A sweeping examination of the core issues of sexual politics, bell hook's new book Feminist Theory: from margin to center argues that the contemporary feminist movement must establish a new direction for the 1980s. Continuing the debates surrounding her controversial first book, Ain't I A Woman, bell hooks suggests that feminists have not succeeded in creating a mass movem A sweeping examination of the core issues of sexual politics, bell hook's new book Feminist Theory: from margin to center argues that the contemporary feminist movement must establish a new direction for the 1980s. Continuing the debates surrounding her controversial first book, Ain't I A Woman, bell hooks suggests that feminists have not succeeded in creating a mass movement against sexist oppression because the very foundation of women's liberation has, until now, not accounted for the complexity and diversity of female experience.

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Feminist Theory: From Margin to Center

As teachers of mixed methods, we have a responsibility to nurture our students' abilities to think through their choices in terms of mixed methods research based on a critically examined understanding of their philosophical assumptions. The belief systems associated with the transformative paradigm are used to illustrate the importance of teaching philosophical frameworks as a part of mixed methods instruction. Teachers and students of research will improve their practice by engaging in critical self-reflection and dialogue about the philosophical assumptions that underlie their positions as researchers. This is an important area of exploration for mixed methods researchers who seek to improve the validity of their findings.

Philosophy in mixed methods teaching: The transformative paradigm as illustration

From almost the beginning of the contemporary history of program evaluation, there have been theorists and practitioners who anchor their work in an intentional commitment to democratic social justice, equality, or empowerment. These evaluators reject the very possibility of value neutrality in evaluation and instead fully embrace the intertwinement of values with evaluative practice. Moreover, these evaluators go beyond a valuerelative stance, which acknowledges and engages the plurality of values that inhabit evaluation contexts, to a value-committed stance, through which evaluation purposefully advances particular values (Schwandt, 1997). The most defensible values to promote, in the reasoning of these evaluators, are those intrinsic to political democratic ideals, namely, social justice, equality, empowerment, and emancipation. The rationales offered by the theorists in this evaluative tradition for their valuecommitted stances are complex. They rest on both epistemological arguments regarding the nature and purpose of social knowledge and political arguments regarding the location and purpose of evaluation in society. And they rest on varied conceptualizations of democracy, equality, and justice. Moreover, these arguments are less about particular evaluation designs and methods than they are about evaluative processes and evaluator roles, stances, and commitments. That is, these theories about democratically oriented evaluation do not emphasize prescriptions EVALUATION, DEMOCRACY, AND SOCIAL CHANGE

Evaluation, democracy, and social change

This article offers a critical review of research about emergent bilingual students in secondary school, where the academic demands placed upon them are great, and where instruction typically remains steadfast in its monolingualism. I focus on recent scholarship about the diversity within this student population, and center on ‘students with interrupted formal education’ (SIFE, new arrivals who have no home language literacy skills or are at the beginning stages of literacy learning) and ‘long-term English language learners’ (LTELLs, primarily educated in their receiving country yet still eligible for language support services). Little has been published about these students, making this a significant area of inquiry. Moreover, both groups are characterized by poor performance and together illustrate the characteristics of secondary students at various points along an academic language and literacy continuum. While existing research provides important information to help us improve secondary schooling for emergent bilinguals, it has also perpetuated deficit views of these students by focusing solely on their perceived academic shortcomings. Grounded in a new body of research in applied linguistics that examines the students’ complex, creative, and dynamic language and literacy practices, I apply a translanguaging lens to critique the positioning of such students as deficient, with implications for research and practice.

Emergent bilingual students in secondary school: Along the academic language and literacy continuum

Indigenous peoples and local communities (IPLC) often use natural resources as both a reason and mechanism for environmental management, yet a number of environmental, social, and economic drivers disrupt this relationship. Here, we argue that these drivers can also trigger a set of feedback mechanisms that further diminish the efficacy of local management. We call this process biocultural hysteresis. These feedbacks, which include knowledge loss and a breakdown of social hierarchies, prevent IPLC from adapting their management to change. Biocultural hysteresis worsens as IPLC spend an increasing amount of time outside their social–ecological context. Therefore, we argue for adaptive policies and processes that favour protecting and enabling IPLC engagement with their environment.

Biocultural Hysteresis Inhibits Adaptation to Environmental Change.

