educators-from-new-zealand

"From her 1923 article, "The first girl graduates": 'It is too soon yet...for a complete answer to be given to this question, but thousands of university women are proving by their lives that it has not unfitted them for home-making, the noblest sphere of women's work.'"

"I don’t think I can answer this very well. There’s no single thing that is particularly hard for me."

"I’m reading a novel too – it’s called Concluding by Henry Green. It first came out when I was 6 years old but of course I didn’t know anything about him then. He was talked about a bit when I was at university but was never in any of the English papers I did."

"If you want to write in a particular genre it’s likely you’ll read that genre. At the same time I sometimes find that the books that really get me writing are a surprise. It’s not necessarily books of modern poetry that make me want to write poems."

"I don’t often feel inspired. I try to keep writing and sometimes something unexpected happens and I find I’m writing more easily and confidently than usual. It’s wonderful when that happens."

"Things that make me want to write vary."

"What I read is often helpful. Sometimes first lines of very good writers make me want to write my own poem almost as a response to theirs. Janet Frame and Anne Carson have done that for me."

"Sometimes being under a particular pressure makes me write easily. Which seems strange. Pressure might be a time constraint, like to write something in 20 minutes. Or it might be a set of ‘rules’, like ‘Write a poem that consists entirely of untrue statements’. I think the hardest thing to do is probably to be told to take as long as you need to write the best poem you possibly can about whatever you think is important. If there are constraints you can always blame them if your poem isn’t as terrific as you would have liked it to be."

"Walking helps me to write. I’m pretty sure Fiona Farrell has written about how how walking helps her to write."

"Yes, I almost always do this."

"I mentioned earlier that I always have a notebook. Usually this is where I draft poems and then maybe weeks later I read back over this notebook. Some things I’ve written look a bit feeble but often there’s something I can use and develop further."

"After a gap of time, I can often look at a poem a bit more objectively and see what needs doing to it. I would hardly ever send a poem I’ve just written away to a literary magazine because I am so likely to see things I want to change if I look at it after a few weeks"

"Yes, I suppose sometimes I do feel the opposite from inspired and can’t think how to begin or continue anything."

"Sometimes I find that to think of it as being like having a bit of a headache is useful. Okay, it’s there, and I can either retire to bed feeling sorry for myself or just go on doing what I do as best I can. But if I decide I am suffering from Writer’s Block and stop writing then there is no chance of my writing well."

"Michael Harlow once said at a workshop that if you write a word another flies to it. That’s mostly true for me. So if I can find a word or a phrase from anywhere and write it down then there is a chance some writing will happen. It may not be very good, but at least its writing."

"If I was feeling flat about my writing, I used to return to a book called Writing Down the Bones by Natalie Goldberg and it helped me to forgive myself for often writing rubbishy, dull stuff. (And it also has some really good suggestions, about daily writing practice that I found useful.)"

"I have learned to accept that alternating between thinking I have just written a Truly Terrific Poem and thinking that I am an Embarrassing Disaster of a Writer who will never manage an even halfway decent poem doesn’t help me at all. I’m gradually realising that nothing I write will change the world and knock its little cotton socks off, but also I’ve come to realise that there’s no need to be ashamed of what I write."

"Just keeping going, I guess, is hard. There are lots of other wonderful things to do. How do you balance these different aspects of your life? I’m busy, as most people are busy. I don’t write as much as I would like to write. I also need to work on regularly finishing poems and sending them away to literary magazines."

"Sometimes writing can seem a bit lonely. But having a group of people you trust and with whom you can share your writing helps."

"Nobody has to be a writer. But when it’s going well it’s good fun and satisfying."

"My poems don't start from ideas, but from bits of language, maybe a turn of phrase that's like a tune that plays over and over in my mind. A poem can often be like a game in my head where I want to think about something I don't fully understand. Recently a child said to me, 'I'm not me. I'm someone else. I'm very strong. I'm Richie McCaw.' It's easy when you're four years old to play this sort of game. Writing is one way that as an adult I can take on a different persona. Some of these poems may suggest I live in rest home and that I have won the Katherine Mansfield Fellowship and lived in Menton. I did once spend a happy weekend in Paris, but I've never been to Menton and I have never won the Katherine Mansfield Fellowship. That doesn't stop me wondering what it would be like to be selected for a magnificent prize and live in a remote city. I also wonder what it may be like one day to live in a rest home.'"

"I don’t have a favourite genre. I try to ready widely."

"There’s almost always a book of poems that I’m reading and I keep it by my bed or in my handbag if the book is skinny enough. At present I am still reading Essential New Zealand Poems and I am also reading Horse with Hat by Marty Smith. I’ve also read some of Milton’s poetry, particular a verse drama called Samson Agonistes that for some reason I never got round to reading when I studied Milton as a university student. (Paula — these books aren’t children’s books in case you think they are."

