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This paper aims to provide an introduction to Māori, the indigenous people of New Zealand, briefly describing their origin, population structure, language and knowledge…
Abstract
Purpose
This paper aims to provide an introduction to Māori, the indigenous people of New Zealand, briefly describing their origin, population structure, language and knowledge structures. There is also a description of the process by which Māori knowledge systems were transformed into a written structure from predominantly oral and visual forms. In the latter part of the paper, there is a discussion about how the growing demand by Māori clients changed the delivery of resources and services in New Zealand libraries and led to the development of Māori collections in libraries.
Design/methodology/approach
Using a case study approach this paper outlines the impact that literacy and publishing had on Māori traditional knowledge transfer methods. The implication of these developments and their importance to libraries is considered as part of the Treaty of Waitangi reconciliation process and the growing consciousness of the need to be fulfilling the information needs of Māori clients.
Findings
The development of Māori collection has been successful and plays a critical role in meeting the cultural, linguistic, research and recreational information needs of Māori clients.
Research limitations/implications
This case study provides a model for the development of indigenous collections in other countries.
Originality/value
This paper makes a contribution to an area that has not had a significant amount of literature published on it.
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Neville Douglas Buch and Beryl Roberts
The purpose of this paper is to find an answer the question of whether an educational institution of a fair socio-economic mix of pupils, and an institution favoured with powerful…
Abstract
Purpose
The purpose of this paper is to find an answer the question of whether an educational institution of a fair socio-economic mix of pupils, and an institution favoured with powerful political connections, made any difference to access, equity, and exclusivity in relation to the transition into secondary education. It undertakes this purpose as a historical investigation of Junction Park State School in the early twentieth century combined with statistical analysis of family backgrounds of scholarship holders and their cohorts from 1915 to 1932.
Design/methodology/approach
The socio-economic study uses a published list of scholarship holders from Junction Park State School for the years 1924-1932. The study compares the scholarship groupings with their different school cohorts for the same years using the data on parental occupations, extracted from the Junction Park State School Admission Records 1915-1931. After refinement the study examines a cohort data set of 4,531 pupils which includes 287 scholarship holders. Parental occupations are categorised into socio-economic groupings with high and low occupational ends. There were 237 parental occupations described among the cohort, 1915-1931, from the admission records.
Findings
The statistical chance of obtaining scholarship is increased for a pupil from “commercial low” and “industrial low” background when the school starts with a cohort that has a large representation from such backgrounds. Pupils who were at the lower end of the socio-economic scale at Junction Park State School did much better in scholarship outcomes than for the state. However, pupils whose family background was at the high end of the professions did marginally better than the state result. For the school between 1915 and 1932, in most socio-economic groupings, the boys outperform the girls in the like-to-like comparisons.
Research limitations/implications
The numeric value is excessively low for the primary producers (high) category and numbers in cohort groupings vary. This study deliberately applied like-to-like comparisons: the number of scholarship holders compared to their own gender for the same socio-economic cohort. Percentile in relation to the study’s total was not used due to numeric variations between cohort sizes. The study is a historical investigation of a formative period before Junction Park State School developed its reputation as a scholarship school in the 1940s, and historical factors relating to the post-Second World War era would have different results for a similar statistical analysis.
Practical implications
The paper presents a case study of particular historical significance; however, a generic principle that institutional status can change access and equity opportunities can be tested within the historical setting. The paper claims that historical investigation provides the groundwork to establish the distinctive actuality. Historical investigation picks up on unusual patterns over time, not necessarily to disprove the sociological model, but more to test the model against actual events.
Social implications
The Queensland social history is connected to the study’s statistical analysis. The data are considered from a perspective that, first, Junction Park had a diverse population of pupils from different socio-economic backgrounds. Second, the school had a solid reputation as a leading school, partly from the political standing of the school leadership, and partly from the strength of its scholarship teachers. Together these factors suggest that pupils at Junction Park State School from the socio-economic backgrounds less inclined to foster educational values were given greater support to achieve better scholarship outcomes.
Originality/value
Statistical analysis is rarely brought to academic history work. There are greater risks in misinterpreting the data. There is also a difficult enterprise of extracting the required information. Nevertheless, the reward from this paper is an insightful view of a large and an innovating Queensland primary school, picking up the details in the life experience of pupils. In that historical process there is a greater degree of accuracy and better interpretive value which can be applied to the sociological model.
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At a meeting of the Council of the Royal Borough of Kensington, on November 22, Councillor J. BROOKE‐LITTLE, Chairman of the Public Health Committee, brought up a report as…
Anne E. Bowler, Terry G. Lilley and Chrysanthi S. Leon
A central tenet of Progressive era responses to prostitution was the alleged over-representation of white, US-born daughters of foreign parentage in the prostitution population…
Abstract
A central tenet of Progressive era responses to prostitution was the alleged over-representation of white, US-born daughters of foreign parentage in the prostitution population. We detail a statistical error in an influential 1913 study from the New York State Reformatory for Women at Bedford as an important source of this tenet. Using archival data to more accurately reconstruct the Reformatory population, we find that Black women constituted the only over-represented group, but were all but ignored by reformers. We foreground how ideas about race and immigration informed the social response to prostitution in this period, highlighting the importance of critically analyzing historical sources.
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Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).
Melissa Jane Hardie and Kieryn McKay
In 2012, the Department of English at the University of Sydney, Australia, established The LINK Project, a faculty-driven outreach program that builds sustainable partnerships…
Abstract
In 2012, the Department of English at the University of Sydney, Australia, established The LINK Project, a faculty-driven outreach program that builds sustainable partnerships with low socioeconomic status (SES) secondary schools across the state of New South Wales. Focused on discipline-centered engagement, LINK positions pedagogic work as a vital site for the advancement of a social inclusion agenda. However, the operative logic of such programs present a distinct set of pedagogical challenges if they are to negotiate the established scholarly frameworks that resist principles of inclusion and threaten to displace and exclude the cultural knowledges, skills, and capitals of students of low SES backgrounds.
This chapter postulates a framework for productive disciplinary engagement that generates new spaces for “relational equity” (Boaler, 2008) between post-secondary institutions and outreach high schools and within diverse tertiary classrooms. It draws on three LINK learning modules designed to foster new ways of forming attachments and enhancing achievement in outreach contexts. In doing so, it describes an approach that seeks to open higher education institutions to multiple knowledges and ways of knowing (Gale & Mills, 2013) in the pursuit of what Jacques Rancière (1987, p. 2) calls “the minimal link of a thing in common.”
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- Equity and diversity
- English studies
- widening participation
- social inclusion
- university-school partnerships
- low socioeconomic status (low SES) students
- first-in-family/first-generation students
- socioeducational disadvantage
- discipline-centered outreach
- sociocultural incongruence
- inclusive learning activities
- universal teaching