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Introduction: Charting Provocations and Exploring New Directions for Pacific Research in Aotearoa–New Zealand from Pacific Early Career Academic (PECA) Perspectives
Get PDF“Uplifting Moana Perspectives: Emerging Pacific Researchers and New Directions in New Zealand-Based Pacific Research” presents a shared vision for the future of Pacific research by Pacific early career academics (PECA) primarily based in Aotearoa–New Zealand. The task of charting new directions in imagining possibilities for Pacific research is a critical one, which speaks to our communities’ long and storied history in Aotearoa: a reality incongruent with the lack of Pacific scholars employed in permanent positions in New Zealand universities.[i] This special issue challenges the idea that there is a dearth of Pacific research, asserting rather that our underrepresentation in academia is a structural issue, not necessarily one of scarcity. As special issue editors, we intentionally draw in a cross-section of emerging Pacific researchers in our country to confidently write with emerging Pacific scholars on the other side of our Moana-Oceania region, writing back to the exclusionary nature of conventional disciplinary norms and divides that we are forced to navigate. In doing so, our contributors challenge and transcend disciplinary boundaries and push against the Eurocentrism of our tertiary education system. This work is crucial, as the ability to build an academy that prioritises and centres our ways of knowing, doing, relating, and being is a key component of addressing cultural safety and inclusiveness in university lecture theatres, curriculums, and epistemological norms for both PECA and Pacific students in Aotearoa–New Zealand.
 
Poetic Deviances, Lessgo Deconstruct the Master’s Tools: Creatively Critical Talanoa Mālie and Critical Autoethnographic Defiance
Get PDFIndigenous Pacific knowledges embody creative modes of expression and sensibilities as meaning–making. Academia, as a Western-oriented institution, however, privileges intellectualisations that favour abstract critical thinking through more objective lenses. As Moana–Pacific–Pasifika researchers, being creatively critical in higher education begins from our Indigenous concepts and creative practices such as poetry. Talanoa mālie provides a worldview of being–knowing–seeing–doing that we inhabit as Tongans within higher education beyond the boundaries of our ancestral fonua or whenua. Our critical autoethnographic reflections as early career academics are woven through and positioned within our wider talatalanoa, which ultimately seeks to defy, disrupt, and deconstruct dominant Western academic tools and practices within the university context in Aotearoa–New Zealand.
 
What is a knowledge-rich curriculum?
Get PDFA well-designed curriculum creates a knowledge-rich one. The application of the Curriculum Design Coherence Model (CDC Model) in the international Knowledge-Rich School Project is discussed to demonstrate the effectiveness of the Model as a design tool. It achieves coherence by connecting the three forms of subject knowledge: generalising concepts, materialised content and applied competencies. Concepts’ generalisability creates knowledge’s internal logic – the source of understanding (learning). Students only develop deep understanding when they work with generalising concepts. Thinking (learning) doesn’t occur in a vacuum – one must think with something (concepts). And students also need to think about something (content). The article explains why it is essential to connect concepts and content. Such connection overcomes the limitations of both a ‘big ideas’ or concepts-only approach and a content-list approach. The CDC Model’s connection of generalising concepts, materialised content and applied competencies also reveals why New Zealand’s current competency-centred curriculum is inadequate. Two examples show how the CDC Model is used – a Physical Education topic ‘Exercise’ and a Social Studies topic, ‘The History of Ngati Kuri.’ Topics designed in the Knowledge-Rich School Project are mentioned
Implementing localised curriculum drawing on a funds of knowledge perspective: Teacher perceptions and challenges
Get PDFIn recent years in New Zealand, there has been a policy shift towards schools ‘localising’ the national curriculum to align with the context, aspirations, and knowledge of the local community and student population. In relation to mathematics education, this requires educators to understand and value the mathematical connections between diverse students’ funds of knowledge and use these to develop mathematical tasks. This article draws on interview responses from a case study of eight teachers from one low socio-economic, culturally diverse school to investigate their initial perceptions and actions to develop an appropriate localised mathematics curriculum drawing on diverse students’ funds of knowledge. The findings indicate that teachers viewed it as important to use real and relevant contexts in mathematics teaching. Interview responses indicated that both students and their families were seen as important sources of information. However, there were challenges for teachers to recognise students’ funds of knowledge related to mathematics beyond schooling or generic experiences
Relevant Arithmetic
Get PDFThis is a republication of R.K. Meyer's "Relevant Arithmetic", which originally appeared in the Bulletin of the Section of Logic 5 (1976). It sets out the problems that Meyer was to work on for the next decade concerning his system, R#
Inconsistent Models for Relevant Arithmetics
Get PDFThis paper develops in certain directions the work of Meyer in [3], [4], [5] and [6] (see also Routley [10] and Asenjo [11]). In those works, Peano’s axioms for arithmetic were formulated with a logical base of the relevant logic R, and it was proved finitistically that the resulting arithmetic, called R♯, was absolutely consistent. It was pointed out that such a result escapes incau- tious formulations of Goedel’s second incompleteness theorem, and provides a basis for a revived Hilbert programme. The absolute consistency result used as a model arithmetic modulo two. Modulo arithmetics are not or- dinarily thought of as an extension of Peano arithmetic, since some of the propositions of the latter, such as that zero is the successor of no number, fail in the former. Consequently a logical base which, unlike classical logic, tolerates contradictory theories was used for the model. The logical base for the model was the three-valued logic RM3 (see e.g. [1] or [8]), which has the advantage that while it is an extension of R, it is finite valued and so easier to handle.
