138 research outputs found
From assimilation to biculturalism: Changing patterns in Maori-Pakeha relationships
No full textThis chapter examines the changing patterns of inter-ethnic relationships among Maori and Pakeha in New Zealand, specifically the moves from assimilation towards biculturalism. The impact of recent debate about the Treaty of Waitangi is described and examples of bicultural policies and their consequences are outlined
Utopie française, auteur anglais ?
No full textJohn Dunmore : A French utopia with an English author ?
The anonymous Fragmens du dernier voyage de La Pérouse (Quimper, an V) purported to give details of the discovery of Blue Island by La Pérouse' s expedition in 1788. It has been suggested that the author was Fr Receveur, member of the expedition or A. A. Dupetit-Thouars ; recently J. Gury put forward the name of Jacques Cambry. But whoever it was, he knew A Narrative of the Expedition to Botany Bay (1789) by Watkin Tench, who had met La Pérouse at Botany Bay and knew fluent French. An analysis of these works and of his correspondence has led I.McLaren to suggest that Tench himself was the author of Fragmens, which would present the unusual case of a French Utopian tale being written in wartime by an Englishman.Dunmore J. Utopie française, auteur anglais ?. In: Dix-huitième Siècle, n°26, 1994. Economie et politique. pp. 499-506
A new terror to death: Public memory and the disappearance of John Dunmore Lang
No full textJohn Dunmore Lang was one the most prominent figures in Australian colonial politics. As the founder of the Scots Church in Sydney, a long-serving member of the New South Wales Legislative Council, the editor of his own newspapers and the author of hundreds of books and pamphlets, Lang had an enormous platform to express his views. Despite his prominence in life, Lang’s legacy has been distorted by public memory and his passionate support for an Australian republic has been largely muted. This article examines Lang’s works and his treatment by public memory
A new terror to death: Public memory and the disappearance of John Dunmore Lang
No full textJones, BT ORCiD: 0000-0002-4312-6995© 2014 Taylor and Francis Group LLC. John Dunmore Lang was one the most prominent figures in Australian colonial politics. As the founder of the Scots Church in Sydney, a long-serving member of the New South Wales Legislative Council, the editor of his own newspapers and the author of hundreds of books and pamphlets, Lang had an enormous platform to express his views. Despite his prominence in life, Lang’s legacy has been distorted by public memory and his passionate support for an Australian republic has been largely muted. This article examines Lang’s works and his treatment by public memory. This article has been peer-reviewed
Trouble in the Colonies: Review of D.W.A. Baker, Preacher Politician, Patriot: A life of John Dunmore Lang
No full textFrom text: Some people write biographies of great men they admire for their particular virtues or achievements. Mr. Don Baker has a refreshing approach. He wrote a biography on the life of John Dunmore Lang not because he liked him, but because he did not. The preface introduces the reader to the kind of person he is: “A man to whom truth and falsehood come alike as he can best adapt them to his unmanly purposes.” The author uses this quote from one of Lang’s opponents at the time to characterise the subject of his biography
Sport and education: Sport in secondary schools for all or for some?
No full textThe place of sport in schools has always been controversial and struggled to gain legitimacy and acceptance as a part of the formal curriculum. While some commentators argue sport has no place in the curriculum, others claim it is too important to be left to chance and, like other aspects of education, it can and should be pursued for its own intrinsic value. For example, Siedentop (1982, p. 2) stated, 'if sport is equal to other ludic [movement] forms (art, drama, music and dance) both for the individual and the culture; and if more appropriate participation in sport represents a positive step in cultural evolution then sport in education is justified'. From another but still supportive perspective, Arnold (1997, p. I) claimed, 'sport is a trans-cultural valued practice ... and despite its corruption from time to time it is inherently concerned with concepts, ethical principles and moral values which are universally applicable and justified as a form of education
Oracy and ideology in contemporary Gaelic:Conceptions of fluency and its perceived decline subsequent to immersion schooling
No full textNotwithstanding the considerable extent of intergenerational disruption within contemporary Gaelic communities in Scotland, the development of national language policy has tended to focus on Gaelic-medium, immersion education (GME) as a means of revitalising the language. Gaelic education is prioritised alongside increasing language use and promoting a positive image of the language in the most recent iteration of the National Gaelic Language Plan (2018-2023) as was the case in the two previous Plans (Bòrd na Gàidhlig 2007, 2012). Yet fine-grained and mixed methodological research conducted by the author found extensive evidence that Gaelic tends not to be used to a substantial degree by former-GME students, years after their formal schooling is completed. In this article I focus on previously unpublished qualitative data which illustrate understandings of oracy and fluency among interview participants (N=46) and their perceptions of language attrition since attending immersion education in childhood. As the analysis of interview material shows, such demonstrable attrition of Gaelic oracy years after immersion provides clear challenges to current language planning priorities in Scotland
Government Involvement in New Zealand Sport - Sport Policy: a Cautionary Tale
No full textGovernment involvement in New Zealand sport spans over 70 years from provisions of the Physical Welfare Act in 1937 to current provisions of the Sport and Recreation Act 2002. Thousands of volunteers in non-profit organisations continue to underpin New Zealand's sport system. It is axiomatic that sport defines part of what it means to be a New Zealander. Governments frequently use the rhetoric of community cohesion, national pride, life skills and public health benefits to justify its involvement. This thesis examines the impact of government intervention on the sport sector, its funding paradigms and the extent of sector engagement in a policy for sport.
Through an examination of available government and sport sector records, and the author's own experience as a participant in events, the thesis recounts a sequence of five milestones for the New Zealand sport system and views them through a public management system lens. The passing of the Physical Welfare and Recreation Act in 1937, the establishment of a Ministry and Council for Recreation and Sport in 1973, the ministerial Sports Development Inquiry in 1984, the Prime Minister's Review of High Performance Sport in 1995 and the Sport, Fitness and Leisure Ministerial Taskforce. Government funding of sport now stands at around 3,295 in 1945/1946, despite the absence of a comprehensive national policy for sport.
By examining the chronology through a wider state sector lens, the thesis opens a window to the practical effect of public policy processes on matters of importance to the New Zealand sport sector and its voluntary sector foundations.
This thesis also provides a rationale for revitalising the engagement between government and the New Zealand sport sector to meet the expectations of a modern state sector to meaningfully engage citizens and the non-government sector in the formation of policy and planning its implementation
Education ‘inconvenient truth’: Part one- Persistent middle class advantage
No full textAs a policy sociologist I have long been drawn to uncomfortable questions about whose interests are really being served in and through education (Thrupp, 1999a). I’ve been interested in how developments in education policy and practice can lead to greater social inequalities and how seemingly worthwhile policies and practices can be undone by other developments (Thrupp, 1999b). In recent years I’ve also increasingly turned the spotlight back on us as academics and researchers, to consider the politics of our own work and ask awkward questions about whether we are part of the problem too (Thrupp & Willmott, 2003). And, to some extent, I’ve begun to take up that difficult challenge which is always being put to critical scholars, you know, ‘so what’s the alternative?’ (Thrupp, 2005)
Developing student-constructed scenarios to explore gender issues
No full textThis chapter focuses on the use of scenario-based learning to involve students directly by having them investigate their own positions on gender issues. He shows how student-constructed scenarios can offer different perspectives: that of the creator, those of the various social actors within the scenario and those of different members of the audience observing the unfolding events. During an analysis of these multiple perspectives,the author discusses the efficacy of this issues-based approach for achieving desired learning intentions
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