title: 'We felt that electricity': Writing-as-becoming in a high school writing class

authors: Rubin, Jessica

abstract: Drawing from data generated in a high school creative writing class, this article presents experiences and moments from a classroom-sited research project that were considered through the theoretical perspective of response-able pedagogies. Using postqualitative methods, this analysis addresses two framing questions: How does turning attention towards the unfolding relations in a writing class illuminate some possibilities of response-able pedagogies? What becomes possible when the teaching of writing emphasises ‘becoming’ (rather than products/achievement)? In response to the first question, turning attention towards the unfolding relations in the class context made new ways of conceptualising writing possible: writing as following energies; writing as making; and writing as producing/traversing boundaries. Considered together, these interwoven practices contributed to the response-able pedagogy of writing-as-becoming. In response to question two, the response-able pedagogy of writing-as-becoming shifted the teaching emphasis from controlled outcomes to the affective experience of connection. This study shows the potential in reconsidering our commitment to teaching writing as (only) a process and to (also) imagine it as a means by which students can experience the vitality and joy of being present with others.

text: 'We felt that electricity': Writing-as-becoming in a high school writing class Drawing from data generated in a high school creative writing class, this article presents experiences and moments from a classroom-sited research project that were considered through the theoretical perspective of response-able pedagogies. Using postqualitative methods, this analysis addresses two framing questions: How does turning attention towards the unfolding relations in a writing class illuminate some possibilities of response-able pedagogies? What becomes possible when the teaching of writing emphasises ‘becoming’ (rather than products/achievement)? In response to the first question, turning attention towards the unfolding relations in the class context made new ways of conceptualising writing possible: writing as following energies; writing as making; and writing as producing/traversing boundaries. Considered together, these interwoven practices contributed to the response-able pedagogy of writing-as-becoming. In response to question two, the response-able pedagogy of writing-as-becoming shifted the teaching emphasis from controlled outcomes to the affective experience of connection. This study shows the potential in reconsidering our commitment to teaching writing as (only) a process and to (also) imagine it as a means by which students can experience the vitality and joy of being present with others.

year: 2022-09-13

title: Connecting teachers and students with science and scientists: The science learning hub

authors: Cooper, Beverley

subjects: web resource

abstract: National and international data is raising concerns about levels of student interest and engagement in science in school and student retention into tertiary study. For today’s students the Internet plays an important role as a source of information and means for communication with peers. This paper reports on a Ministry of Research Technology and Science funded initiative, managed through The University of Waikato, that aims to make New Zealand science research more accessible to New Zealand teachers and students. The New Zealand Science Learning Hub [SLH] illustrates how effective collaboration between research organisations, industries, science educators and teachers has enabled the development of a resource which is dynamic, up-to-date and relevant and that can be used to inform the teaching of science in New Zealand schools. The Science Learning Hub provides teachers with information about current research, which is related to concepts currently taught in year 5-10 classes (8-14 year olds). The site has content arranged in contexts for example, Icy ecosystems, Hidden taonga, Nanoscience, You me and UV, Future fuels, and The see through body. Each context includes text and images describing NZ research, video material such as interviews with scientists and sequences depicting scientists at work, teaching and learning materials, and links to science education literature. A feature is a “connections tool” which allows teachers and students to trace their journey through each context. Initial research indicates that teachers appreciate that this range of information is accessible in one place and has been quality assured. Students are keen to engage with an actively explore the range of media within the SLH contexts.

text: Connecting teachers and students with science and scientists: The science learning hub National and international data is raising concerns about levels of student interest and engagement in science in school and student retention into tertiary study. For today’s students the Internet plays an important role as a source of information and means for communication with peers. This paper reports on a Ministry of Research Technology and Science funded initiative, managed through The University of Waikato, that aims to make New Zealand science research more accessible to New Zealand teachers and students. The New Zealand Science Learning Hub [SLH] illustrates how effective collaboration between research organisations, industries, science educators and teachers has enabled the development of a resource which is dynamic, up-to-date and relevant and that can be used to inform the teaching of science in New Zealand schools. The Science Learning Hub provides teachers with information about current research, which is related to concepts currently taught in year 5-10 classes (8-14 year olds). The site has content arranged in contexts for example, Icy ecosystems, Hidden taonga, Nanoscience, You me and UV, Future fuels, and The see through body. Each context includes text and images describing NZ research, video material such as interviews with scientists and sequences depicting scientists at work, teaching and learning materials, and links to science education literature. A feature is a “connections tool” which allows teachers and students to trace their journey through each context. Initial research indicates that teachers appreciate that this range of information is accessible in one place and has been quality assured. Students are keen to engage with an actively explore the range of media within the SLH contexts.

year: 2010-06

title: Street health: Practitioner service provision for Maori homeless people in Auckland

authors: Nikora, Linda Waimarie

abstract: Drawing insights from interviews with Maori homeless people, health professionals, and relevant local and international literatures, this chapter focuses on the provision of medical care to homeless people. In particular, we propose that health services orientate to accommodate the worldviews and circumstances of Maori homeless people. Below we consider colonialism and societal developments that have led to homelessness among Maori today. We then present a case study of ‘Grant’, which was compiled from common aspects of various Maori homeless people who access health services at the Auckland City Mission (ACM); an organisation with a long history of catering to the needs and hopes of dispossessed groups, providing food, clothing, advocacy, social and health services. The relational orientation of healthcare at the ACM is discussed, and leads to an exploration of ‘judgement-free service space’ for meeting client needs (cf., Trussell & Mair, 2010). Lastly, we focus on how health professionals can respond to the multiple healthcare needs of Maori homeless people, in partnership with social services.

text: Street health: Practitioner service provision for Maori homeless people in Auckland Drawing insights from interviews with Maori homeless people, health professionals, and relevant local and international literatures, this chapter focuses on the provision of medical care to homeless people. In particular, we propose that health services orientate to accommodate the worldviews and circumstances of Maori homeless people. Below we consider colonialism and societal developments that have led to homelessness among Maori today. We then present a case study of ‘Grant’, which was compiled from common aspects of various Maori homeless people who access health services at the Auckland City Mission (ACM); an organisation with a long history of catering to the needs and hopes of dispossessed groups, providing food, clothing, advocacy, social and health services. The relational orientation of healthcare at the ACM is discussed, and leads to an exploration of ‘judgement-free service space’ for meeting client needs (cf., Trussell & Mair, 2010). Lastly, we focus on how health professionals can respond to the multiple healthcare needs of Maori homeless people, in partnership with social services.

year: 2012-09