Browsing by Author "Nicholas SA"
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- ItemInclusory constructions in the Māori languages of Aotearoa and the Southern Cook Islands(The Linguistic Society of New Zealand, 2019-09-19) Nicholas SA; Calude, AS; Kemmer, SThis paper discusses Lichtenberk’s (2000) notion of inclusory constructions as manifested in two closely related East Polynesian languages of the realm of New Zealand: New Zealand Māori and Cook Islands Māori. Both languages have productive inclusory constructions typically used to denote sets of human referents as in the following New Zealand Māori example. (1) Kua hoki atu a Mere rāua ko Reremoana. ‘Mere and Reremoana have gone back.‘ Inclusory constructions in both languages are formally identical and fit Lichenberk’s typology well. The two languages differ in their preference for using this construction, which is strongly preferred in New Zealand Māori but merely possible in Cook Islands Māori.
- ItemLanguage Contexts: Te Reo Māori o te Pae Tonga o te Kuki Airani also known as Southern Cook Islands Māori(EL Publishing, 2018-07-01) Nicholas SA; Austin, PK; Gawne, L
- ItemSeen but unheard: navigating turbulent waters as Māori and Pacific postgraduate students in STEM(Taylor and Francis, 2022-08-09) McAllister T; Naepi S; Walker L; Gillon A; Clark P; Lambert E; McCambridge AB; Thoms C; Housiaux J; Ehau-Taumaunu H; Connell CJW; Keenan R; Thomas K-L; Maslen-Miller A; Tupaea M; Mauriohooho K; Puli'uvea C; Rapata H; Nicholas SA; Pope R-N-A-R; Kaufononga SAF; Reihana K; Fleury K; Camp N; Carson GMR; Kaulamatoa JL; Clark ZL; Collings M; Bell GM; Henare K; Reiri K; Walker P; Escott K-R; Moors J; Wilson B-J; Laita OS; Maxwell KH; Fong S; Parata R; Meertens M; Aston C; Taura Y; Haerewa N; Lawrence H; Alipia TThe experiences of Māori and Pacific postgraduate students in STEM (Science, Technology, Engineering and Mathematics) offer insights into how universities, particularly science faculties, currently underserve Māori and Pacific people. This article shares the experiences of 43 current or past postgraduate students at New Zealand universities. Collectively, our stories offer insight into how representation, the white imprint, space invaders/stranger making, and institutional habits, specifically operate to exclude and devalue Māori and Pacific postgraduates in STEM. We provide new understandings of the white imprint (rewarding and incentivising white behaviour), where Māori and Pacific postgraduates were prevented from being their authentic selves. Importantly, this research documents how Māori and Pacific postgraduates experience excess labour because of institutional habits. This research also provides insight into how the science funding system results in superficial and unethical inclusion of Māori and Pacific postgraduates. Our stories provide persuasive evidence that the under-representation of Māori and Pacific in STEM will not be addressed by simply bolstering university enrolments. Instead, our stories highlight the urgent requirement for universities to change the STEM learning environment which continues to be violent and culturally unsafe for Māori and Pacific postgraduates.
- ItemThe sexiest accent in the world: Linguistic insecurity and prejudice in media coverage of the New Zealand accent(Linguistic Society of New Zealand, 2021-06-30) de Bres J; Nicholas SAIn 2019, New Zealanders collectively blushed at the news that an online survey had voted the New Zealand accent the sexiest in the world. Taking a critical metalinguistic perspective, this article examines how the New Zealand accent was represented in media coverage of the survey results. Examining written and televised news items reporting on the survey, we attend to explicit discourse, in the form of direct discussion about the accent, as well as implicit discourse, in the form of images and accent performances. The survey purported to reveal how the world sees the New Zealand accent, but the media coverage more strongly reveals how New Zealanders see themselves. Behind the apparently light-hearted joking about the sexiness or otherwise of the New Zealand accent, the results provide continued evidence of linguistic insecurity, alongside prejudice towards stigmatised social variation in accent. A survey investigating how 52 university students reacted to stylised New Zealand accents in the media coverage suggests that supposedly humorous accent performances are not so funny for those who are the subject of the joke.
- ItemThey've always been here but we could not hear them. we could not see them. New degree programmes in Pacific languages at the University of the South Pacific: Stories of success and determination(UNESCO, 2022-05-20) Wilans F; Nicholas SA; Early R; Crocombe M; Fimone W; Dixon R; Fiu R; Gragg J; Ioane T; Jione M; Johansson-Fua S; Lisimoni-Togahai B; Lolohea A; Naisau SA; Papatua V; Rafai R; Taleo H; Taumoefolau M; Thompson T; Veikune AHAt the University of the South Pacific’s 50th anniversary, we celebrated the introduction of degree programmes in Cook Islands Māori, Rotuman, Tongan and Niuafo’ou, Vagahau Niue, and Vanuatu Language Studies, alongside Fijian, the only language Indigenous to the region that had previously featured in our curriculum. For the first time, English is being challenged as the only language through which high-level concepts can be discussed, and through which academic research can be conducted. Pacific languages will now be taught in schools by teachers who are qualified to do so, rather than by fluent speakers trained to teach other subjects. Students can now submit assignments in their dominant language. The possibility of studying a Pacific lan-guage is becoming normalised. Our coming together here is to share the complexity of this story. We need to engage with this complexity and keep talking about why all of this matters. We need our institutional and politi-cal leaders and allies to understand that the actions we take at our university will impact the way the languages and cultures of this region are valued, used and transmitted to the next generations.