Waikato Journal of Education最新文献

{"title":"Critical multiculturalism and countering cultural hegemony with children's literature","authors":"Patricia A. L. Ong","doi":"10.15663/wje.v26i1.884","DOIUrl":"https://doi.org/10.15663/wje.v26i1.884","url":null,"abstract":"Children’s literature is potentially a starting point to present critical multicultural concepts to young learners. It may also be a medium through which historical and contemporary ideologies of society are encouraged in the young learners. This process may be viewed as a form of cultural hegemony when the choices of literature and reading materials for children are deliberately selective for content and themes. The study is based on a critical content and thematic analysis of 15 multicultural children’s literature picturebooks. It aims to examine the social construction of culture, characters, and literary genres through the process of critical multicultural analysis. Code categories through content analysis of selected children’s literature picturebooks were formed by both directed and conventional content analysis. These code categories include content with a social justice/equity issue, themes involving inclusivity, discovering new worlds/other cultures, language/ethnicity/religion diversity, and multidimensional characters from minority or marginalised groups. This process provides insight into counter-cultural hegemonic elements in many forms of multicultural literature. Implications are discussed in terms of culturally responsive practice and multicultural education. These multicultural and picturebook narratives provide windows to society, informing readers and learners about diverse cultural experiences.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85129772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Picturebooks in New Caledonia","authors":"F. Boulard","doi":"10.15663/wje.v26i1.903","DOIUrl":"https://doi.org/10.15663/wje.v26i1.903","url":null,"abstract":"New Caledonia is a French overseas territory in the South Pacific with a long history of differing attitudes towards independence (Fisher, 2019). The local government aims to challenge French cultural hegemony by building a “New Caledonian School” (Gouvernement de la Nouvelle-Calédonie, 2016). That is, a school in which students are exposed to resources that reflect the realities of the country and allow for marginalised groups to become more visible in the curriculum. It is through this context that this article investigates how children’s literature, in particular picturebooks, began developing in New Caledonia. Children’s literature in New Caledonia is a relatively new phenomenon. Using Gramsci’s theory of hegemony, the paper explains the history of picturebooks in New Caledonia and their role in the curriculum. The official language of New Caledonia is French, but there are also 28 Kanak languages. Surrounded by Anglophone nations, such as Australia and New Zealand, education policies were put in place on this island to introduce English to students from primary school (Bissoonauth-Bedford, 2018). As a result, this article describes and analyses a bilingual picturebook written in French and English by Stephane Moysan (2017), entitled Yana’s Treasure: An Amazing Trip in New Caledonia. In particular, it reviews how this picturebook provides opportunities to bring to consciousness essential elements of Pacific French culture and identity both within and beyond the New Caledonian context.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87393435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Re-imagining the dialogic spaces of talanoa through Samoan onto-epistemology","authors":"J. Matapo, D. Enari","doi":"10.15663/WJE.V26I1.770","DOIUrl":"https://doi.org/10.15663/WJE.V26I1.770","url":null,"abstract":"This article proposes a Samoan indigenous philosophical position to reconceptualise the dialogic spaces of talanoa; particularly how talanoa is applied methodologically to research practice. Talanoa within New Zealand Pacific research scholarship is problematised, raising particular tensions of the universal and humanistic ideologies that are entrenched within institutional ethics and research protocols. The dialogic relational space which is embedded throughout talanoa methodology is called into question, evoking alternative ways of knowing and being within the talanoa research assemblage[1] (including the material-world). Samoan epistemology reveals that nature is constituted within personhood (Vaai & Nabobo-Baba, 2017) and that nature is co-agentic with human in an ecology of knowing. We call for a shift in thinking material-ethics that opens talanoa to a materialist process ontology, where knowledge generation emerges through human and non-human encounters. \u0000  \u0000  \u0000[1] The concept of assemblage developed by Deleuze and Guattari (1987) refers to a process of temporary arrangements or constellations of objects, expressions, bodies, qualities and territories that create new ways of functioning. The assemblage is a multiplicity shaped by a wide range of flows and emerges from the arranging process of heterogenous elements (Livesey, 2010).","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"216 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80364469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The hanuju of writing each other in Aotearoa during COVID-19 and the coexisting event(s) of the BLM (Black Lives Matter) movement","authors":"Mere Taito","doi":"10.15663/wje.v26i1.773","DOIUrl":"https://doi.org/10.15663/wje.v26i1.773","url":null,"abstract":"Every poem has a creation talanoa: a story of how it was written. In a Rotuman context, ‘talanoa’ or story, can either be a ‘rogrog/o’ or ‘hanuju’. From conception to final drafting, the creation hanuju can reveal the often-volatile relationship between a poet’s internal self-talk and external historical and contemporary experiences. Memories (shaped by external experiences) will feed mulling, reliving, and reimagination (internal self-talk) and can consequently and impulsively set off the content, tone, form, and literary techniques of a poem into unanticipated directions. It is not uncommon for a poet to step away from a stanza and reflexively ask, ‘How did I get here?!’ Other external factors of poetic crafting are the social and political climate of the time of writing, the purpose and specifications of a commissioned task, and research. Research is necessary if a poem insists on wandering into ragged and unfamiliar territory. Of all these factors, current socio-political climate is perhaps the most influential in mobilising communities and individuals to engage in creative thinking and writing. \u0000       This article is a one-way (because as a reader, you are not in the position to interrupt me) hanuju of my creative process of writing the poem Writing each other during COVID-19 and the concurrent event(s) of the BLM movement. This hanuju critically discusses the themes of remember-ing obedience, mov-ing over in honour of disobedience, and conced-ing power that emerged as a vison for unity and kotahitanga. In essence, this hanuju is largely a story of disobedience: a celebration of my mapiga (grandmother) Lilly’s gift of Rotuman language storytelling and the centring of the Rotuman language in a poem written for a predominantly mixed audience in the Waikato region of Aotearoa.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86241111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dei! Me da dei ena noda yavu ni bula (Strong! Let us be firm on our foundational values and philosophies of life)","authors":"Unaisi Nabobo Baba","doi":"10.15663/wje.v26i1.839","DOIUrl":"https://doi.org/10.15663/wje.v26i1.839","url":null,"abstract":"","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73608310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pacific relationalities in a critical digital space: The Wellington southerlies as a leadership experience","authors":"Kabini F Sanga, Martyn Reynolds, Adreanne Ormond, Pine Southon","doi":"10.15663/WJE.V26I1.780","DOIUrl":"https://doi.org/10.15663/WJE.V26I1.780","url":null,"abstract":"Understanding, articulating and managing relationality, the state of being related, is a central feature of research, teaching and other people-centred matters in the Pacific. Although various groups in this diverse region, Indigenous and otherwise, bring their own concepts and protocols to relationships, physical, social and spiritual connection are salient. Connection is most visible between people but also extends to other entities, including land. Recent events have accelerated the significance of connections constructed in virtual space, such as through conference calls augmented to facilitate presentation and discussion. This phenomenon, relatively new in Pacific academic practice, re-draws attention to relationality in a novel context. In this article we look at one such initiative through the lens of relational leadership to understand the role of leadership in the deliberate curation of a virtual space. The setting is the inaugural Wellington southerlies virtual tok stori. This event, attended by over 90 students and academics from across the region, is discussed through the experiences of four of the events’ instigators who were also active during the session as co-presenters, chair and Hautohu Matua or advisor. The discussion examines how the experience of Pacific orality affected our (re)framing of leadership in a digital space. Our learning points to ways relationality may be invoked, enabled and shaped by dialogic, relational leadership in virtual spaces so as to mediate limitations and construct new possibilities in a world where technology is fast affecting the ways we gather information and communicate one with another.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72935597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"COVID-19 muddles talanoa and vā: Perceived connections and uncertainties","authors":"S. Laulaupea'alu","doi":"10.15663/wje.v26i1.771","DOIUrl":"https://doi.org/10.15663/wje.v26i1.771","url":null,"abstract":"Learning online from home bubbles through the use of information communication technology (ICT) stretches the engagement and enactment of vā (relational connections) between students and lecturers as well as Pacific people in the community. In this paper, talanoa is used to capture students’ online learning experiences and their perceived understanding of connections. Such experiences are embodied in people’s interactions, conversations, problem-solving, knowledge sharing and exchange of ideas and practice. As the vā space online between lecturer and student as well as people in the community is physically mama’o (distanced), the perceived space of learning connection raises concern over ethics and practice. Engaging in open talanoa of the uncertainties linked to online interactions within the post-Covid context and the place of vā ethics can lead to talanoa mālie that highlight possibilities and solutions.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"20 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73202470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The virtual faikava: Maintaining vā and creating online learning spaces during COVID-19","authors":"Todd M Henry, S. Aporosa","doi":"10.15663/wje.v26i1.775","DOIUrl":"https://doi.org/10.15663/wje.v26i1.775","url":null,"abstract":"Covid-19 has had a major impact on collectivist cultures and their means of social interaction and maintaining contact with those in their wider community. This has particularly been the case for Pacific peoples living in diaspora, with Covid-19 preventing travel home and social distancing and forced lockdowns restricting the ability to gather. This has also impacted vā, the Pacific concept of ‘relational space’ critical to connectivity and maintaining relationships. This paper explains the creation of virtual faikava; online meeting environments in which Pacific kava users meet, maintain vā, connect with those at home and in the wider diasporic community and learn, while consuming their traditional beverage kava.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"98 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74251480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Kanne Lobal: A conceptual framework relating education and leadership partnerships in the Marshall Islands","authors":"Danny Jim, Loretta Joseph Case, Rubon Rubon, Connie Joel, Tommy Almet, Demetria Malachi","doi":"10.15663/wje.v26i1.785","DOIUrl":"https://doi.org/10.15663/wje.v26i1.785","url":null,"abstract":"Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves.  \u0000  \u0000  \u0000  \u0000Introduction \u0000As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania.   \u0000  \u0000Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in e","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78033183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Grounding Spirit","authors":"D. Fa’avae","doi":"10.15663/wje.v26i1.850","DOIUrl":"https://doi.org/10.15663/wje.v26i1.850","url":null,"abstract":"<jats:p>N/A</jats:p>","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72968581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}