title: Statement of Evidence (Coastal impacts)

authors: de Lange, Willem P.

abstract: Evidence presented to Consent Hearing on Proposed Coastal Protection Works at Wainui Beach

text: Statement of Evidence (Coastal impacts) Evidence presented to Consent Hearing on Proposed Coastal Protection Works at Wainui Beach

year: 2018

title: Educational engagement practices of Tongan parents in relation to their children's learning

authors: Naufahu, Mefileisenita

abstract: This study explores the parental engagement of Tongan parents in relation to their children’s learning and designs an engagement framework to enhance this engagement. Bronfenbrenner’s (1979) ecological systems theory framework was employed to conceptualise and inform the analysis of parental engagement of Tongan parents in this research.  

Talaloto, a new Pacific research methodology which I developed for use in this study, was utilised for data collection from Tongan parents, as a way of capturing their authentic voices, grounded within their culture. Talaloto provides a space for personal lived experiences to be told. Focus group interviews were used for gathering data from teachers and students. Initial data collection motivated me to develop and implement an intervention to enhance parental engagement practices, for a sample of Tongan parents, students, and teachers, associated with a local primary school.  

The findings showed that parental engagement is an holistic process, requiring collaboration between home, school, and the wider community to enable both participation and interaction. Recognition of and valuing home funds of knowledge as well as the implementation of home visits by teachers, were found to be significant contributors to transforming relationships and lifting student achievement.  

The intentional creation of an Engagement Broker role for the purposes of the intervention demonstrated the importance of such a role in providing guidance to all participants as they navigated differing contexts and new roles and relationships.  

A key outcome of this study was the development of the ‘Kato Alu ‘framework, where a cultural metaphor is used to conceptualise and contextualise the understanding and use of parental engagement practices by Tongan parents in their children’s learning. I used the four stages of crafting the Kato Alu: Tokonaki (preparation), Lalanga (weaving), Teuteu’i (decoration) and Foaki (presentation), to symbolise the four steps for guiding the parental engagement process. The hope is that this framework may be applied in other Pacific settings and can be adapted for broader use.

text: Educational engagement practices of Tongan parents in relation to their children's learning This study explores the parental engagement of Tongan parents in relation to their children’s learning and designs an engagement framework to enhance this engagement. Bronfenbrenner’s (1979) ecological systems theory framework was employed to conceptualise and inform the analysis of parental engagement of Tongan parents in this research.  

Talaloto, a new Pacific research methodology which I developed for use in this study, was utilised for data collection from Tongan parents, as a way of capturing their authentic voices, grounded within their culture. Talaloto provides a space for personal lived experiences to be told. Focus group interviews were used for gathering data from teachers and students. Initial data collection motivated me to develop and implement an intervention to enhance parental engagement practices, for a sample of Tongan parents, students, and teachers, associated with a local primary school.  

The findings showed that parental engagement is an holistic process, requiring collaboration between home, school, and the wider community to enable both participation and interaction. Recognition of and valuing home funds of knowledge as well as the implementation of home visits by teachers, were found to be significant contributors to transforming relationships and lifting student achievement.  

The intentional creation of an Engagement Broker role for the purposes of the intervention demonstrated the importance of such a role in providing guidance to all participants as they navigated differing contexts and new roles and relationships.  

A key outcome of this study was the development of the ‘Kato Alu ‘framework, where a cultural metaphor is used to conceptualise and contextualise the understanding and use of parental engagement practices by Tongan parents in their children’s learning. I used the four stages of crafting the Kato Alu: Tokonaki (preparation), Lalanga (weaving), Teuteu’i (decoration) and Foaki (presentation), to symbolise the four steps for guiding the parental engagement process. The hope is that this framework may be applied in other Pacific settings and can be adapted for broader use.

year: 2024-04-09

title: Journeys of Māori women in engineering and engineering trades: Navigating challenges and embracing identity

authors: Moridnejad, Maryam

subjects: engineering

abstract: CONTEXT 
This paper reports a study that explores the lived experiences of five Māori women in New Zealand who are engaged in engineering and engineering trades, aiming to inspire more Māori women to join these fields. Through in-depth interviews, three key phases of their lives are examined: upbringing, educational experiences, and professional encounters. The research identifies barriers and strategies these women employed, revealing themes such as identity development, stereotyping, cultural identity, determination, and support.  

PURPOSE OR GOAL
Diversity remains a persistent concern within traditionally male-dominated fields such as engineering and trades. Literature underscores the invaluable contributions of a diverse workforce, including fresh perspectives, insights, and innovative problem-solving approaches. Efforts to enhance diversity in engineering education must address systemic barriers across all levels of education. The aim of this study is to give voice to Māori women in engineers and engineering trades. The study explores participants' career choices, childhood, schooling, tertiary education, and workplace experiences.