"So often I have said in the past, when a war is over, the statesmen should not go into conference one with another, but should turn their attention to the infant rooms, since it is from there that comes peace or war.”"

"the more violent the boy, the more I see that he creates, and when he kicks the others with his big boots, treads on fingers on the mat, hits another over the head with a piece of wood or throws a stone, I put clay in his hands, or chalk. He can create bombs if he likes or draw my house in flame, but it is the creative vent that is widening all the time and the destructive one atrophying, however much it may look to the contrary. And anyway I have always been more afraid of the weapon unspoken than of the one on the blackboard"

"You must be true to yourself. Strong enough to be true to yourself. Brave enough to be strong enough to be true to yourself. Wise enough to be brave enough, to be strong enough to shape yourself from what you actually are.”"

"100% you can learn the behaviours of an entrepreneur. The one thing that’s hard for people is to develop an appetite for risk. All the other elements of evaluating businesses, seeing opportunities, understanding how to scale, reading business cases and spotting possibilities for expansion – you can learn all those things, they’re fairly formulaic. Once you’ve got those skills sorted, you need to know the sector – to understand the market space and competitor environment. The risk taking however is a very personal aspect and in part, circumstantial."

"I certainly fit all the characteristics of one. I’m happy to take high levels of risk, I understand impact and scale. I can see the direction trends are moving and that’s crucial, because if you get in front of the curve, you’ll benefit. My motivation has never been about financial success. It’s always been about making an impact that changes whole industries."

"If you’re the main income earner or you’ve got children and dependencies, the chance you’ll take a risk is probably quite low. But as the kids get older or you get more equity behind you, your risk profile changes. What we do know is that entrepreneurs are most successful when they start a business in their 40s. Perhaps it’s their life stage and experience that means they can more easily understand what it takes to be an entrepreneur."

"For example, rather than students simply watching a YouTube clip to learn about the solar system, they might create their own augmented reality simulation, requiring them to apply their knowledge to correctly place, size and animate digital objects. Rebalancing screen time in this way will help avoid the more negative consequences of these ubiquitous devices and highlight some of their unique advantages."

"The boundaries between recreation, communication and learning are becoming less distinct. Screen time that may seem on the surface to be purely recreational can in reality be important for learning, supporting mental health and driving awareness of important issues."

"Banning technology from schools can be legitimate if technology integration does not improve learning or if it worsens student wellbeing … [and mitigating risk] may require something more than banning."

"Beyond the learning impact, the second issue most often cited for banning cellphones in the classroom is the negative impacts of mobile use on wellbeing. The access to and reach of harmful contexts (such as porn) and acts (like bullying) is certainly a serious and significant issue. The pervasiveness of cellphones heightens the risks. Banning cellphones does not solve this issue and rather just enables schools (and the government) to absolve themselves from dealing with the problem, pushing these complex issues into the hands of parents and whānau to deal with."

"With lockdowns and social restrictions now a new normal, it is increasingly difficult to disengage from screens. Children are growing up in a digital society, surrounded by a multitude of devices used for everything from social connection to learning and entertainment."

"The pandemic has fundamentally altered every part of our lives, not least the time we spend on digital devices. For young people in particular, the blurred line between recreational and educational screen time presents new challenges we are only beginning to appreciate."

"Digital devices have the potential to enhance learning, but there are few situations where this happens currently and many in which learning may be hindered."

"We need to focus on integrating technology that makes a difference and enhances learning. Students learn best when they are actively engaged and create and drive their own learning."

"Conservatives and fascist ideologies adapted the notion that Jews were alien to the national community to a cultural critique that attributed the inauthenticity of contemporary mass culture to Jewish influence. Jews, not having a fixed location, could not share in cultures rooted in the community of blood or soil and were therefore reduced to the imitation of other cultures, to artifice."

"For many liberal of the 1930s fascism seemed not so much intrinsically wrong as wrong-headed, offering solutions that were at once too extreme and inadequate to address the crises of modernity."

"For conservative and nationalist discourses, these marginalized Others were frequently objects of fascination and revulsion. Yet the horror provoked by Jews, homosexuals, and, in some areas, Gypsies cannot be explained simply by reference to the marginal; it was the way those at the margins of society made the bordelines of gender and nationality blur and shift that threatened to tear apart the very fabric of the patriarchal nation-state as it had been constituted. This threat was perhaps especially acute in Germany, whose identity as a unified nation was so tenuous."

"As Nozick acknowledges, a modern state should not feel morally constrained by property holdings which might have had a Lockean pedigree but in fact do not. In this regard it is interesting that one of the main uses of Lockean theory these days is in defending the property rights of indigenous people—where a literal claim is being made about who had first possession of a set of resources and about the need to rectify the injustices that accompanied their subsequent expropriation."