title: Climate change adaptation narratives: Linking climate knowledge and future thinking

authors: Coulter, Liese

subjects: Social Sciences

abstract: Even in countries with high capacity to adapt to climate change, when future-oriented adaptation narratives are neither explicit nor common, climate knowledge may not be accessed, examined, or shared to support active adaptation. This research analyzed interviews with Australian and Canadian professionals who worked with climate change knowledge in research, policy, and practice to gauge in what way their climate knowledge was linked to autonomous adaptation in personal circles. Analysis combined a thematic approach and a novel Future Climate Narrative (FCN) typology informed by literature relating to Future Thinking, Climate Knowledge, and Narrative Communication. The results identified four main narratives: Distance, Vulnerability, Agency, and Change. Findings showed that where Change narratives were not commonly shared, little climate change knowledge was exchanged in personal circles, especially information that might increase a sense of danger; challenge the imagination; or present unfamiliar scenarios. This research shows that without future-oriented narratives supporting autonomous and community adaptation planning and practice, the benefits of currently high social adaptive capacity and relatively low vulnerability to climate change may not be realized through proactive adaptation. In developed nations where near-term, and in some cases unavoidable, climate change impacts are not commonly discussed, new Change narratives linking Climate Knowledge and Future Thinking are needed to reflect swiftly evolving climate change scenarios. In addition, lack of adaptation planning among well-informed professionals again challenges expectations that more and better climate change knowledge will directly increase adaptation behavior, irrespective of engagement in future thinking.

text: Climate change adaptation narratives: Linking climate knowledge and future thinking Even in countries with high capacity to adapt to climate change, when future-oriented adaptation narratives are neither explicit nor common, climate knowledge may not be accessed, examined, or shared to support active adaptation. This research analyzed interviews with Australian and Canadian professionals who worked with climate change knowledge in research, policy, and practice to gauge in what way their climate knowledge was linked to autonomous adaptation in personal circles. Analysis combined a thematic approach and a novel Future Climate Narrative (FCN) typology informed by literature relating to Future Thinking, Climate Knowledge, and Narrative Communication. The results identified four main narratives: Distance, Vulnerability, Agency, and Change. Findings showed that where Change narratives were not commonly shared, little climate change knowledge was exchanged in personal circles, especially information that might increase a sense of danger; challenge the imagination; or present unfamiliar scenarios. This research shows that without future-oriented narratives supporting autonomous and community adaptation planning and practice, the benefits of currently high social adaptive capacity and relatively low vulnerability to climate change may not be realized through proactive adaptation. In developed nations where near-term, and in some cases unavoidable, climate change impacts are not commonly discussed, new Change narratives linking Climate Knowledge and Future Thinking are needed to reflect swiftly evolving climate change scenarios. In addition, lack of adaptation planning among well-informed professionals again challenges expectations that more and better climate change knowledge will directly increase adaptation behavior, irrespective of engagement in future thinking.

year: 2019-08-01

title: Quality early childhood education for under-two-year-olds: What should it look like? A literature review

authors: Dalli, Carmen

subjects: early childhood education

abstract: Recent years have seen increasing participation of under-two-year-olds in early childhood education. This literature review draws together relevant research evidence to better understand what quality early childhood education for children under-two-years of age should look like.
The results of this literature review provide strong incentives for policy-makers to maintain optimum ratios of adults to infants, ongoing training including in the specialist area of infant pedagogy, and environments which facilitate low levels of stress. Research shows these variables to be of particular importance in the education and care of infants under two years of age for two key reasons. Firstly, with responsibility for a smaller number of infants, and ongoing training that keeps abreast of specialised knowledge and skills, adults are more likely to be attuned to very young children. Secondly, attuned adults and quality environments are now understood to have a marked impact on the development and learning of infants. Some of these impacts are felt immediately whilst others emerge in adolescence; all have long term implications for individuals and society. The evidence demonstrates that quality early childhood education at this very early age has lasting benefits for infants and their families – especially those from disadvantaged sectors – and for society. The high quality education and care of infants therefore constitutes a key investment in the future of Aotearoa New Zealand.

text: Quality early childhood education for under-two-year-olds: What should it look like? A literature review Recent years have seen increasing participation of under-two-year-olds in early childhood education. This literature review draws together relevant research evidence to better understand what quality early childhood education for children under-two-years of age should look like.
The results of this literature review provide strong incentives for policy-makers to maintain optimum ratios of adults to infants, ongoing training including in the specialist area of infant pedagogy, and environments which facilitate low levels of stress. Research shows these variables to be of particular importance in the education and care of infants under two years of age for two key reasons. Firstly, with responsibility for a smaller number of infants, and ongoing training that keeps abreast of specialised knowledge and skills, adults are more likely to be attuned to very young children. Secondly, attuned adults and quality environments are now understood to have a marked impact on the development and learning of infants. Some of these impacts are felt immediately whilst others emerge in adolescence; all have long term implications for individuals and society. The evidence demonstrates that quality early childhood education at this very early age has lasting benefits for infants and their families – especially those from disadvantaged sectors – and for society. The high quality education and care of infants therefore constitutes a key investment in the future of Aotearoa New Zealand.

year: 2011-03

title: Social consequences of Tūhoe migration: Voices from home in Te Urewera

authors: Nikora, Linda Waimarie

subjects: age effects

abstract: A previous study by Nikora, Guerin, Rua & Te Awekotuku (2004) of the social consequences of Tūhoe moving to the Waikato region found employment and a tertiary education to be the primary motivators. Tūhoe ‘movers’ remained in contact with those who remain in Te Urewera and retained a wish to return to their tribal homelands if presented with work opportunities or upon retirement. Through 29 intensive conversational interviews conducted by Tūhoe community researchers with Tūhoe people we explored the social consequences of migration upon those who had remained ‘at home’. Most participants recognised and strongly supported ‘movers’ to better themselves and find successful futures but hoped that they would one day return. An emerging theme was an apparent age-distribution gap of people between about 20 and 50 years of age in the Tuhoe homelands. This is concerning for a number of reasons.  The ‘age gap’ may potentially bring about a) a lack of good role-models for younger children; b) a lack of people to help out with heavy work; c) a gap in people to sustain traditional teaching models for children, and d) a lack of qualified people in trades and professions. The age gap also means that a whole middle-aged group that in other communities might be contributing funds for capital expenditures are not present in the community.

text: Social consequences of Tūhoe migration: Voices from home in Te Urewera A previous study by Nikora, Guerin, Rua & Te Awekotuku (2004) of the social consequences of Tūhoe moving to the Waikato region found employment and a tertiary education to be the primary motivators. Tūhoe ‘movers’ remained in contact with those who remain in Te Urewera and retained a wish to return to their tribal homelands if presented with work opportunities or upon retirement. Through 29 intensive conversational interviews conducted by Tūhoe community researchers with Tūhoe people we explored the social consequences of migration upon those who had remained ‘at home’. Most participants recognised and strongly supported ‘movers’ to better themselves and find successful futures but hoped that they would one day return. An emerging theme was an apparent age-distribution gap of people between about 20 and 50 years of age in the Tuhoe homelands. This is concerning for a number of reasons.  The ‘age gap’ may potentially bring about a) a lack of good role-models for younger children; b) a lack of people to help out with heavy work; c) a gap in people to sustain traditional teaching models for children, and d) a lack of qualified people in trades and professions. The age gap also means that a whole middle-aged group that in other communities might be contributing funds for capital expenditures are not present in the community.

year: 2008