Marcia Leenen-Young
Biographic Data
| ID | 815330 |
|---|---|
| NAME | Marcia Leenen-Young |
| GIVEN NAMES | Marcia |
| FAMILY NAME | Leenen-Young |
| SIGNATURE | LEENEN-YOUNG M |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0002-3630-5346 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Whanaungatanga, teaching and connecting through responsibility and place
In this article, we share our teaching and learning reflections by discussing how placing whanaungatanga (relationship and belonging) at the heart of an open entry-level course shaped a teaching and learning model that decolonises, disrupts, and denaturalises the usual transactional mode of Eurocentric university education. As Māori (Indigenous peoples of New Zealand) and Pacific educators, we teach through and with a holistic, connected view of …
Indigenous Peoples and the Second World War: The Politics, Experiences and Legacies of War in the US, Canada, Australia and New Zealand, R. Scott Sheffield and Noah Riseman (2019)
Review of: Indigenous Peoples and the Second World War: The Politics, Experiences and Legacies of War in the US, Canada, Australia and New Zealand , R. Scott Sheffield and Noah Riseman (2019) Cambridge: Cambridge University Press, 364 pp., ISBN 978 1 10842 463 9 (hbk), £75.00
New Zealand and the Sea: Historical Perspectives, Frances Steel (ed.) (2018)
Review of: New Zealand and the Sea: Historical Perspectives , Frances Steel (ed.) (2018) Wellington: Bridget Williams Books, 384 pp., ISBN 978 0 94751 870 7 (pbk), NZ$59.99
‘Pillars of the colonial institution are like a knowledge prison: The significance of decolonizing knowledge and pedagogical practice for Pacific early career academics in higher education
For Pacific early career academics (PECA) in Aotearoa, there is a tension between the Indigenous knowledges inherited from our Pacific ancestors and those we have been taught within the western education system. As Pacific educators teaching an increasingly Pacific student-body, we have sought to define our own spaces within the lecture theatre where we can prioritize our knowledges and counter standard didactic western pedagogical practices. Thi…
In our own words: Pacific Early Career Academics (Peca) and Pacific knowledges in higher education pedagogical praxis
Limited attention has been paid to the experiences of Pacific Early Career Academics (PECA) in utilising their culture-specific systems of knowledge in their pedagogical practice. As a cross-section of PECA employed in a variety of disciplines and faculties, we explore how our Pacific identities infuse our pedagogical approaches in a way that forefronts the significance and validity of Pacific knowledges. We argue that, despite academia perpetual…
Pasifika students and learning to learn at University
As a Samoan educator, I have frequently heard the claim that Pasifika students need to learn how to learn to succeed at university. As part of the He Vaka Moana Fellowship in 2018, I sought to explore this claim by conducting talanoa with 24 Pasifika students who had taken a Pacific Studies course at the University of Auckland. The talanoa focused on their thoughts about learning and learning processes inside and outside the university. This stud…
Whanaungatanga, teaching and connecting through responsibility and place
In this article, we share our teaching and learning reflections by discussing how placing whanaungatanga (relationship and belonging) at the heart of an open entry-level course shaped a teaching and learning model that decolonises, disrupts, and denaturalises the usual transactional mode of Eurocentric university education. As Māori (Indigenous peoples of New Zealand) and Pacific educators, we teach through and with a holistic, connected view of …
Pasifika students and learning to learn at University
As a Samoan educator, I have frequently heard the claim that Pasifika students need to learn how to learn to succeed at university. As part of the He Vaka Moana Fellowship in 2018, I sought to explore this claim by conducting talanoa with 24 Pasifika students who had taken a Pacific Studies course at the University of Auckland. The talanoa focused on their thoughts about learning and learning processes inside and outside the university. This stud…
New Zealand and the Sea: Historical Perspectives, Frances Steel (ed.) (2018)
Review of: New Zealand and the Sea: Historical Perspectives , Frances Steel (ed.) (2018) Wellington: Bridget Williams Books, 384 pp., ISBN 978 0 94751 870 7 (pbk), NZ$59.99
‘Pillars of the colonial institution are like a knowledge prison: The significance of decolonizing knowledge and pedagogical practice for Pacific early career academics in higher education
For Pacific early career academics (PECA) in Aotearoa, there is a tension between the Indigenous knowledges inherited from our Pacific ancestors and those we have been taught within the western education system. As Pacific educators teaching an increasingly Pacific student-body, we have sought to define our own spaces within the lecture theatre where we can prioritize our knowledges and counter standard didactic western pedagogical practices. Thi…
In our own words: Pacific Early Career Academics (Peca) and Pacific knowledges in higher education pedagogical praxis
Limited attention has been paid to the experiences of Pacific Early Career Academics (PECA) in utilising their culture-specific systems of knowledge in their pedagogical practice. As a cross-section of PECA employed in a variety of disciplines and faculties, we explore how our Pacific identities infuse our pedagogical approaches in a way that forefronts the significance and validity of Pacific knowledges. We argue that, despite academia perpetual…
Indigenous Peoples and the Second World War: The Politics, Experiences and Legacies of War in the US, Canada, Australia and New Zealand, R. Scott Sheffield and Noah Riseman (2019)
Review of: Indigenous Peoples and the Second World War: The Politics, Experiences and Legacies of War in the US, Canada, Australia and New Zealand , R. Scott Sheffield and Noah Riseman (2019) Cambridge: Cambridge University Press, 364 pp., ISBN 978 1 10842 463 9 (hbk), £75.00
Whanaungatanga, teaching and connecting through responsibility and place
In this article, we share our teaching and learning reflections by discussing how placing whanaungatanga (relationship and belonging) at the heart of an open entry-level course shaped a teaching and learning model that decolonises, disrupts, and denaturalises the usual transactional mode of Eurocentric university education. As Māori (Indigenous peoples of New Zealand) and Pacific educators, we teach through and with a holistic, connected view of …
Sociology (5 works) · Global Education and Multiculturalism (3 works) · Pedagogy (3 works) · Political science (3 works) · Education and Critical Thinking Development (2 works) · Geography (2 works) · History (2 works) · Indigenous (2 works) · Media studies (2 works) · Praxis (2 works)