Tom Cavanagh
Dados Biográficos
| ID | 111034 |
|---|---|
| NOME | Tom Cavanagh |
| PRENOMES | Tom |
| SOBRENOME | Cavanagh |
| ASSINATURA | CAVANAGH T |
| AFILIAÇÕES | University of Waikato |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 49 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2005 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Crip Spaces For and With Disabled Filipinos
In disaster settings, disabled people are often framed as passive recipients of aid, to be integrated into pre‐existing response mechanisms. This paper challenges that framing by centring disabled bodyminds and the crip‐for‐crip strategies that sustain survival amidst chronic disaster. It foregrounds the relational practices of resistance, care and world‐making that disabled communities enact in the face of climate crisis. Workshops and interview…
Creating peaceful and effective schools through a culture of care
Many schools in New Zealand, the USA, and elsewhere, are searching for ways to respond positively to the educational achievement disparities that exist between majority culture students and students from minority ethnic and cultural communities. Most of the approaches and strategies that have been implemented to date have either failed, or had minimal positive influence. This paper presents the results of over five years of research, conducted co…
Te Kotahitanga
Creating Culturally-Safe Schools for Māori Students
In order to better understand the present trends in New Zealand's schooling contexts, there is a clarion call for educators to develop sensitivity and sensibility towards the cultural backgrounds and experiences of Maori students. This paper reports on the work of four scholars who share research that has been undertaken in educational settings with high numbers of Maori students, and discusses the importance of creating culturally-safe schools -…
From Literacy in Māori to Biliteracy in Māori and English
Teachers and community in a small rural Māori-medium school in New Zealand were concerned that their students who were highly literate in Māori experienced difficulties in reading and writing in English on entry to secondary school (where English was the medium of instruction). Consequently, this school and community introduced a 10-week culturally appropriate home and school English reading and writing programme for their Year 6, 7 and 8 student…
Te Kotahitanga
Creating Culturally-Safe Schools for Māori Students
In order to better understand the present trends in New Zealand's schooling contexts, there is a clarion call for educators to develop sensitivity and sensibility towards the cultural backgrounds and experiences of Maori students. This paper reports on the work of four scholars who share research that has been undertaken in educational settings with high numbers of Maori students, and discusses the importance of creating culturally-safe schools -…
Creating peaceful and effective schools through a culture of care
Many schools in New Zealand, the USA, and elsewhere, are searching for ways to respond positively to the educational achievement disparities that exist between majority culture students and students from minority ethnic and cultural communities. Most of the approaches and strategies that have been implemented to date have either failed, or had minimal positive influence. This paper presents the results of over five years of research, conducted co…
From Literacy in Māori to Biliteracy in Māori and English
Teachers and community in a small rural Māori-medium school in New Zealand were concerned that their students who were highly literate in Māori experienced difficulties in reading and writing in English on entry to secondary school (where English was the medium of instruction). Consequently, this school and community introduced a 10-week culturally appropriate home and school English reading and writing programme for their Year 6, 7 and 8 student…
Creating Culturally-Safe Schools for Māori Students
In order to better understand the present trends in New Zealand's schooling contexts, there is a clarion call for educators to develop sensitivity and sensibility towards the cultural backgrounds and experiences of Maori students. This paper reports on the work of four scholars who share research that has been undertaken in educational settings with high numbers of Maori students, and discusses the importance of creating culturally-safe schools -…
Te Kotahitanga
Creating peaceful and effective schools through a culture of care
Many schools in New Zealand, the USA, and elsewhere, are searching for ways to respond positively to the educational achievement disparities that exist between majority culture students and students from minority ethnic and cultural communities. Most of the approaches and strategies that have been implemented to date have either failed, or had minimal positive influence. This paper presents the results of over five years of research, conducted co…
Crip Spaces For and With Disabled Filipinos
In disaster settings, disabled people are often framed as passive recipients of aid, to be integrated into pre‐existing response mechanisms. This paper challenges that framing by centring disabled bodyminds and the crip‐for‐crip strategies that sustain survival amidst chronic disaster. It foregrounds the relational practices of resistance, care and world‐making that disabled communities enact in the face of climate crisis. Workshops and interview…
Sociology (4 obras) · Early Childhood Education and Development (3 obras) · Education Systems and Policy (3 obras) · Pedagogy (3 obras) · Political science (3 obras) · Indigenous and Place-Based Education (2 obras) · Psychology (2 obras) · Analogy (1 obras) · Anthropology (1 obras) · Brainstorming (1 obras)