title: Standing strong: Pedagogical approaches to affirming identity in dance

authors: Barbour, Karen

subjects: dance

abstract: In this paper, I reflect on research undertaken with third year University students in dance. To contextualise my research, I begin by providing a brief introduction to my specific approach to feminist and phenomenological research in dance, outlining an epistemological strategy of embodied ways of knowing. Discussion of narrative methodologies follows, leading into an autoethnographic narrative based on the research with students. Rich material drawn from students’ assessments, my class plans and teacher’s recollections are woven together in the form of an autoethnographic narrative. This narrative allows me to feature the students as characters and to highlight their specific experiences of masculinity and femininity, cultural difference and embodiment within their varied dance knowledges. Reflecting through and on the narrative, I derive key pedagogical approaches from my own teaching and learning experiences. I conclude by suggesting that pedagogical approaches involving embodied ways of knowing may potentially support students to affirm their identity through dance.

text: Standing strong: Pedagogical approaches to affirming identity in dance In this paper, I reflect on research undertaken with third year University students in dance. To contextualise my research, I begin by providing a brief introduction to my specific approach to feminist and phenomenological research in dance, outlining an epistemological strategy of embodied ways of knowing. Discussion of narrative methodologies follows, leading into an autoethnographic narrative based on the research with students. Rich material drawn from students’ assessments, my class plans and teacher’s recollections are woven together in the form of an autoethnographic narrative. This narrative allows me to feature the students as characters and to highlight their specific experiences of masculinity and femininity, cultural difference and embodiment within their varied dance knowledges. Reflecting through and on the narrative, I derive key pedagogical approaches from my own teaching and learning experiences. I conclude by suggesting that pedagogical approaches involving embodied ways of knowing may potentially support students to affirm their identity through dance.

year: 2008

title: Axioms for function semigroups with agreement quasi-order

authors: Stokes, Tim E.

subjects: function semigroup

abstract: The agreement quasi-order on pairs of (partial) transformations on a set X is defined as follows: (f, g) ≼ (h, k) if whenever f, g are defined and agree, so do h, k. We axiomatize function semigroups and monoids equipped with this quasi-order, thereby providing a generalisation of first projection quasi-ordered ∩-semigroups of functions. As an application, axiomatizations are obtained for groups and inverse semigroups of injective functions equipped with the quasi-order of fix-set inclusion. All axiomatizations are finite.

text: Axioms for function semigroups with agreement quasi-order The agreement quasi-order on pairs of (partial) transformations on a set X is defined as follows: (f, g) ≼ (h, k) if whenever f, g are defined and agree, so do h, k. We axiomatize function semigroups and monoids equipped with this quasi-order, thereby providing a generalisation of first projection quasi-ordered ∩-semigroups of functions. As an application, axiomatizations are obtained for groups and inverse semigroups of injective functions equipped with the quasi-order of fix-set inclusion. All axiomatizations are finite.

year: 2011

title: What do we know about the intersection of being blind and being Māori in Aotearoa New Zealand? Taking an applied community psychology approach to a systematic review of the published literature

authors: Graham, Rebekah Sarah

subjects: Disability

abstract: Self-determination and dignity are guaranteed rights for disabled persons under the United Nations Convention on the Rights of Persons with Disabilities. However, such rights have been slow to eventuate for Maori (Indigenous people of Aotearoa New Zealand). This paper brings together systematic fashion publications that currently exist regarding blindness and Maori, centring throughout Maori understandings of disability and blindness. We employed a structured approach alongside PRISMA protocols and reflexive dialogue. Included publications were quantitative data reviews, surveys, qualitative studies, literature reviews, and works of fiction. For our analysis, we formulated a matrix that drew from Kaupapa Maori, applied community psychology, and disability rights literature. This meant we made explicit where research practices included—and excluded—self-determination, democratic participation, and inclusion of both disabled and Maori. Our review highlights inconsistency across disciplines regarding self-determination and democratic participation by both Maori and disabled key stakeholders. Our approach can be utilised across disciplines as a tool for considering the ways in which researchers uphold Indigenous self-determination, disability rights, and data sovereignty. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.

text: What do we know about the intersection of being blind and being Māori in Aotearoa New Zealand? Taking an applied community psychology approach to a systematic review of the published literature Self-determination and dignity are guaranteed rights for disabled persons under the United Nations Convention on the Rights of Persons with Disabilities. However, such rights have been slow to eventuate for Maori (Indigenous people of Aotearoa New Zealand). This paper brings together systematic fashion publications that currently exist regarding blindness and Maori, centring throughout Maori understandings of disability and blindness. We employed a structured approach alongside PRISMA protocols and reflexive dialogue. Included publications were quantitative data reviews, surveys, qualitative studies, literature reviews, and works of fiction. For our analysis, we formulated a matrix that drew from Kaupapa Maori, applied community psychology, and disability rights literature. This meant we made explicit where research practices included—and excluded—self-determination, democratic participation, and inclusion of both disabled and Maori. Our review highlights inconsistency across disciplines regarding self-determination and democratic participation by both Maori and disabled key stakeholders. Our approach can be utilised across disciplines as a tool for considering the ways in which researchers uphold Indigenous self-determination, disability rights, and data sovereignty. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement.

year: 2023