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Lies, Damned Lies, and Trade Statistics: North American Integration and the Exaggeration of Canadian Exports
No full textDivergent Campaigns Towards Global Health Governance: Canadian and U.S. Approaches to the Global HIV/AIDS Pandemic
No full textManaging Alternate Realities: \u27Autonomy\u27 vs. \u27Relevance\u27? Engaging US Foreign and Security Policies
No full textHighlighting the Voices and Aspirations of Māori Families and Children on Ka Puananī o Te Reo Māori, their Unique One-Day Language Programme
No full textKa Puananī o te reo Māori is an innovative one-day a week Māori language immersion programme (Level 1), which addresses access to quality Māori language education in mainstream schools for years 1-8. This research focused on why the participants chose this programme as a successful model for the delivery of quality te reo Māori education, and what aspects of the programme supported this choice via ‘interviews as chats’, with nine children and 11 family members, using semi-structured questions. Ka Puananī families identified three initial assumptions underpinning the programme; that students will greatly increase their skills in te reo Māori me ōna tikaka Māori language and culture within this enrichment environment, participants would form new linkages between the children and families across the city, and the creation of a potential new cohort of young people, the next generation of Māori speakers. The outcome from this research produced three major themes: engagement, whanaukataka relationships and cultural identity. The majority of participants reported that they were happy with the programme, that the children were learning and using more Māori language, including reading and writing skills in the target language. All of the families and half of the children identified the theme of whanaukataka as important. There were numerous cultural benefits identified, such as increased emotional wellbeing, self-esteem, and developing a stronger sense of pride to ‘be Māori’. Families also reported wider cultural affiliations, strengthening their links with Kura Kaupapa Māori ki Ōtepoti Māori immersion primary school in Dunedin, whānau, hapū sub tribe, and iwi tribal members
Unorthodox Professors: World War One in Videogames and on YouTube
No full textThe purpose of this article is to analyze the videogames Battlefield 1 and Victoria II and the YouTube channels Crash Course World History and The Great War in order to show how these forms of media represent the First World War. Given the centennial of the First World War in 2014 and the end of the centennial occurring in 2018, there has been increased attention brought to the First World War, and therefore more representations of the war have been occurring in these media. Specifically, these representations affect how younger audiences view the war and will impact their knowledge of it. Although there has been scholarship in game studies, historians should engage more often with videogames and YouTube in order to ensure the wider public is receiving adequate historical representations from these media.
