Chinese Immigrant Children in New Zealand Early Childhood Centres

<p><b>This research investigated the learning experiences of Chinese immigrant children in New Zealand early childhood centres with the aim of describing educational implications for early childhood professionals. A qualitative research approach was adopted using a multiple case study design. Eight Chinese immigrant children aged three to five years, their parents and their teachers participated in the study; the children were enrolled in six early childhood centres in a large urban area. Procedures of data gathering included child observations, and child, parent and teacher interviews. Data were analysed from phenomenological and sociocultural perspectives.</b></p> <p>The children's learning experiences, particularly languages and interpersonal relationships, were discussed from the perspectives of sociocultural theories. The concept of a learning community contributed to the analysis which was also influenced by the notions of cultural diversity and multiculturalism.</p> <p>A major theme of this research was the value of the culture of Chinese immigrant families to mediate the learning experiences of Chinese immigrant children in New Zealand early childhood centres. Familiar cultural tools and mediators provided important support for the children who were able to access them in their centres. The children's intention to drive their own learning experiences was also a salient feature. Evidence was documented that illustrated how learning and development were mediated by fulfilment of feelings of belonging, as well as the children's commitment to cross cultural boundaries. The Chinese immigrant children were active drivers of their own learning and capably negotiated and created the relationships between their family culture and that of their early childhood centre. Specific strategies they adopted to construct their own learning experiences were found to be significant in explaining the emergence of hybrid cultural tools which mediated the children's evolving development of appropriate repertoires of practice in their early childhood centres. This thesis contributes to the body of sociocultural research via the examination of children's creation of intercultural learning possibilities. It provides early childhood teachers with insights regarding how to enhance pedagogical policies, values and practices to more closely align with sociocultural frameworks, concepts of learning communities and cultural diversity. It is important that diverse cultural relations are appropriately established in the early childhood centres so that immigrant children can move between different cultures in order to generate a useful intercultural way of being for themselves.</p>

Chinese Immigrant Children in New Zealand Early Childhood Centres

<p><b>This research investigated the learning experiences of Chinese immigrant children in New Zealand early childhood centres with the aim of describing educational implications for early childhood professionals. A qualitative research approach was adopted using a multiple case study design. Eight Chinese immigrant children aged three to five years, their parents and their teachers participated in the study; the children were enrolled in six early childhood centres in a large urban area. Procedures of data gathering included child observations, and child, parent and teacher interviews. Data were analysed from phenomenological and sociocultural perspectives.</b></p> <p>The children's learning experiences, particularly languages and interpersonal relationships, were discussed from the perspectives of sociocultural theories. The concept of a learning community contributed to the analysis which was also influenced by the notions of cultural diversity and multiculturalism.</p> <p>A major theme of this research was the value of the culture of Chinese immigrant families to mediate the learning experiences of Chinese immigrant children in New Zealand early childhood centres. Familiar cultural tools and mediators provided important support for the children who were able to access them in their centres. The children's intention to drive their own learning experiences was also a salient feature. Evidence was documented that illustrated how learning and development were mediated by fulfilment of feelings of belonging, as well as the children's commitment to cross cultural boundaries. The Chinese immigrant children were active drivers of their own learning and capably negotiated and created the relationships between their family culture and that of their early childhood centre. Specific strategies they adopted to construct their own learning experiences were found to be significant in explaining the emergence of hybrid cultural tools which mediated the children's evolving development of appropriate repertoires of practice in their early childhood centres. This thesis contributes to the body of sociocultural research via the examination of children's creation of intercultural learning possibilities. It provides early childhood teachers with insights regarding how to enhance pedagogical policies, values and practices to more closely align with sociocultural frameworks, concepts of learning communities and cultural diversity. It is important that diverse cultural relations are appropriately established in the early childhood centres so that immigrant children can move between different cultures in order to generate a useful intercultural way of being for themselves.</p>

