title: Priorities, identity and the environment: Negotiating the early teenage years

authors: Eames, Chris W.

subjects: Social Sciences

abstract: This study focuses on the negotiation of environmental identity by ten New Zealand students as they progressed from late primary school to junior secondary school. Interviews with these students and their parents focussed on six theoretical perspective prominent in environmental education: significant life experiences, transformative learning, environmental literacy, values, action competence and environmental identity. Thirteen major themes emerged, which are discussed in terms of two overarching findings. Firstly, the deep-seated, composite and pivotal resonances between home and school influences in effective environmental education for sustainability (EEfS) learning are described, and suggestions are made for how this can be better taken into account. Secondly, a focus on the complex negotiation of the early teenage years suggests how promoting EEfS might occur more productively in secondary schools.

text: Priorities, identity and the environment: Negotiating the early teenage years This study focuses on the negotiation of environmental identity by ten New Zealand students as they progressed from late primary school to junior secondary school. Interviews with these students and their parents focussed on six theoretical perspective prominent in environmental education: significant life experiences, transformative learning, environmental literacy, values, action competence and environmental identity. Thirteen major themes emerged, which are discussed in terms of two overarching findings. Firstly, the deep-seated, composite and pivotal resonances between home and school influences in effective environmental education for sustainability (EEfS) learning are described, and suggestions are made for how this can be better taken into account. Secondly, a focus on the complex negotiation of the early teenage years suggests how promoting EEfS might occur more productively in secondary schools.

year: 2018

title: Modelling the eight lakes of Tarawera

authors: McBride, Chris G.

abstract: The work I am presenting today is on behalf of myself and the Waikato University team and also my collaborator Jonathon Abell, who is a former student of David’s with our group. I am presently working towards a PhD, and some of this work will feed into that. Paul White has given a nice lead in to this talk and we will be leaning heavily on his great work. The project is to model water quality in Lake Tarawera and its response to climate and nutrient loading in particular. Obviously, modelling Lake Tarawera requires conceptualising and understanding the broader hydrological system, so that is a big part of this project too.

text: Modelling the eight lakes of Tarawera The work I am presenting today is on behalf of myself and the Waikato University team and also my collaborator Jonathon Abell, who is a former student of David’s with our group. I am presently working towards a PhD, and some of this work will feed into that. Paul White has given a nice lead in to this talk and we will be leaning heavily on his great work. The project is to model water quality in Lake Tarawera and its response to climate and nutrient loading in particular. Obviously, modelling Lake Tarawera requires conceptualising and understanding the broader hydrological system, so that is a big part of this project too.

year: 2017

title: Searching for synergy: Māori/indigenous and scientific conservatory values - the affinity propositon

authors: Simon, Katerina Heremoana

subjects: Development studies

abstract: "Reconciling similarity/ affinity and difference/ distinction is one of the most important development issues of our contemporary period. Yet much effort aimed at gaining support for the plight of Māori/ indigenous peoples remains locked into the assertion of difference and distinction alone, those points of cultural affinity that could play an important role in processes of reconciliation and movement forward being largely ignored. What is proposed here is what is referred to as the ‘affinity proposition’, that is, it is argued that Māori/ indigenous development requires, for its further advancement, a focus not only on difference and divergence, but also on similarity and affinity. At the very heart of Māori/ indigenous development are issues relating to social justice, economic equity, freedom, ecological sustainability and cultural diversity, concepts which are equally highly valued in many sectors of mainstream (non-indigenous) society. Certainly, there are important differences in the ways in which these values are perceived and articulated in the context of different cultures, and these differences have recently been the focus of considerable attention and debate. However, there are also similarities which have received less attention in spite of the fact that they may hold the key to achieving a sufficient level of mutual understanding to underpin effective Māori/ indigenous development.

This paper explores the development of a synergistic process of reconciliation between Māori/ indigenous values and scientific conservatory values. It reports on the preliminary findings of a research project whose focus is a cross-cultural study of environmental governance and management regimes under the New Zealand Resource Management Act 1991. The central questions addressed here are: Can reconciliation be achieved through recognition of both affinity and difference? Could such reconciliation underpin effective Māori/ indigenous development? It is argued here that a process of synergy is already under way, a process that can best be understood in terms of a theoretical framework that encompasses both the concept of modernity and the sustainable development paradigm."

text: Searching for synergy: Māori/indigenous and scientific conservatory values - the affinity propositon "Reconciling similarity/ affinity and difference/ distinction is one of the most important development issues of our contemporary period. Yet much effort aimed at gaining support for the plight of Māori/ indigenous peoples remains locked into the assertion of difference and distinction alone, those points of cultural affinity that could play an important role in processes of reconciliation and movement forward being largely ignored. What is proposed here is what is referred to as the ‘affinity proposition’, that is, it is argued that Māori/ indigenous development requires, for its further advancement, a focus not only on difference and divergence, but also on similarity and affinity. At the very heart of Māori/ indigenous development are issues relating to social justice, economic equity, freedom, ecological sustainability and cultural diversity, concepts which are equally highly valued in many sectors of mainstream (non-indigenous) society. Certainly, there are important differences in the ways in which these values are perceived and articulated in the context of different cultures, and these differences have recently been the focus of considerable attention and debate. However, there are also similarities which have received less attention in spite of the fact that they may hold the key to achieving a sufficient level of mutual understanding to underpin effective Māori/ indigenous development.

This paper explores the development of a synergistic process of reconciliation between Māori/ indigenous values and scientific conservatory values. It reports on the preliminary findings of a research project whose focus is a cross-cultural study of environmental governance and management regimes under the New Zealand Resource Management Act 1991. The central questions addressed here are: Can reconciliation be achieved through recognition of both affinity and difference? Could such reconciliation underpin effective Māori/ indigenous development? It is argued here that a process of synergy is already under way, a process that can best be understood in terms of a theoretical framework that encompasses both the concept of modernity and the sustainable development paradigm."

year: 2003-05