The resulting model-theoretic structure (called in this paper RM32) is interesting in its own right in that the set of sentences true therein consti- tutes a negation inconsistent but absolutely consistent arithmetic which is an extension of R♯. In fact, in the light of the result of [6], it is an extension of Peano arithmetic with a base of a classical logic, P♯. A generalisation of the structure is to modulo arithmetics with the same logical base RM3, but with varying moduli (called RM3i here). We first study the properties of these arithmetics in this paper. The study is then generalised by vary- ing the logical base, to give the arithmetics RMni, of logical base RMn and modulus i. Not all of these exist, however, as arithmetical properties and logical properties interact, as we will show. The arithmetics RMni give rise, on intersection, to an inconsistent arithmetic RMω which is not of modulo i for any i. We also study its properties, and, among other results, we show by finitistic means that the more natural relevant arithmetics R♯ and R♯♯ are incomplete (whether or not consistent and recursively enumerable). In the rest of the paper we apply these techniques to several topics, particularly relevant quantum arithmetic in which we are able to show (unlike classical quantum arithmetic) that the law of distribution remains unprovable. Aside from its intrinsic interest, we regard the present exercise as a demonstration that inconsistent theories and models are of mathematical worth and interest
"A Smack of Irrelevance" in Inconsistent Mathematics?
Get PDFRecently, some proponents and practitioners of inconsistent mathe- matics have argued that the subject requires a conditional with ir- relevant features, i.e. where antecedent and consequent in a valid conditional do not behave as expected in relevance logics —by shar- ing propositional variables, for example. Here we argue that more fine-grained notions of content and content-sharing are needed to ex- amine the language of (inconsistent) arithmetic and set theory, and that the conditionals needed in inconsistent mathematics are not as irrelevant as it is suggested in the current literature
Does IFRS Implementation Influence Sustainability Reporting in Nigeria?
Get PDFPurpose: Upon the mandatory implementation of the International Financial Reporting Standards (IFRS) in 2012, Nigeria seems contented as no specific regulation has been set up mandating firms to comply with sustainability reporting. Thus, this study examines whether IFRS implementation influences the disclosure level of the three aspects of sustainability (economic, environmental, and social).
Design/methodology/approach: The hypotheses are analysed using the paired samples t-test; purposive sampling technique is adopted in selecting seven (7) companies from the oil and gas industry. These seven companies have a complete annual report on the Nigerian Stock Exchange for the period of twelve (12) years, from 2006 to 2017 (6 years pre-IFRS and 6 years post-IFRS) and are measured by scoring index based on disclosure indicators selected from Global Reporting Initiative guidelines 2016.
Findings: This research establishes that IFRS implementation improves sustainability reporting, as the disclosure level of all three aspects of sustainability reporting increases post-IFRS implementation. However, the varying disclosure level amongst the three aspects suggests that IFRS implementation may not be enough.
Originality/value: This study is original in that it considers sustainability reporting in Nigeria from the standpoint of IFRS implementation. Also, unlike most sustainability studies which rely on legitimacy theory, this study anchor on reputation theory
The Other Archive: Archaeology and history in New Zealand. Pākehā Settlements in a Māori World: New Zealand Archaeology 1769-1860.
Get PDFPākehā Settlements in a Maori World surveys the historical archaeology of New Zealand from first European “footfall on these shores”, through to the 1860s, by which time Pākehā were numerically dominant. The first book of its kind published in New Zealand, it will remain influential for a long time. Pākehā Settlements is the culmination of a life’s work: published in late 2019, its author died on 3 January 2020
An Integrative Review on the Research on the Impact of Teacher Inquiry on Student Achievement
Get PDFThis review investigated the impact of teacher inquiry on student achievement and identified characteristics of effective inquiry. We first explore the theoretical underpinning inquiry research and then discuss studies that demonstrated an association between an inquiry and student achievement shifts. Effective teacher inquiries had a focus on student achievement, sufficient time, teacher engagement and collaboration, external expertise, and leaders’ support. When the aspects above were present, the potential for the intervention to demonstrate positive shifts in student achievement increased. Barriers to effective inquiry are also suggested. The review concludes with implications and recommendations for future research studies
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