title: 'It's part of me that I want them to know about': Maintaining distant New Zealand national identity in Canada using New Zealand picture books

authors: Daly, Nicola

abstract: The link between national identity and children’s picture books has been established in several countries including Canada (e.g., Bainbridge; Pantaleo) and New Zealand (e.g., author; Hebley; McNeur). However, few, if any, studies have examined the use of picture books to maintain national identity in a diaspora. The study reported in this article describes two case studies of Canadian families in which the mother is an expatriate New Zealander, and in which New Zealand picture books play or have played a significant role in maintaining a link to the New Zealand heritage of the Canadian-born children. Findings are discussed in terms of the power of children’s picture books as material culture in maintaining diasporic identity.

text: 'It's part of me that I want them to know about': Maintaining distant New Zealand national identity in Canada using New Zealand picture books The link between national identity and children’s picture books has been established in several countries including Canada (e.g., Bainbridge; Pantaleo) and New Zealand (e.g., author; Hebley; McNeur). However, few, if any, studies have examined the use of picture books to maintain national identity in a diaspora. The study reported in this article describes two case studies of Canadian families in which the mother is an expatriate New Zealander, and in which New Zealand picture books play or have played a significant role in maintaining a link to the New Zealand heritage of the Canadian-born children. Findings are discussed in terms of the power of children’s picture books as material culture in maintaining diasporic identity.

year: 2013

title: Student engagement and empowerment in a flipped engineering dynamics classroom

authors: Zaka, Pinelopi A.

subjects: flipped classroom

abstract: The flipped classroom model is increasingly used in tertiary education. Opportunities for active learning, col-laboration and interaction with the lecturer are some of the reported benefits associated with the use of flipped ap-proaches. These opportunities improve engagement and empowerment of students. This paper presents the results of a study on student experiences in a first year engineering dynamics Sum-mer semester course that used a flipped approach. This research used focus group interviews to determine the students’ sense of empowerment and engagement in the flipped classroom. The students’ ability to control the pace of their learning and the collaborative nature of in-class active learn-ing led to empowerment and an increase in confidence about their learning. Some students’ felt that they lacked suf-ficient discipline to succeed in self-directed learning. However, reassuring students that their out-of-class learning was beneficial was found to be a potential enabler to their confidence. Student engagement was also positively af-fected by the ability to control the pace of their learning, their increased flexibility in study timing and location, and active learning during the scheduled classes. Some students noted that their self-directed learning skills combined with workload issues presented unique challenges due to the flipped approach and negatively impacted their en-gagement. The paper concludes with recommendations for practice to further facilitate students’ sense of empowerment and engagement and may be of particular interest to engineering or other threshold technical subject pedagogy.

text: Student engagement and empowerment in a flipped engineering dynamics classroom The flipped classroom model is increasingly used in tertiary education. Opportunities for active learning, col-laboration and interaction with the lecturer are some of the reported benefits associated with the use of flipped ap-proaches. These opportunities improve engagement and empowerment of students. This paper presents the results of a study on student experiences in a first year engineering dynamics Sum-mer semester course that used a flipped approach. This research used focus group interviews to determine the students’ sense of empowerment and engagement in the flipped classroom. The students’ ability to control the pace of their learning and the collaborative nature of in-class active learn-ing led to empowerment and an increase in confidence about their learning. Some students’ felt that they lacked suf-ficient discipline to succeed in self-directed learning. However, reassuring students that their out-of-class learning was beneficial was found to be a potential enabler to their confidence. Student engagement was also positively af-fected by the ability to control the pace of their learning, their increased flexibility in study timing and location, and active learning during the scheduled classes. Some students noted that their self-directed learning skills combined with workload issues presented unique challenges due to the flipped approach and negatively impacted their en-gagement. The paper concludes with recommendations for practice to further facilitate students’ sense of empowerment and engagement and may be of particular interest to engineering or other threshold technical subject pedagogy.

year: 2018

title: Maori internal and international migration at the turn of the century: An Australasian perspective

authors: Bedford, Richard

abstract: At the beginning of the twenty-first century there were two major national clusters of Maori: New Zealand, the ancestral home for Maori, and Australia, home to a much smaller Maori population from the early years of the nineteenth century. In the 2001 censuses of New Zealand and Australia, the usually resident Maori populations were, respectively, 526,281 (ethnic group classification) and 72,956 (ancestry classification). In this paper we examine four dimensions of Maori population movement between 1996 and 2001 using the census data from New Zealand and Australia: 1) internal migration between rural and urban areas in New Zealand; 2) internal migration between rural and urban areas in Australia; 3) migration into New Zealand of Maori resident overseas in 1996; 4) migration into Australia of Maori resident overseas in 1996. There has never been a comprehensive assessment of Maori migration in an Australasian context before, but in the light of developments in population exchanges between New Zealand and Australia this sort of analysis is critical if one wishes to understand contemporary Maori population dynamics.

text: Maori internal and international migration at the turn of the century: An Australasian perspective At the beginning of the twenty-first century there were two major national clusters of Maori: New Zealand, the ancestral home for Maori, and Australia, home to a much smaller Maori population from the early years of the nineteenth century. In the 2001 censuses of New Zealand and Australia, the usually resident Maori populations were, respectively, 526,281 (ethnic group classification) and 72,956 (ancestry classification). In this paper we examine four dimensions of Maori population movement between 1996 and 2001 using the census data from New Zealand and Australia: 1) internal migration between rural and urban areas in New Zealand; 2) internal migration between rural and urban areas in Australia; 3) migration into New Zealand of Maori resident overseas in 1996; 4) migration into Australia of Maori resident overseas in 1996. There has never been a comprehensive assessment of Maori migration in an Australasian context before, but in the light of developments in population exchanges between New Zealand and Australia this sort of analysis is critical if one wishes to understand contemporary Maori population dynamics.

year: 2004