Download Free Becoming Aotearoa Book in PDF and EPUB Free Download. You can read online Becoming Aotearoa and write the review.

In the first major national history of Aotearoa New Zealand to be published for 20 years, Professor Michael Belgrave advances the notion that New Zealand's two peoples — tangata whenua and subsequent migrants — have together built an open, liberal society based on a series of social contracts. Frayed though they may sometimes be, these contracts have created a country that is distinct. This engaging new look at our history examines how.
This book provides a philosophical, socio-political and theoretical understanding of the notion of Becoming in the context of the related concepts, and in contemplation of the notion of Being. Deriving from different traditions from various countries, these concepts act as windows on contemporary early years settings and communities around the world where adults map out infant becomings. This book is a valuable resource for early childhood educators, students, professionals, researchers, and policy makers around the globe who seek to understand the locatedness of infant becomings in space and time.
This book brings together the work of researchers from around the globe around the topic of children’s first transitions to early care and education. It discusses political and sociocultural contexts, theories, and ideologies around the theme. The book offers perspectives and findings on adult expectations around a child’s first transition, infant emotional experiences, the role of space, the part that key objects play in infant transitions, and the role of time. It also discusses age of first entry, routines and rhythms of the institutions, and the future expectations of those involved. The book takes a culturally responsive approach, revealing at times striking commonalities across countries, and at other points distinct differences in the people, environments, orienting pedagogies, and policies that inform an infant’s transition into care.
This is a book about social workers and social work. It tells the story of the journey into and through social work of people from around the world living and working in social work today. We hear what has brought them into social work and what has kept them in it since. Their lively accounts demonstrate that commitment and passion remain at the heart of social work today. This new edition of Becoming a Social Worker is made up of entirely new stories. It describes what it is like to be a social worker in a range of different practice settings in different countries. While many of the narratives are from practitioners and educators who either grew up in, or came as adults to, the UK, half of the narratives explores the experiences of social workers and educators working in different parts of the world in countries as diverse as Australia and New Zealand, India and Bangladesh, Ireland, Sweden and Eastern Europe, Nigeria, the USA and Canada. The book ends with a commentary, which argues that social work is truly a global profession. Some of the contributors will be recognised as those who have played a key part in shaping social work over the years and they provide valuable insights into how the profession has developed over time. Other contributors, less well known but no less interesting, give a vivid account of the challenges that social work education and practice face, and the shared values that underpin social work wherever it is located. Social work is a demanding and difficult job that goes largely unseen within society. We only ever hear about social work and social workers when something goes wrong and a vulnerable adult or child is hurt. Becoming a Social Worker sets out to change that – to make social work visible, so that those considering a career in the caring professions across the world can make an informed choice about whether social work is the career for them.
This book examines experiences of home improvement in the UK and Aotearoa New Zealand, providing valuable insight into the ways in which people make and maintain home in social, material and economic context. Drawing on in-depth interviews, examining both DIY projects and projects carried out by professional handymen, Rosie Cox explores how home improvement fits into wider social relationships and structures of inequality. Consideration is given to the importance of such work for gender and national identities, and how these identities are related to material contexts and the forms and fabric of homes. The book also highlights how home improvement can be a rewarding and valuable form of work, as well as an unrewarding and alienating endeavour. It will be of interest to scholars from a range of disciplines including anthropology, sociology and human geography.
Decolonisation is a term that alarms some, and gives hope to others. It is an uncomfortable and often bewildering concept for many New Zealanders. This book seeks to demystify decolonisation using illuminating, real-life examples. By exploring the impact of colonisation on Māori and non-Māori alike, Imagining Decolonisation presents a transformative vision of a country that is fairer for all.
