Cultural diversity is growing in New Zealand and deserves to be celebrated for the richness and opportunities for understanding it brings to our lives. Culturally-responsive approaches to education accept diversity and enable students to draw on their unique cultural capital as a learning resource. The aim of this study was to contribute to the literature in this area by finding out what Somali students in a New Zealand primary school think about their schooling: the aspects of school which challenge or support their cultural identities. Three nine and ten year-old Somali students attending a primary school in the Greater Wellington region participated in focus groups. Open- ended questions were used to elicit their perspectives on pedagogical approaches and their interactions with their peers and teachers. The students identified numerous positive aspects of their school lives, including strong friendships and autonomy in the classroom, yet revealed that bullying is an on-going issue, for themselves and other students, in and out of school.

Access to the full text of the published version may require a subscription. Rights©2013 Informa UK Ltd. Embargo informationThe full text of this article is currently unavailable due to a restriction requested by the publisher. The full text will be available 12 months after original publication. The results indicate that PEPS-C could be a valuable tool for assessing prosody in young children with typical development and some groups of young children with communication disorders.

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This article explores how the Belizean writer Zee Edgell's novel Beka Lamb uses the bildungsroman to point to contradictions in both colonial discourse and narratives of nationalist decolonization. The bildungsroman is a genre that provokes unsettling and valuable insights when found in Caribbean women's literature. It brings with it assumptions about individual subjectivity, progress, and socialization that underlie modes of justification for colonialist and misogynist practice and yet can be used to expose the shortcomings of models of development and to foreground the priorities of Caribbean women's literature. In Beka Lamb Edgell uses the bildungsroman to engage a debate between discourses of identity, Creolization, and relationality in the Caribbean by juxtaposing a young girl's maturation and her diverse nation's decolonization. In the process of adapting this genre for new ideological and cultural purposes, Edgell reveals the creativity and flexibility of the genre.