title: ‘Emigrants of the labouring classes’: Capital, labour and learning in Wellington, 1840-45

authors: Middleton, Sue

subjects: education

abstract: Questions of space and place are of increasing interest to educational researchers. A recent synopsis of “educational geography” identifies Henri Lefebvre as a particularly “overarching presence in the educational appropriation of spatial theories with many researchers referring to his work on perceived, conceived and lived space” (Gulson and Symes, 2007, p.101). Physical, or perceived, space is that of everyday embodied “spatial practices” in everyday life: “social practice, the body, the use of the hands, the practical basis of the perception of the outside world” (Lefebvre, 1974, p.38). Abstract, or conceived, space, a product of capitalism, “includes the ‘world’ of commodities, its ‘logical’ and its worldwide strategies; as well as the power of money and that of the political state” (Lefebvre, 1974, p.53). “Representations of space” are the charts, texts or maps of these rationally determined enclosures, including those of “cartographers, urban planners or property speculators” (Shields, 2004, p. 210). Enacting technologies of domination, these introduce “a new form into a pre-existing space – generally a rectilinear or rectangular form such as a meshwork or chequerwork” (Lefebvre, 1974, p.139). Lived, or social, space includes the realm of the imagination that “has been kept alive and acceptable by the arts and literature. This ‘third space’ not only transcends but also has the power to refigure the balance of popular ‘perceived space’ and official ‘conceived space’” (Shields, 2004, p. 210). The artistic and other expressions of “lived space” are referred to as “representational spaces.” In capitalist societies, Lefbvre argued, the abstract appropriations of “conceived space”, and textual representations of this space, gain ascendency.

text: ‘Emigrants of the labouring classes’: Capital, labour and learning in Wellington, 1840-45 Questions of space and place are of increasing interest to educational researchers. A recent synopsis of “educational geography” identifies Henri Lefebvre as a particularly “overarching presence in the educational appropriation of spatial theories with many researchers referring to his work on perceived, conceived and lived space” (Gulson and Symes, 2007, p.101). Physical, or perceived, space is that of everyday embodied “spatial practices” in everyday life: “social practice, the body, the use of the hands, the practical basis of the perception of the outside world” (Lefebvre, 1974, p.38). Abstract, or conceived, space, a product of capitalism, “includes the ‘world’ of commodities, its ‘logical’ and its worldwide strategies; as well as the power of money and that of the political state” (Lefebvre, 1974, p.53). “Representations of space” are the charts, texts or maps of these rationally determined enclosures, including those of “cartographers, urban planners or property speculators” (Shields, 2004, p. 210). Enacting technologies of domination, these introduce “a new form into a pre-existing space – generally a rectilinear or rectangular form such as a meshwork or chequerwork” (Lefebvre, 1974, p.139). Lived, or social, space includes the realm of the imagination that “has been kept alive and acceptable by the arts and literature. This ‘third space’ not only transcends but also has the power to refigure the balance of popular ‘perceived space’ and official ‘conceived space’” (Shields, 2004, p. 210). The artistic and other expressions of “lived space” are referred to as “representational spaces.” In capitalist societies, Lefbvre argued, the abstract appropriations of “conceived space”, and textual representations of this space, gain ascendency.

year: 2008

title: Two daddy tigers and a baby tiger: Promoting understandings about same gender parented families using picture books.

authors: Kelly, Janette

subjects: diversity

abstract: There is a small body of work examining how picture books can be used with young children and their families to develop understandings of contemporary issues including diversity and practices towards inclusion. This article describes a study in one New Zealand kindergarten that explored teachers' interpretations of children's responses to a selection of picture books featuring same gender parented families. The research sought to go beyond traditional understandings of families and the dominant discourse of heteronormativity. Findings show that despite children reportedly being open to the possibilities of non-traditional families in their setting, and their play, teachers appeared hesitant to ask probing questions or fully engage with children's thinking, or their own, to explore understandings in this area. Nevertheless, this research demonstrates that taking tentative steps towards making an alternative discourse available through the proactive use of curriculum resources does not have to be 'difficult' or 'dangerous'. In inclusive educational settings, lesbian and gay headed families can be affirmed, and children can be supported to construct understandings about 'family' outside of normative boundaries.