Marginalisation occurs when a group of people are pushed to the periphery of a society. Many M ā ori reside at the margins of ‘mainstream’ society, while others are at the margins of M ā ori society. The present paper explores how ‘by M ā ori , for Māori’ research and evaluation can create spaces for voices from the margins to be heard. The paper arose out of a series of hui in which papers on the notion of marginalisation and M ā ori were presented and discussed, along with the broader topic of research ethics and protocols. Three themes that emerged from these hui are considered in this paper: relationships between researchers and participants/communities, researchers knowing themselves, and the safety aspects inherent within tikanga. The discussion of these themes draws upon the papers that were written for this project, the feedback from hui participants (researchers, students, health professionals, government workers, community providers), and local and international literature on research ‘by and with’ indigenous peoples. In making the ‘knowing’ we hold about these issues more explicit, this paper aims to generate more discussion as well as providing some small guidance for those who may be new to this thing called ‘research’.

Researching our Relations: Reflections on Ethics and Marginalisation:

In New Zealand there is ongoing tension between how indigenous M ā ori (native to New Zealand) people and non- M ā ori New Zealanders speak about the ways in which they occupy their space on the landscape. The ways that different groups identify their relationships with the landscape often conflict rather than complement each other, which has consequences for overall resource and environmental management plans. Using an environmental literacy framework—that is, how people ‘read’, ‘see’ and understand their relationships with the landscape—this paper will focus on the way that distinct groups use their own languages to explain how they, in the fullest sense, know themselves to occupy it. This paper accepts as a ‘given’ that there are a number of theorists who acknowledge the importance of language in defining the landscape, and the influence that language has on people’s perceptions of what it is they are perceiving. However, this paper is based on a body of knowledge that legitimates the M ā ori world view and understanding as a valid process of knowing the world. More specifically, contemporary M ā ori theorists have developed a m ā tauranga M ā ori (traditional M ā ori knowledge) framework, which stems from a tradition-based value system. This paper seeks to apply this knowledge base to the conceptual framework of how the geography of Aotearoa/New Zealand is viewed and understood through different cultural lenses

Naming to Own Place Names as Indicators of Human Interaction with the Environment

Neoliberalism is frequently blamed for challenges in achieving sustainable development; consequently some also question if sustainability is still a useful concept. Neoliberal influence on natural ...

Hybrid Neoliberalism: Implications for Sustainable Development

Academic research has long established that interaction with the natural environment is associated with better overall health outcomes. Notably, the area of therapeutic environments has been borne out of the recognition of this critical relationship, but much of this research comes from a specific Western perspective. In Aotearoa-New Zealand, Māori (the Indigenous people of the land) have long demonstrated significantly worse health outcomes than non-Māori. Little research has examined the causes compared to Western populations and the role of the natural environment in health outcomes for Māori. The present study aimed to explore the relationship between Māori culture, landscape and the connection to health and well-being. Eighteen Māori pāhake (older adults) and kaumātua (elders) took part in semi-structured interviews carried out as focus groups, from June to November 2020. Transcribed interviews were analysed using interpretative phenomenological analysis and kaupapa Māori techniques. We found five overarching and interrelated key themes related to Indigenous knowledge (Mātauranga Māori) that sit within the realm of therapeutic environments, culture and landscape. A conceptual framework for Therapeutic Cultural Environments (TCE) is proposed in terms of the contribution to our understanding of health and well-being and its implications for conceptualising therapeutic environments and a culturally appropriate model of care for Māori communities.

Conceptualising Therapeutic Environments through Culture, Indigenous Knowledge and Landscape for Health and Well-Being

In biodiversity reporting, use of Maori species names supports the cultural aspirations of Maori. It helps to retain the Maori language and its dialects, and implicitly acknowledges indigenous relationships with the environment. However, although it is clear that there is growing support for incorporating Maori views, terminology (including species’ names) and knowledge in New Zealand environmental reporting, there is often confusion about which Maori name to use, and about some of the regional nuances of the language. Here, we discuss the range and use of Maori bird names in biodiversity reporting, management and research as well as science communication. We piloted some potential mechanisms for improving awareness and adoption of regional names as well as the knowledge and understanding of both birds and culture those names contribute. We show that shifts in the use of species names can occur within short periods of time and identify potential pathways through which such shifts might occur. We emphasise that working with communities should be central to the incorporation of Maori bird names in regional and national reporting to support regional language variants that reflect the relationships of those groups to specific places and build community capability. We propose that creating a federated dataset to build maps of Maori bird names will support such reporting.

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Lyn Carter

Papers

Researching our Relations: Reflections on Ethics and Marginalisation:

Naming to Own Place Names as Indicators of Human Interaction with the Environment

Hybrid Neoliberalism: Implications for Sustainable Development

Conceptualising Therapeutic Environments through Culture, Indigenous Knowledge and Landscape for Health and Well-Being

Enhancing awareness and adoption of cultural values through use of Māori bird names in science communication and environmental reporting