title: Culture and collaborative conservation? Inter-cultural difference and the Maungatautari Project

authors: Harms, Matthew

subjects: Inter-cultural navigation

abstract: This thesis situates and examines the role of sociocultural difference and biculturalism in the Maungatautari Sanctuary Mountain project, a multi-stakeholder community-based biodiversity conservation project in the Waikato region of New Zealand’s North Island. In the project, Mana Whenua (local indigenous Māori groups) and Pākehā (New Zealanders of British and European descent) from the area endeavour to interact and partner in the non-profit Maungatautari Ecological Island Trust (MEIT) as its primary stakeholder groups. Utilizing sociocultural anthropology, three years of participant observation, participant interviews, fieldwork data and contextualizing history, the role of culture and issues of biculturalism and partnership are examined in relation to the respective sociocultural backgrounds and identity of project participants. Findings indicate that sociocultural difference in the form of varying beliefs, values, attitudes, practices and protocol, and identity/cultural politics have led to dissonance and strained stakeholder interrelations that negatively affected the project. In some instances, a post-colonial ‘neo-paternalism’ marginalised local Māori cultural input and needs in the project. At other times project participants successfully bridged inter-cultural differences. In these occurrences they created a collaborative, complementary, bicultural partnership which valued, sought to understand, and incorporated differing sociocultural aspects, advancing project goals. Further analysis identified an ongoing risk of future multi-stakeholder dissonance relative to culturally-derived disparate views on such issues as cultural harvesting, species reintroductions and care, ecotourism, development on the mountain, and biodiversity research. Normative solutions are identified which can aid Maungatautari stakeholders and other culturally-heterogeneous multi-stakeholder conservation groups work toward and produce inclusive, inter-cultural partnership.

text: Culture and collaborative conservation? Inter-cultural difference and the Maungatautari Project This thesis situates and examines the role of sociocultural difference and biculturalism in the Maungatautari Sanctuary Mountain project, a multi-stakeholder community-based biodiversity conservation project in the Waikato region of New Zealand’s North Island. In the project, Mana Whenua (local indigenous Māori groups) and Pākehā (New Zealanders of British and European descent) from the area endeavour to interact and partner in the non-profit Maungatautari Ecological Island Trust (MEIT) as its primary stakeholder groups. Utilizing sociocultural anthropology, three years of participant observation, participant interviews, fieldwork data and contextualizing history, the role of culture and issues of biculturalism and partnership are examined in relation to the respective sociocultural backgrounds and identity of project participants. Findings indicate that sociocultural difference in the form of varying beliefs, values, attitudes, practices and protocol, and identity/cultural politics have led to dissonance and strained stakeholder interrelations that negatively affected the project. In some instances, a post-colonial ‘neo-paternalism’ marginalised local Māori cultural input and needs in the project. At other times project participants successfully bridged inter-cultural differences. In these occurrences they created a collaborative, complementary, bicultural partnership which valued, sought to understand, and incorporated differing sociocultural aspects, advancing project goals. Further analysis identified an ongoing risk of future multi-stakeholder dissonance relative to culturally-derived disparate views on such issues as cultural harvesting, species reintroductions and care, ecotourism, development on the mountain, and biodiversity research. Normative solutions are identified which can aid Maungatautari stakeholders and other culturally-heterogeneous multi-stakeholder conservation groups work toward and produce inclusive, inter-cultural partnership.

year: 2018

title: When loanwords are not lone words: Using networks and hypergraphs to explore Māori loanwords in New Zealand English

authors: Trye, David

abstract: Networks are being used to model an increasingly diverse range of realworld phenomena. This paper introduces an exploratory approach to studying loanwords in relation to one another, using networks of co-occurrence. While traditional studies treat individual loanwords as discrete items, we show that insights can be gained by focusing on the various loanwords that co-occur within each text in a corpus, especially when leveraging the notion of a hypergraph. Our research involves a case-study of New Zealand English (NZE), which borrows Indigenous Māori words on a large scale. We use a topic-constrained corpus to show that: (i) Māori loanword types tend not to occur by themselves in a text; (ii) infrequent loanwords are nearly always accompanied by frequent loanwords; and (iii) it is not uncommon for texts to contain a mixture of listed and unlisted loanwords, suggesting that NZE is still riding a wave of borrowing importation from Māori.

text: When loanwords are not lone words: Using networks and hypergraphs to explore Māori loanwords in New Zealand English Networks are being used to model an increasingly diverse range of realworld phenomena. This paper introduces an exploratory approach to studying loanwords in relation to one another, using networks of co-occurrence. While traditional studies treat individual loanwords as discrete items, we show that insights can be gained by focusing on the various loanwords that co-occur within each text in a corpus, especially when leveraging the notion of a hypergraph. Our research involves a case-study of New Zealand English (NZE), which borrows Indigenous Māori words on a large scale. We use a topic-constrained corpus to show that: (i) Māori loanword types tend not to occur by themselves in a text; (ii) infrequent loanwords are nearly always accompanied by frequent loanwords; and (iii) it is not uncommon for texts to contain a mixture of listed and unlisted loanwords, suggesting that NZE is still riding a wave of borrowing importation from Māori.

year: 2023

title: Establishing the "new" into "the way we do things": Reviewing paper aims and content in response to national and local developments.

authors: Earl Rinehart, (Suzanne) Kerry

subjects: initial teacher education

abstract: This paper reports on a review of "Professional practice and inquiry I" in response to local and national developments. The introduction of The New Zealand Curriculum (Ministry of Education, 2007) raised questions for initial teacher educators about how they might prepare their pre-service student teachers to teach using this updated curriculum. "Professional practice and inquiry I" is a first semester compulsory professional paper University of Waikato Bachelor of Teaching students (primary). The introduction of the 2007 national curriculum document was not the only reason for a review of this professional paper. This paper outlines how the teaching team had recognized the mixture of influences that impact on the development of paper content, explains in some detail what we did for the teaching and learning of the new 2007 key competencies, and the outcomes we found through collecting student voice. This was part of a collaborative research project investigating the teaching and learning of the "front end" of The New Zealand Curriculum (ibid) and incorporating those findings into the primary Bachelor of Teaching programme.

text: Establishing the "new" into "the way we do things": Reviewing paper aims and content in response to national and local developments. This paper reports on a review of "Professional practice and inquiry I" in response to local and national developments. The introduction of The New Zealand Curriculum (Ministry of Education, 2007) raised questions for initial teacher educators about how they might prepare their pre-service student teachers to teach using this updated curriculum. "Professional practice and inquiry I" is a first semester compulsory professional paper University of Waikato Bachelor of Teaching students (primary). The introduction of the 2007 national curriculum document was not the only reason for a review of this professional paper. This paper outlines how the teaching team had recognized the mixture of influences that impact on the development of paper content, explains in some detail what we did for the teaching and learning of the new 2007 key competencies, and the outcomes we found through collecting student voice. This was part of a collaborative research project investigating the teaching and learning of the "front end" of The New Zealand Curriculum (ibid) and incorporating those findings into the primary Bachelor of Teaching programme.

year: 2010