APPROACH OR METHODOLOGY/METHODS
The study is underpinned by a feminist poststructuralist conceptual framework, emphasizing that knowledge is constructed rather than discovered, and power relations are shaped within cultural and societal contexts. Data collection involved an initial short questionnaire and two semi-structured interviews. Qualitative inductive analysis was used. Early thematic coding occurred during the analysis of initial questionnaires to identify key themes for the interviews. Interview data were coded inductively by research assistants and cross-checked by the main researchers to find common themes. In a further analysis phase, interview transcripts were loaded into ChatGPT to identify key commonalities, which were compared with researchers’ codes to finalize the themes. These themes framed the discussion and provided a basis for understanding the lived experiences of Māori women in engineering and engineering trades.

ACTUAL OR ANTICIPATED OUTCOMES
The lives and experiences the five Māori women in this study illuminate the unique experiences and challenges faced by indigenous women pursuing careers in engineering and engineering trades. By amplifying their voices, this research highlights their perspectives, celebrates their agency and resilience, and showcases how they assert themselves, overcome challenges, and advocate for gender equality in their professions. Common themes such as identity development, others’ beliefs and attitudes, cultural identity, determination, and support and encouragement frame the discussion, assisting in demystifying societal realities and gaining insight into their social realities. This research aims to empower and make these women visible. The findings highlight the need for timely career guidance in schools, dismantling gender stereotypes early, and integrating Māori culture into workplaces to foster equity and inclusion.

CONCLUSIONS/RECOMMENDATIONS/SUMMARY
Collaborative efforts from educators, researchers, and policymakers are needed to address systemic barriers and create inclusive pathways for indigenous women and other underrepresented groups into engineering. Flexible support services tailored to the diverse needs are essential for facilitating success in these fields. The researchers suggest further research should focus on longitudinal studies tracking the career trajectories of minority groups, exploring how cultural and gender identities influence educational experiences, evaluating the effectiveness of existing support programmes, and examining the role of mentorship and support networks in empowering minority students to succeed in engineering and trades careers.

text: Journeys of Māori women in engineering and engineering trades: Navigating challenges and embracing identity CONTEXT 
This paper reports a study that explores the lived experiences of five Māori women in New Zealand who are engaged in engineering and engineering trades, aiming to inspire more Māori women to join these fields. Through in-depth interviews, three key phases of their lives are examined: upbringing, educational experiences, and professional encounters. The research identifies barriers and strategies these women employed, revealing themes such as identity development, stereotyping, cultural identity, determination, and support.  

PURPOSE OR GOAL
Diversity remains a persistent concern within traditionally male-dominated fields such as engineering and trades. Literature underscores the invaluable contributions of a diverse workforce, including fresh perspectives, insights, and innovative problem-solving approaches. Efforts to enhance diversity in engineering education must address systemic barriers across all levels of education. The aim of this study is to give voice to Māori women in engineers and engineering trades. The study explores participants' career choices, childhood, schooling, tertiary education, and workplace experiences.

APPROACH OR METHODOLOGY/METHODS
The study is underpinned by a feminist poststructuralist conceptual framework, emphasizing that knowledge is constructed rather than discovered, and power relations are shaped within cultural and societal contexts. Data collection involved an initial short questionnaire and two semi-structured interviews. Qualitative inductive analysis was used. Early thematic coding occurred during the analysis of initial questionnaires to identify key themes for the interviews. Interview data were coded inductively by research assistants and cross-checked by the main researchers to find common themes. In a further analysis phase, interview transcripts were loaded into ChatGPT to identify key commonalities, which were compared with researchers’ codes to finalize the themes. These themes framed the discussion and provided a basis for understanding the lived experiences of Māori women in engineering and engineering trades.

ACTUAL OR ANTICIPATED OUTCOMES
The lives and experiences the five Māori women in this study illuminate the unique experiences and challenges faced by indigenous women pursuing careers in engineering and engineering trades. By amplifying their voices, this research highlights their perspectives, celebrates their agency and resilience, and showcases how they assert themselves, overcome challenges, and advocate for gender equality in their professions. Common themes such as identity development, others’ beliefs and attitudes, cultural identity, determination, and support and encouragement frame the discussion, assisting in demystifying societal realities and gaining insight into their social realities. This research aims to empower and make these women visible. The findings highlight the need for timely career guidance in schools, dismantling gender stereotypes early, and integrating Māori culture into workplaces to foster equity and inclusion.

CONCLUSIONS/RECOMMENDATIONS/SUMMARY
Collaborative efforts from educators, researchers, and policymakers are needed to address systemic barriers and create inclusive pathways for indigenous women and other underrepresented groups into engineering. Flexible support services tailored to the diverse needs are essential for facilitating success in these fields. The researchers suggest further research should focus on longitudinal studies tracking the career trajectories of minority groups, exploring how cultural and gender identities influence educational experiences, evaluating the effectiveness of existing support programmes, and examining the role of mentorship and support networks in empowering minority students to succeed in engineering and trades careers.

year: 2024