title: Strengthening flood governance in Aotearoa New Zealand: Achieving multi-level policy coherence

authors: Hanna, Christina Jane

abstract: Effective flood risk management in Aotearoa New Zealand requires more directive and coherent governance across all levels. This includes clear national direction and policy frameworks for natural hazards and climate change adaptation planning.

text: Strengthening flood governance in Aotearoa New Zealand: Achieving multi-level policy coherence Effective flood risk management in Aotearoa New Zealand requires more directive and coherent governance across all levels. This includes clear national direction and policy frameworks for natural hazards and climate change adaptation planning.

year: 2025

title: The cultural classroom: The faikava as an epistemological site for teaching and learning

authors: Fehoko, Edmond S.

subjects: Tongan

abstract: My Masters research explored the experiences and perceptions of New Zealand-born Tongan males who participate in the faikava (kava-drinking). The faikava is a well-known ceremonial cultural practice that in recent times has been adapted as an informal and recreational activity embedded in the activities of some churches and other agencies in Tongan migrant communities in New Zealand, Australia and in the United States of America. This cultural practice includes aspects of socialising, sharing and talking, social bonding and fostering camaraderie. For my study, the faikava was the vehicle for my data collection. This presentation will argue the value of the faikava as an epistemological site which provides New Zealand- born Tongan males with the opportunity to reinforce their knowledge of the anga fakatonga (Tongan culture) protocols and language and to engage in discussion about issues of concern to Tongan people today. Drawing on this, I will share my experience in researching in a gendered, social and cultural space in a predominant male practice.

text: The cultural classroom: The faikava as an epistemological site for teaching and learning My Masters research explored the experiences and perceptions of New Zealand-born Tongan males who participate in the faikava (kava-drinking). The faikava is a well-known ceremonial cultural practice that in recent times has been adapted as an informal and recreational activity embedded in the activities of some churches and other agencies in Tongan migrant communities in New Zealand, Australia and in the United States of America. This cultural practice includes aspects of socialising, sharing and talking, social bonding and fostering camaraderie. For my study, the faikava was the vehicle for my data collection. This presentation will argue the value of the faikava as an epistemological site which provides New Zealand- born Tongan males with the opportunity to reinforce their knowledge of the anga fakatonga (Tongan culture) protocols and language and to engage in discussion about issues of concern to Tongan people today. Drawing on this, I will share my experience in researching in a gendered, social and cultural space in a predominant male practice.

year: 2017

title: Navigating the evaluation space between schools and ERO in a transformative system

authors: Adams, Tracey

abstract: This thesis aims to provide the reader with an example of the knowledge, practice and structures needed to effect change within the New Zealand education system in moving transformatively toward equity and excellence. This research is centred within the government organisation of the Education Review Office (ERO) which has recently changed its approach to evaluation in response to a review of the Tomorrows School’s education policy and education provision in New Zealand. In this study, evaluators who have participated in the Poutama Pounamu Blended Learning (PPBL) speak to their experiences of culturally responsive evaluation in partnership with school leaders. PPBL challenges participants to understand the role of culturally responsive practices in system transformation. Recent government policy and strategies aimed at promoting equity within education are linked and connected within the context of the research. This thesis provides one example of how a government organisation has enacted a power sharing and partnership approach intended to give effect to Te Tiriti o Waitangi. The voices within the research narrate their experience of change within this government organisation and the wider education system.

text: Navigating the evaluation space between schools and ERO in a transformative system This thesis aims to provide the reader with an example of the knowledge, practice and structures needed to effect change within the New Zealand education system in moving transformatively toward equity and excellence. This research is centred within the government organisation of the Education Review Office (ERO) which has recently changed its approach to evaluation in response to a review of the Tomorrows School’s education policy and education provision in New Zealand. In this study, evaluators who have participated in the Poutama Pounamu Blended Learning (PPBL) speak to their experiences of culturally responsive evaluation in partnership with school leaders. PPBL challenges participants to understand the role of culturally responsive practices in system transformation. Recent government policy and strategies aimed at promoting equity within education are linked and connected within the context of the research. This thesis provides one example of how a government organisation has enacted a power sharing and partnership approach intended to give effect to Te Tiriti o Waitangi. The voices within the research narrate their experience of change within this government organisation and the wider education system.

year: 2023