefs about art and ultimately the ways in which these influences are played out in classrooms. Eisner (2002) argued the need for "empirically grounded examples of artistic thinking related to the nature of the tasks students engage in, the materials they work with, the context's norms and the cues the teacher provides to advance their students thinking" (p. 217). This paper draws on such theory and a two year action-research project, The Art of the Matter (Fraser et al., 2006) involving case studies and analysis. This paper focuses on a Year 4 to Year 6 'drawing into painting' context taught by experienced generalist teachers in New Zealand primary schools. The influence of school culture and programme structures is explored. I raise questions as to which socio-cultural and discipline-centred voices generalist teachers have been captured by, and consider to what extent it possible to still discern a student whisper under the clamour and control of adult proscribed activity.

text: Captured voices in primary school art education. Eisner (1972) articulated a long-standing orientation in art education as he described the triadic relationship between socio-centric, child-centred and discipline-centred approaches in art education praxis. Hickman (2005) observed that teachers and students are now positioned to embrace a wider range of discourses as to what art might be. This impacts on why students make art and how it is taught. Wider arts discourse has resulted in influential paradigms and historically preferred arts pedagogies (Efland, 2002, 2004; Eisner, 1972; Kerlavage, 1992; Price, 2005). These discourses influence policy, curriculum, teacher beliefs about art and ultimately the ways in which these influences are played out in classrooms. Eisner (2002) argued the need for "empirically grounded examples of artistic thinking related to the nature of the tasks students engage in, the materials they work with, the context's norms and the cues the teacher provides to advance their students thinking" (p. 217). This paper draws on such theory and a two year action-research project, The Art of the Matter (Fraser et al., 2006) involving case studies and analysis. This paper focuses on a Year 4 to Year 6 'drawing into painting' context taught by experienced generalist teachers in New Zealand primary schools. The influence of school culture and programme structures is explored. I raise questions as to which socio-cultural and discipline-centred voices generalist teachers have been captured by, and consider to what extent it possible to still discern a student whisper under the clamour and control of adult proscribed activity.

year: 2007

title: Late Miocene turnover of molluscan faunas, New Zealand: Taxonomic and ecological reassessment of diversity changes at multiple spatial and temporal scales

authors: Hendy, Austin J.W.

subjects: diversity

abstract: Previous estimates of molluscan biodiversity during the Neogene in New Zealand have revealed a pattern of significant diversity decline during the latest Miocene. This study uses an occurrence-based dataset (derived from published literature) to examine this pattern in further detail with both traditional synoptic measures and subsequent sampling standardization. Synoptic analyses of regional-scale data reveal diversity trajectories similar to those previously established, and rarefaction techniques demonstrate that the inferred pattern of Late Miocene diversity decline and Early Pliocene rebound is only somewhat biased by variations in sampling intensity. The pattern is also affected by temporal variations in the preservation of shelf paleoenvironments, with representation of highly diverse shallow-water facies varying considerably between biostratigraphic stages. The sampling and corresponding synoptic genus richness of biogeographic areas within the New Zealand region is also uneven. Within a single sedimentary basin sampled at high temporal resolution (Wanganui Basin), new data suggest that Late Miocene faunas were as diverse as those of the Early Pliocene, contrasting with the pattern of diversity decrease and subsequent increase observed at the regional spatial scale in prior studies. However, an ecological analysis of the new data demonstrates that turnover and restructuring of benthic communities did take place at the end of the Late Miocene. These findings suggest that spatial scale and temporal resolution are important considerations in determining the magnitude of diversity and ecological change observed in paleontologic studies. Contemporaneous biodiversity may not be similarly expressed at varying spatial or temporal scales in the fossil record. Rather, regional patterns of diversity change are governed by a complex interplay of not only large-scale environmental factors (e.g. temperature control), but also independent basin-scale processes (e.g. basin subsidence) and local sampling intensity.

text: Late Miocene turnover of molluscan faunas, New Zealand: Taxonomic and ecological reassessment of diversity changes at multiple spatial and temporal scales Previous estimates of molluscan biodiversity during the Neogene in New Zealand have revealed a pattern of significant diversity decline during the latest Miocene. This study uses an occurrence-based dataset (derived from published literature) to examine this pattern in further detail with both traditional synoptic measures and subsequent sampling standardization. Synoptic analyses of regional-scale data reveal diversity trajectories similar to those previously established, and rarefaction techniques demonstrate that the inferred pattern of Late Miocene diversity decline and Early Pliocene rebound is only somewhat biased by variations in sampling intensity. The pattern is also affected by temporal variations in the preservation of shelf paleoenvironments, with representation of highly diverse shallow-water facies varying considerably between biostratigraphic stages. The sampling and corresponding synoptic genus richness of biogeographic areas within the New Zealand region is also uneven. Within a single sedimentary basin sampled at high temporal resolution (Wanganui Basin), new data suggest that Late Miocene faunas were as diverse as those of the Early Pliocene, contrasting with the pattern of diversity decrease and subsequent increase observed at the regional spatial scale in prior studies. However, an ecological analysis of the new data demonstrates that turnover and restructuring of benthic communities did take place at the end of the Late Miocene. These findings suggest that spatial scale and temporal resolution are important considerations in determining the magnitude of diversity and ecological change observed in paleontologic studies. Contemporaneous biodiversity may not be similarly expressed at varying spatial or temporal scales in the fossil record. Rather, regional patterns of diversity change are governed by a complex interplay of not only large-scale environmental factors (e.g. temperature control), but also independent basin-scale processes (e.g. basin subsidence) and local sampling intensity.

year: 2009

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