Chinese Immigrant Children in New Zealand Early Childhood Centres

<p>This research investigated the learning experiences of Chinese immigrant children in New Zealand early childhood centres with the aim of describing educational implications for early childhood professionals. A qualitative research approach was adopted using a multiple case study design. Eight Chinese immigrant children aged three to five years, their parents and their teachers participated in the study; the children were enrolled in six early childhood centres in a large urban area. Procedures of data gathering included child observations, and child, parent and teacher interviews. Data were analysed from phenomenological and sociocultural perspectives. The children's learning experiences, particularly languages and interpersonal relationships, were discussed from the perspectives of sociocultural theories. The concept of a learning community contributed to the analysis which was also influenced by the notions of cultural diversity and multiculturalism. A major theme of this research was the value of the culture of Chinese immigrant families to mediate the learning experiences of Chinese immigrant children in New Zealand early childhood centres. Familiar cultural tools and mediators provided important support for the children who were able to access them in their centres. The children's intention to drive their own learning experiences was also a salient feature. Evidence was documented that illustrated how learning and development were mediated by fulfilment of feelings of belonging, as well as the children's commitment to cross cultural boundaries. The Chinese immigrant children were active drivers of their own learning and capably negotiated and created the relationships between their family culture and that of their early childhood centre. Specific strategies they adopted to construct their own learning experiences were found to be significant in explaining the emergence of hybrid cultural tools which mediated the children's evolving development of appropriate repertoires of practice in their early childhood centres. This thesis contributes to the body of sociocultural research via the examination of children's creation of intercultural learning possibilities. It provides early childhood teachers with insights regarding how to enhance pedagogical policies, values and practices to more closely align with sociocultural frameworks, concepts of learning communities and cultural diversity. It is important that diverse cultural relations are appropriately established in the early childhood centres so that immigrant children can move between different cultures in order to generate a useful intercultural way of being for themselves.</p>

Critical Architectural Heritage: Constructing heritage with(out) the Wanganui Native Land Court Building

<p>Critical heritage is a theory and practice where heritage is defined as the active engagement of the past in the present. In critical heritage, building, sites, and places are not objects of heritage in themselves but are cultural tools that facilitate the performance of heritage. If heritage, particularly architectural heritage, is not considered to be a tangible object or building, then the discipline is opened to a wide variety of differing groups and identities, some of whom are currently disadvantaged by conventional practices of heritage. This thesis examines how the arguments of architectural heritage were performed in a case study of New Zealand heritage practice: the 2013 Environment Court hearing regarding the Wanganui Native Land Court Building. A quantitative content analysis of the hearing revealed the heritage arguments to be composed in five main patterns which emphasised: the significance of identity, built fabric, context, a combination of identity and context, and a combination of the built fabric and context. The patterns show that the significance, and use, of the built form varied in different heritage arguments. If the performative context of the Environment Court is acknowledged via critical heritage, then the patterns show how arguments of heritage were composed, particularly in relation to the built form. Reference to the Wanganui Native Land Court building was not a significant quantitative component in many of these patterns and, as such, the use of the building was primarily conceptual, rather than material. The Court’s decision privileges the built form as a physical resource which is scarce and irreplaceable. The decision is, in some ways, at odds with the lack of reliance on built form in the patterns.</p>

Critical Architectural Heritage: Constructing heritage with(out) the Wanganui Native Land Court Building

<p>Critical heritage is a theory and practice where heritage is defined as the active engagement of the past in the present. In critical heritage, building, sites, and places are not objects of heritage in themselves but are cultural tools that facilitate the performance of heritage. If heritage, particularly architectural heritage, is not considered to be a tangible object or building, then the discipline is opened to a wide variety of differing groups and identities, some of whom are currently disadvantaged by conventional practices of heritage. This thesis examines how the arguments of architectural heritage were performed in a case study of New Zealand heritage practice: the 2013 Environment Court hearing regarding the Wanganui Native Land Court Building. A quantitative content analysis of the hearing revealed the heritage arguments to be composed in five main patterns which emphasised: the significance of identity, built fabric, context, a combination of identity and context, and a combination of the built fabric and context. The patterns show that the significance, and use, of the built form varied in different heritage arguments. If the performative context of the Environment Court is acknowledged via critical heritage, then the patterns show how arguments of heritage were composed, particularly in relation to the built form. Reference to the Wanganui Native Land Court building was not a significant quantitative component in many of these patterns and, as such, the use of the building was primarily conceptual, rather than material. The Court’s decision privileges the built form as a physical resource which is scarce and irreplaceable. The decision is, in some ways, at odds with the lack of reliance on built form in the patterns.</p>