This unique collection of essays from researchers and teacher educators from around the world presents innovative approaches to education theory, critical policy analyses, de-colonializing reformulations of teacher education and a “standard of dissensus” for teacher education. This first volume from the International Teacher Education Research Collective (ITERC) illustrates common themes and problems in the politics of education, in particular, standardization, marketization, governance and policy in education, with both country-specific cases and generally formulated theoretical discussions. The book has three primary aims: to illustrate and critique the ethical, epistemological and political discourses shaping teacher education; to identify and unravel the entanglements of politics, knowledge and ethics in teacher education in a range of international settings; and to revitalize teacher education by proposing and exploring alternative modes of thought and practice. The volume contributes to further reflection and in-depth discussion in education, to the formulation of new areas for educational research and to critical resistance to hegemonic discourses of education. Making an important contribution to contemporary education discourse, this book is a useful guide for education researchers and theorists, teacher educators and postgraduate and higher degree research students in education.
Tangata Whenua: A History presents a rich narrative of the Māori past from ancient origins in South China to the twenty-first century, in a handy paperback format. The authoritative text is drawn directly from the award-winning Tangata Whenua: An Illustrated History; the full text of the big hardback is available in a reader-friendly edition, ideal for students and for bedtime reading, and a perfect gift for those whose budgets do not stretch to the illustrated edition. Maps and diagrams complement the text, along with a full set of references and the important statistical appendix. Tangata Whenua: An Illustrated History was published to widespread acclaim in late 2014. This magnificent history has featured regularly in the award lists: winner of the 2015 Royal Society Science Book Prize, shortlisted for the international Ernest Scott Prize, winner of the Te Kōrero o Mua (History) Award at the Ngā Kupu ora Aotearoa Māori Book Awards, and Gold in the Pride in Print Awards. The importance of this history to New Zealand cannot be overstated. Māori leaders emphatically endorsed the book, as have reviewers and younger commentators. They speak of the way Tangata Whenua draws together different strands of knowledge – from historical research through archaeology and science to oral tradition. They remark on the contribution this book makes to evolving knowledge, describing it as ‘a canvas to paint the future on’. And many comment on the contribution it makes to the growth of understanding between the people of this country.
This book contests a tradition and convention in educational thinking that dichotomises children and curriculum, by developing the notion of re(con)ceiving children in curriculum. By presenting an innovative research project, in which she worked with children to share their understandings of the internationally renowned Te Whāriki curriculum, Marg Sellers explores what the curriculum means to children and how it works, as demonstrated in games they played. In generating different ways for thinking, the author draws upon her work with the philosophical imaginaries of Gilles Deleuze and Felix Guattari, whose ideas shape both the content and the non-linear structure of this book. Topics covered include: Rhizomes, rhizo-methodology and rhizoanalysis; Plateaus; De~territorialising lines of flight; Dynamic spaces; The notion of empowerment. This assemblage of Deleuzo-Guattarian imaginaries generates ways for thinking differently about children’s complex interrelationships with curriculum, and opens possibilities for re(con)ceiving – both reconceiving and receiving – children’s understandings within adult conceptions of how curriculum works for young children. This book will be of interest to early childhood students, scholars and practitioners alike, also appealing to those interested in philosophical, theoretical and practical understandings of curriculum in general.
This is the story of a quest I began three decades ago – the search for my Chinese identity. The path I travelled was not linear, and the years brought pain as well as joy. But, while this is a narrative about being Chinese and also a New Zealander, I know that the search for purpose and meaning in life is universal. I hope that others in our culturally diverse society will find their own ways to embark on that same journey. Helene Wong was born in New Zealand in 1949, to parents whose families had emigrated from China one or two generations earlier. Preferring invisibility, she grew up resisting her Chinese identity. But in 1980 she travelled to her father’s home village in southern China and came face to face with her ancestral past. What followed was a journey to come to terms with ‘being Chinese’. Helene Wong writes eloquently about her New Zealand childhood, about student life in the 1960s, and coming of age in Muldoon’s New Zealand. What her Chinese ancestry means to her gradually illuminates the book as it sheds new light on her own life. Drawing on her experience of writing for New Zealand films, she takes the narrative forward through the places of her family’s history – the ancestral village of Sha Tou in Zengcheng county, the rural town of Utiku where the Wongs ran a thriving business, the Lower Hutt suburbs of her childhood, and Avalon and Naenae.