text: Two daddy tigers and a baby tiger: Promoting understandings about same gender parented families using picture books. There is a small body of work examining how picture books can be used with young children and their families to develop understandings of contemporary issues including diversity and practices towards inclusion. This article describes a study in one New Zealand kindergarten that explored teachers' interpretations of children's responses to a selection of picture books featuring same gender parented families. The research sought to go beyond traditional understandings of families and the dominant discourse of heteronormativity. Findings show that despite children reportedly being open to the possibilities of non-traditional families in their setting, and their play, teachers appeared hesitant to ask probing questions or fully engage with children's thinking, or their own, to explore understandings in this area. Nevertheless, this research demonstrates that taking tentative steps towards making an alternative discourse available through the proactive use of curriculum resources does not have to be 'difficult' or 'dangerous'. In inclusive educational settings, lesbian and gay headed families can be affirmed, and children can be supported to construct understandings about 'family' outside of normative boundaries.

year: 2012

title: A Kaupapa Māori Intervention on Apology for LDS Church's Racism, Zombie Concepts, and Moving Forward

authors: Simon, Hemopereki

abstract: This intervention paper, based on the Kaupapa Māori writing inquiry, aims to offer an alternative path forward to the idea that The Church of Jesus Christ of Latter-day Saints should apologise for its racism. It argues that an apology is redundant to the Indigenous World. The goal is for better Church-Indigenous relations in the face of racism rooted in The Book of Mormon, Church Policy, doctrine, teachings, and theology. The author develops a positionality and outlines mahi tuhituhi as a Kaupapa Māori (post) qualitative writing inquiry. The Author then moves to contextualise these issues by framing them with what sociologists describe as Zombie Concepts. A brief overview of the Book of Mormon and its significance in Mormonism is provided. Following that, an understanding of the connection between Aileen Moreton-Robinson's white possessive and Lamanitism is provided. Hagoth and his relationship with Tāngata Moana (Māori and Pacific Peoples) is then addressed. Recent remarks by Thomas Murphy to help readers understand the racism in the Book of Mormon. Other issues for Indigenous Peoples are highlighted, with an emphasis on anachronisms and the Book of Mormon's plagiarism. The investigation then shifts to provide Veracini's commentary on settling to build relationality is discussed from the viewpoint of Aotearoa New Zealand. A discussion of the issues is followed by an outline of the research's consequences, which include seven issues that need to be addressed as part of the relationality building in order to create a collaborative future values-based project to move Church-Indigenous relations forward in a positive way.

text: A Kaupapa Māori Intervention on Apology for LDS Church's Racism, Zombie Concepts, and Moving Forward This intervention paper, based on the Kaupapa Māori writing inquiry, aims to offer an alternative path forward to the idea that The Church of Jesus Christ of Latter-day Saints should apologise for its racism. It argues that an apology is redundant to the Indigenous World. The goal is for better Church-Indigenous relations in the face of racism rooted in The Book of Mormon, Church Policy, doctrine, teachings, and theology. The author develops a positionality and outlines mahi tuhituhi as a Kaupapa Māori (post) qualitative writing inquiry. The Author then moves to contextualise these issues by framing them with what sociologists describe as Zombie Concepts. A brief overview of the Book of Mormon and its significance in Mormonism is provided. Following that, an understanding of the connection between Aileen Moreton-Robinson's white possessive and Lamanitism is provided. Hagoth and his relationship with Tāngata Moana (Māori and Pacific Peoples) is then addressed. Recent remarks by Thomas Murphy to help readers understand the racism in the Book of Mormon. Other issues for Indigenous Peoples are highlighted, with an emphasis on anachronisms and the Book of Mormon's plagiarism. The investigation then shifts to provide Veracini's commentary on settling to build relationality is discussed from the viewpoint of Aotearoa New Zealand. A discussion of the issues is followed by an outline of the research's consequences, which include seven issues that need to be addressed as part of the relationality building in order to create a collaborative future values-based project to move Church-Indigenous relations forward in a positive way.

year: 2023