Chinese Immigrant Children in New Zealand Early Childhood Centres

<p>This research investigated the learning experiences of Chinese immigrant children in New Zealand early childhood centres with the aim of describing educational implications for early childhood professionals. A qualitative research approach was adopted using a multiple case study design. Eight Chinese immigrant children aged three to five years, their parents and their teachers participated in the study; the children were enrolled in six early childhood centres in a large urban area. Procedures of data gathering included child observations, and child, parent and teacher interviews. Data were analysed from phenomenological and sociocultural perspectives. The children's learning experiences, particularly languages and interpersonal relationships, were discussed from the perspectives of sociocultural theories. The concept of a learning community contributed to the analysis which was also influenced by the notions of cultural diversity and multiculturalism. A major theme of this research was the value of the culture of Chinese immigrant families to mediate the learning experiences of Chinese immigrant children in New Zealand early childhood centres. Familiar cultural tools and mediators provided important support for the children who were able to access them in their centres. The children's intention to drive their own learning experiences was also a salient feature. Evidence was documented that illustrated how learning and development were mediated by fulfilment of feelings of belonging, as well as the children's commitment to cross cultural boundaries. The Chinese immigrant children were active drivers of their own learning and capably negotiated and created the relationships between their family culture and that of their early childhood centre. Specific strategies they adopted to construct their own learning experiences were found to be significant in explaining the emergence of hybrid cultural tools which mediated the children's evolving development of appropriate repertoires of practice in their early childhood centres. This thesis contributes to the body of sociocultural research via the examination of children's creation of intercultural learning possibilities. It provides early childhood teachers with insights regarding how to enhance pedagogical policies, values and practices to more closely align with sociocultural frameworks, concepts of learning communities and cultural diversity. It is important that diverse cultural relations are appropriately established in the early childhood centres so that immigrant children can move between different cultures in order to generate a useful intercultural way of being for themselves.</p>

A Call for a Humanistic Stance Toward K–12 Data Science Education

There is growing interest in how to better prepare K–12 students to work with data. In this article, we assert that these discussions of teaching and learning must attend to the human dimensions of data work. Specifically, we draw from several established lines of research to argue that practices involving the creation and manipulation of data are shaped by a combination of personal experiences, cultural tools and practices, and political concerns. We demonstrate through two examples how our proposed humanistic stance highlights ways that efforts to make data personally relevant for youth also necessarily implicate cultural and sociopolitical dimensions that affect the design and learning opportunities in data-rich learning environments. We offer an interdisciplinary framework based on literature from multiple bodies of educational research to inform design, teaching and research for more effective, responsible, and inclusive student learning experiences with and about data.

Natural Pest Regulation and Its Compatibility with Other Crop Protection Practices in Smallholder Bean Farming Systems

Common bean (Phaseolus vulgaris) production and storage are limited by numerous constraints. Insect pests are often the most destructive. However, resource-constrained smallholders in sub-Saharan Africa (SSA) often do little to manage pests. Where farmers do use a control strategy, it typically relies on chemical pesticides, which have adverse effects on the wildlife, crop pollinators, natural enemies, mammals, and the development of resistance by pests. Nature-based solutions —in particular, using biological control agents with sustainable approaches that include biopesticides, resistant varieties, and cultural tools—are alternatives to chemical control. However, significant barriers to their adoption in SSA include a lack of field data and knowledge on the natural enemies of pests, safety, efficacy, the spectrum of activities, the availability and costs of biopesticides, the lack of sources of resistance for different cultivars, and spatial and temporal inconsistencies for cultural methods. Here, we critically review the control options for bean pests, particularly the black bean aphid (Aphis fabae) and pod borers (Maruca vitrata). We identified natural pest regulation as the option with the greatest potential for this farming system. We recommend that farmers adapt to using biological control due to its compatibility with other sustainable approaches, such as cultural tools, resistant varieties, and biopesticides for effective management, especially in SSA.