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121.
Akata Sisigafu’aapulematumua Galuvao 《Educational Philosophy and Theory》2018,50(8):747-757
AbstractThis article introduces Tofā’a’anolasi, a novel Samoan research framework created by drawing on the work of other Samoan and Pacific education researchers, in combination with adapting the ‘Foucauldian tool box’ to use for research carried out from a Samoan perspective. The article starts with an account and explanation of the process of developing and of naming Tofā’a’anolasi as a Samoan form of Critical Discourse Analysis. Following this is a discussion of the features of Tofā’a’anolasi and the theoretical underpinnings that explain the understandings and processes of this research framework. The article concludes with a story from assessment practice that acts as an example of applying this approach to educational research centred on Samoan students in Auckland, New Zealand. 相似文献
122.
Reremoana Theodore Karen Tustin Cynthia Kiro Megan Gollop Mele Taumoepeau Nicola Taylor 《高等教育研究与发展》2016,35(3):604-618
Māori, the indigenous population of New Zealand, are gaining university qualifications in greater numbers. This article describes the history of Māori university graduates, their current situation and the implications for indigenous futures. Section one provides a brief overview of historical policies and practices that, similar to those used on other indigenous populations, resulted in the widespread exclusion of Māori from university education until the 1970s and 1980s. Section two describes findings for Māori university graduates (n?=?626) from the Graduate Longitudinal Study New Zealand (GLSNZ). Results show that nearly half (48.4%) were the first member of their immediate family to attend university. Humanities/education (50.8%) was the most common domain of study followed by commerce (17.7%), science/engineering (15.4%), health sciences (10.9%), law (2.8%) and PhD study (2.4%). More Māori graduates were females (71%). One-third of graduates were parents, and being a parent was associated with a lower likelihood of studying science and engineering compared to those participants without children. The most common areas/fields that participants wished to work in post-graduation were education and training (28.3%), health care and medical (17.4%) and government (11.8%). Despite increases in higher education participation and completion, parity remains an issue. Similar to previous indigenous research findings, Māori are under-represented as graduates (7.1% of the total sample) and in particular as postgraduates (5.8%) considering that Māori constitute 14.9% of the New Zealand population. Contemporary indigenous graduates are critical for indigenous development. Over the next 10 years, the GLSNZ will follow graduates and provide insights into Māori graduate outcomes. 相似文献
123.
Lynne Taylor Erik Brogt Ursula Cheer Natalie Baird John Caldwell Debra Wilson 《高等教育研究与发展》2017,36(5):1047-1060
This paper investigated the extent to which the engagement levels of a self-selected cohort of students enrolled in first-year law programmes at three New Zealand universities varied according to ethnicity. When viewed in the light of factors identified within the international literature as having a bearing on student engagement and, in consequence, academic success and retention, no significant differences were identified in the ways students of Pākehā (European), Māori, Pasifika, Chinese and Indian descent interacted with the law school at which they were enrolled. This was despite some identified differences in students’ backgrounds and motivations for study and in the external factors having an impact on their study. Nevertheless, the identified differences between the ethnicities in relation to personal and external factors can be utilised to enhance and/or improve the engagement of particular groups of students. Overall, the findings indicate a need for law schools to focus on student engagement in first-year programmes with a view to improving the engagement levels of students across all ethnicities. 相似文献
124.
Critical action research is contextualized in a low socioeconomic, multicultural urban school in Auckland, New Zealand. The writers are a university lecturer (mentor) and a school principal (critical action researcher). The research was part of a meta project which aimed to raise the achievement of Māori (indigenous) students. Research processes incorporated Freirean dialogical processes, cross cultural learning and teacher professional development. The research outcomes for students are critically examined. 相似文献
125.
Amira K. Bennison 《Al-Masaq: Islam & the Medieval Mediterranean》2007,19(2):131-154
The sixth/twelfth century geographer, al-Idrīsī, alludes to the presence of the so-called Qur’ān of Uthmān in the great Mosque of Cordoba and a ceremony in which it was brought out and paraded daily after the Umayyads proclaimed themselves caliphs in 317/929-30. Around 552/1157, the same Qur’ān appeared in the processions of the Almohads, a Ma?mūda Berber dynasty from the High Atlas mountains, who also claimed to be caliphs. Ibn ?ā?ib al-?alāt, al-Marrākushī and the unknown author of the ?ulal al-mawshiyya, who describe the Almohad parades, all mention the Qur’ān's Uthmānic antecedents and possession by the Umayyads. Using this as a starting point, this paper will explore the image the Umayyads projected in the Maghrib, and the later significance of Cordoban Umayyad prototypes to the ruling Mu’minid dynasty of the Almohads. This contributes to a larger discussion of the evolution of a paradigm of imperial power in the Islamic west and its manipulation to legitimise a succession of dynasties whose actual origins, ambitions and praxis diverged widely. 相似文献
126.
John O’Neill 《欧洲师范教育杂志》2017,40(5):589-600
AbstractThe article analyses initial teacher education (ITE) policy and practice in Aotearoa New Zealand over forty years. Central to the local ITE context was the incorporation of the ‘monotechnic’ colleges of teacher education into the university sector in the 1990s and 2000s, following New Zealand’s structural adjustments to the state education sector in 1989 and 1990. Policy ideologies of ‘marketisation’ and ‘professionalisation’ raised expectations of the abstract knowledge base and competencies that university-based teacher education graduates would acquire, while simultaneously degrading the rich immersion in cultural, curriculum and subject studies and learning by doing that were the hallmark of the former colleges. Indigenous staff and students arguably suffered most during the incorporation years. The final section looks to New Zealand’s future demographic, environmental and socio-economic imperatives and asks how ITE can be recast to enable teacher educators and beginning teachers to face the realities and challenges of the decades ahead. 相似文献
127.
《Endeavour》2021,45(4):100801
Narshakhī's The History of Bukhara, an account from the tenth century AD that has been narrated as a mythical and strange story about the formation of the citadel of Bukhara, has received scanty scholarly attention. This study addresses some of the unknown semantic and symbolic origins of Iranian citadels and fortresses through an analysis of documented legends and other classical sources. This analysis shows that the citadel (qal'a) was built based on the conceptual archetype of the Utopia of Kangdiz (Siāvošgerd) and the geometric shape of Banāt Naʿsh (Big Dipper), which has played a symbolic role in protecting and guarding in Persian cosmology. This celestial analogy can explain the causes and origins of the irregular shape of some other Iranian citadels. 相似文献
128.
Nathan John Albury 《Journal of Language, Identity & Education》2018,17(2):69-84
Localising knowledge and dispositions helps to predict the likely success of top-down language policies. In so far as language acquisition is a pillar of language revitalisation policy, then community perspectives on learning a minority language deserve attention. This article presents the knowledge, dispositions, and ideas of around 1,300 indigenous and non-indigenous university students in New Zealand about learning te reo Māori as public policy. The article analyses the students’ level of agreement to a series of propositions about language acquisition policy, and the epistemic and dispositional stances they took in their free-text commentary to describe the rationale for learning te reo Māori, how and where acquisition occurs, who should learn the language and to what extent, what policy should deliver, and what policy changes are needed. The article concludes that the knowledge and dispositions of the students are at odds with government policy and traditional tenets of language revitalisation theory. 相似文献