17,842 research outputs found

    Migrating professional knowledge: progressions, regressions, and dislocations

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    Drawing on practice-based learning theory, this chapter examines issues pertaining to the deskilling of immigrant professionals in Canada. It argues that adult educators need to have an awareness of transnational migration dynamics and work in meaningful ways to keep immigrant professionals connected to professional knowledge practices

    The threat of the thief: who has normative influence in Georgian society?

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    This piece gives an account of the Georgian government's recent attempts to crackdown on the institution of thieves-in-law [vory-v-zakone] within Georgian society. The events surrounding the problematisation of the thieves-in-law are examined and different answers are offered to the underlying question of the article: what threat does this subversive group pose to the government? It is argued that the vory do not represent a potential criminal revolution but are victims of a resurgent state producing a politics of law that seeks to stamp out subverting influences within society. The thieves' world represents an alternative moral order which is attractive in a country which suffers from acute alienated statehood. Thus the fight against the vory should be understood as a battle to win back the hearts of the Georgian people for the state and for the law

    "Please Sir, can we play a game?" : transforming games teaching and coaching: a practitioner's perspective : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Palmerston North, New Zealand

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    Over the last 30 years, traditional skill-based game teaching models have gradually been supplemented by instruction under an inclusive banner of Game Centred Learning (GCL) but more specifically, Teaching Games for Understanding (TGfU). This thesis uniquely examines from a practitioner’s perspective how the development of GCL and its dissemination occurred in New Zealand (NZ) 1945- 2015. The multi-method approach establishes through a triangulation of data sources utilising a bricolage approach that the development was not mandated by educational policy but evolved through various combinations of insights from early luminaries in the field and visits to NZ by a key figure in the field (Rod Thorpe). Additionally, a new guard of Physical Educators in pre-service teacher education colleges in NZ were also significantly influential in the dissemination of GCL strategies as was a new socio-ecological perspective in PE syllabi (1999; 2007). An emergent autoethnographic documentation of the author’s role further informs this evolution of GCL and TGfU practices in NZ. Bourdieu’s concepts of habitus, practice and field are used as markers to signal change and record tensions that ultimately led to adoption of GCL practice in PE teaching and sport coaching in NZ. The thesis findings present implications for PE practitioners through innovative GCL approaches, associated with play, mastery learning and TGfU, that involves transforming play. It is concluded that at a practical and theoretical level, TGfU should be seen in a holistic experiential sense and integrated into PE programmes acknowledging its potential to contribute to and enhance citizenship. The final contribution to knowledge of this research is the presentation of a model of GCL designed to transform play

    (De)constructing 'refugeeness' : exploring mediated discourses of solidarity, welcome and refugee (self)representation in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Development Studies at Massey University, Manawatū, New Zealand

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    Listed in 2019 Dean's List of Exceptional ThesesThe tragic photo of Alan Kurdi ignited protests of solidarity and compassion across the Western world in support of refugees. In New Zealand, refugee advocates and media commentators urged the government to increase the refugee quota and welcome in more refugees. Although discourses of solidarity and welcome stem from humanitarian concern, they also risk encouraging a regime of compassion and charity that speaks more about ourselves and how we feel. Refugees are framed as objects of ‘our’ moral responsibility, stereotyped as helpless vulnerable victims without agency. These discourses consequently produce a generic type of refugee – an imagining of ‘refugeeness’ – that consigns individuals to an anonymous presence, silenced and marginalised by the very act of solidarity and protest that is performed on their behalf. Situated within a post-development and post-humanitarianism paradigm, and an actor-oriented approach to discourse and agency, this research aims to explore refugee representation and discourses of solidarity and welcome in the New Zealand mainstream media, and how people from refugee backgrounds experience and contest dominant discourses of ‘refugeeness’. Using critical discourse analysis, this research critically examines the discursive constructions of refugees and solidarity in the New Zealand mainstream news media, and the power dynamics involved in the production of discourse. Semi-structured, in-depth interviews with refugee advocates and former refugees are employed to create spaces for participants to share their stories and experiences, enabling voices to be heard, misconceptions to be challenged, and new meanings to be constructed. The emergence of themes in this research highlight the relationship between discourses of solidarity, humanitarianism, and imaginings of New Zealand national identity. Within these discourses, refugees are stereotyped in a particular way that calls on the New Zealand public to respond. However, as the title of this thesis suggest, meaning is not infinitely fixed. Refugees may be labelled by discursive structures, but they will also use their agency to deconstruct and redefine the refugee label for their own ends, creating space for the construction of their own identities in the process
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