Marcus Wallis

Marcus Wallis

I’m originally from Dunedin City in New Zealand but have been living in Japan since 2004. I work as a full time English Instructor.

Location Sendai City, Tohoku, JAPAN



  • I think electronic images on a screen work very well in class Polly.

    I’m not sure that I would use the images in class but I would judge each one on its merits.

  • @PollyLynn No, I don’t mean red carpet and tea. But, I could have written my question more clearly. I’ll try again.

    “Would a student of european heritage be made to feel welcome in a CARGO classroom?”

  • Marcus Wallis made a comment

    I thought the presentation of information through pictures was well done.

    Perhaps this is a little outside of the scope of what this course is about but how is European history to be handled by CARGO history teachers?

    Is European contribution to history going to be ignored? Will any positive impacts of European arrival be explored?

  • I think the pictures are a means by which to make history more accessible.

  • @SarahElliott I completely agree that it is educational to hear history told from another perspective.

    I also see the point that you are making regarding the use of the words discovery and invasion.

    I acknowledge that throughout time various groups of people have behaved badly.

    My concern is that terms like discovery and invasion have a bias. In my...

  • I have not mentioned any lack of evidence. I’ve stated that I would prefer a more impartial evaluation before I come to my own conclusion.

    I’m ready to think but prefer to avoid forming an understanding of history by drawing from biased source materials.

  • @PollyLynn

    Why would few people disagree with this comment?

    Because it is sage like wisdom - I doubt that many people would question it.

    Why is it good to know where you came from?

    Because you can understand your own life situation better.

  • This course provides a positive depiction of African historical figures and events. Conversely, the depiction of European involvement is portrayed negatively. Do you see any difficulties with using this approach? Would a student of European heritage be welcome to attend a CARGO Classroom?

  • @PollyLynn I’m no expert in Māori culture but as New Zealand kids we certainly were exposed to a fair amount of Māori culture. We learnt Māori songs, visited Marae and attended a Hangi.

    Looking back (and trying to be impartial) I think it was biased. The depiction of European settlement was portrayed as being inherently evil and the Māori response as being...

  • Hi Polly, thank you for the thought and consideration you invested in responding to my comments.

    I agree with you that choices need to be made. Exactly what to take out is a tricky question isn’t it? I guess the best approach is to leave it to the discretion of the teacher to decide what is the best fit with their class.

    If I was attending this course I...

  • I think the illustrations are a useful resource for the introduction of historical figures to students. They do look good and would be effective decorations for a history classroom.

    I have an issue with the way the historical information is being presented. The language used is loaded and the conclusions seem to have already been drawn. In my opinion this...

  • The images are effective at presenting information in a quick easily digestible form.

  • Well, from the above information I gather that she was a tactically capable person. That there were difficulties in her dealings with the Portuguese which she dealt with successfully.

    However, I would prefer a more impartial evaluation before I come to my own conclusion.

  • Marcus Wallis made a comment

    I disagree with the extraordinary statement that

    History is a recorded story constructed from questionable facts
    Which have been used to create myths masking horrendous acts

    History is collating the currently agreed upon facts. Researching and analysing those facts and then drawing conclusions (with an acceptance that there will be disagreement)


  • Firstly, thank you for participating in this course in a thoughtful and considered way. There doesn’t appear to be much of that going on in this course as far as I can see so far.

    Similar to you, I noticed the use of the word ‘disrupted’ when discussing European intervention. I felt that this was unfortunate. I am no expert in African history - in fact,...

  • The images do look nicely done. I feel there is a lot to be learned from this visual approach to teaching/learning history.

    This is straying a bit off topic but I recall as a 15 year old studying Israel/Palestine history in NZ. It was taught in a text heavy way and I recall not really understanding what it was all about. Some pictures and imagery would have...

  • Good question Martin.

  • Marcus Wallis made a comment

    I would wish for objectivity.

    Present the information to students in a balanced way. Discuss, debate and draw conclusions.

  • I think the material in the course is interesting and can be swiftly breezed through.

    It a shame that there is not more interaction or thought being invested by contributors in the comments section.

  • A lot of this material was new to me.
    I would be happy teaching this information.

    I thought the image of Imhotep was a good resource. It presented him in a positive light and would be a good way to introduce his legacy to new learners who are unfamiliar to him.

  • These are multiple representations of his legacy. Perhaps the most striking thing is that the Papyrus is held in New York.

  • In this image he appears to be majestic, proud and visionary.

  • Marcus Wallis made a comment

    To be honest, it’s the first time that I’ve heard of him. I guess that’s the issue that this course is addressing.

  • I grew up in New Zealand where African History was not really taught. We studied extensively the history of early Māori and European settlement. It was done with objectivity and care.

  • I have never taught in a history classroom but I take note of the change of language used.

  • I understand that consideration of language is important and that CARGO Classroom involves framing questions to explore the histories of people of African descent.

    The example given is one of celebrating Mary Seacole as an alternative to Florence Nightingale.

    So what will happen to the history of Florence Nightingale in the CARGO classroom? Will her...

  • I’m not really sure what to say about this comment. I think few people would disagree with it.

    It’s good to know where you came from.

  • Marcus Wallis made a comment

    I have never taught history but I did some history in high school.

    What I like to see, and feel should be seen, in history education is objectivity. A statement of the facts without bias followed by discussion and debate.

  • Hi, I’ve joined this course to widen the scope of my teaching skills. I have taught English for about 20 years and have some tertiary STEM training but this will be my first venture in social sciences.

  • Marcus Wallis made a comment

    Hi, I’ve joined this course to widen the scope of my teaching skills. I have taught English for about 20 years and have some tertiary STEM training but this will be my first venture in social sciences.

  • I thought the course was good, especially the case studies from various educational institutions.

    An area that could be improved is the lack of interaction, discussion and debate - as it was not existent - and in my opinion is a critical component of education.

  • I would make sure that there was a direct link between student satisfaction/enrollment and educator compensation. That would ensure that course content was relevant and did not become a ‘dead letter’.

  • Universities have always relied upon peer exchange to refine and perfect ideas.

    That the importance of peer exchange and learning from each other is now under question indicates that the universities of 2023 are guided by very different forces that they were in the past. Market forces perhaps?

  • I understand the importance of benchmarks and using them as a standard to measure the University (and its courses against).

    Watching these videos I wonder how much attention the universities pay to the ‘enjoyment’ of students who are now undertaking their courses.

    Historically university was a life experience for students. A chance to meet new people,...

  • I agree with all of the critiques as online learning has an image problem. It lacks interaction, debate and academic rigor.

    I only place a value on assessment that involves a one on one, face to face interview and associated questioning to ensure understanding.

  • The central stakeholders would be the teaching staff and the paying customers (students) who attend the university.

    I include the city or town in which the university operates as a secondary (or indirect) stakeholder. Universities are major contributors to local economies so it’s important that the community sees that they are are held accountable for the...

  • A thought provoking course covering a subject which is rapidly evolving.

  • Yes - As it could not remain in business without adapting.

    No - As the quality of the education provided has decreased.

  • I agree that culture is important in managing the implementation of any new strategy in any organization.

    One challenge to this is the divergence of interest of the various groups involved in an organization. Let’s take a look at the interests of those involved with a university for example. Is it possible for these 3 groups to reach a...