Frances Rutherford Lecture: Transforming Views of Learning: Connecting Professional Conversations

By Penman, Merrolee | New Zealand Journal of Occupational Therapy, September 2007 | Go to article overview
Save to active project

Frances Rutherford Lecture: Transforming Views of Learning: Connecting Professional Conversations


Penman, Merrolee, New Zealand Journal of Occupational Therapy


Preamble

The Frances Rutherford Award is presented at the New Zealand Association Biennial Conference. Drawing on her experience as an educator and occupational therapist, the 2006 Frances Rutherford Lecturer Awardee Merrolee Penman gave a presentation that was highly interactive using a range of media including audio and video clips along with actors performing, small paired discussions, larger group discussions, quiet reflective times, and general whole auditorium buzz. Her goal was to engage the audience in the ideas being presented. This article cannot begin to capture the experience of the participants on that day, but where possible the interactivity has been included and additional weblinks provided. The reader will be challenged to define, list, describe and reflect. For this reason, the article is presented in a conversational format, just as in the presentation of the Frances Rutherford Lecture.

   Ki a koutou to mana whenua o konei
   To you the locals, greetings
   Ki a koutou e whakaroko ki
   To you who are listening to this I greet you
   He mild mahana ki a koutou katoa

   Warm greetings to you all

Introduction and acknowledgements

Clare Hocking in her Frances Rutherford Lecture in 2004 described receiving the New Zealand Association of Occupational Therapist's highest award as "a weighty responsibility" (Hocking, 2005, p.5). In receiving the award, I feel a little as I did at my graduation in 1982. Being just 20, I realised that in receiving my degree, I had accepted the responsibility of providing a service for others with what I thought, said and did having far reaching consequences for those people with whom I worked. The Frances Rutherford Award is an acknowledgement of my contribution to the profession, but there is also the responsibility to share something in return. In doing so, I am reminded yet again that what I share may also have consequences. I am both humbled by this notion, challenged by the possibilities, and indeed grateful for the privilege bestowed by my peers.

I begin by honouring Miss Rutherford (as she was always known to her students) who was born and educated in the Wairarapa. Miss Rutherford's initial education included studying for a Diploma of Fine Arts (Painting) at the Canterbury College of Fine Arts, followed by two years of teaching with further study at the Central London School of Arts and Crafts (Botting, 1984).

Denied a place at the New Zealand Occupational Therapy Training School on the grounds of physical disability, it was a chance meeting with an occupational therapist in England that led to Miss Rutherford achieving her goal of studying occupational therapy in Liverpool. Miss Rutherford's experience was a little different, being employed in the position of student-staff, while teaching art to the occupational therapy students. In 1953, Miss Rutherford returned to Masterton Hospital to establish the occupational therapy department.

In 1955, Miss Rutherford was recruited by Hazel Skilton to be Vice Principal and Assistant Supervisor of Occupational Therapy. Miss Rutherford thought this was a 'high-falutin' title but she was soon bought down to earth when she discovered there were just two staff, herself and Hazel Skilton (Rutherford, 1990). Continuing with study, Miss Rutherford undertook an English Teacher's Diploma in Occupational Therapy in 1958, returning to be the third and last principal of the occupational therapy school in Auckland.

Miss Rutherford not only fostered students' enthusiasm for their study (Christie, 1999; Shooter, 1987), she also had high aspirations for the profession. While principal, she produced detailed plans of an advanced programme for the leaders and teachers of the profession using resources from the New Zealand School of Occupational Therapy, the University of Auckland, and the Auckland Teachers College (Boyd, 19845). Unfortunately Miss Rutherford's vision was not realised as the school transferred to Wellington with the first students commencing there in 1971 (Harding, 1973) as the last class graduated from the Auckland school in 1972 (Rutherford, 1972).

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Frances Rutherford Lecture: Transforming Views of Learning: Connecting Professional Conversations
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.