title: Understanding the potential exposure of coastal marae and urupā in Aotearoa New Zealand to sea level rise

authors: Bailey-Winiata, Akuhata Patrick Stephen

subjects: Marae

abstract: In Aotearoa New Zealand, Māori are Indigenous and have inhabited these islands for the past 700 years. They have an intricate physical and spiritual connection to places and the environment. This is reflected in the Māori creation story, where Ranginui (sky father) and Papatūānuku (Earth mother) are the ancestral parents of Māori. Between these two gods is the marae, the Māori meeting house. Marae are where the domestic life of Māori traditionally ran its course, with marae being an overarching term to illustrate multiple buildings which each have a specific role to play within the community. Often, marae have an associated urupā (burial ground). Historically, marae and their associated urupā are positioned along the low-lying coast, providing easy access to kaimoana (sea food), transport and trade. However, coastal marae and urupā are at an increasing threat of inundation and erosion from sea level rise, and will also be impacted by other effects of climate change such as drought and other changes to weather patterns such as storms.
Many coastal marae and urupā are already experiencing the impacts of coastal flooding and erosion, however, little is known about the exposure of coastal marae and urupā to sea level rise nationally. Therefore, the main aim of this thesis is to explore the potential exposure of coastal marae nationally, with a particular focus on the Bay of Plenty coastal marae including coastal urupā. This aim was achieved by addressing three objectives. The first of which was to investigate the potential national exposure of coastal marae to a 100 year annual recurrence interval extreme sea level event, with the addition of sea level rise. Second, I conducted a nationally-focused assessment of the local coastal geomorphology surrounding coastal marae to determine the potential response of the coast to sea level rise. I also undertook a case study on the BOP which included a more detailed assessment of the geomorphology around the coastal marae and urupā in this region. Third, findings from these two objectives are brought together to consider the next steps to determine how to move forward with planning to manage coastal marae and urupā with sea level rise.
A spatial mapping approach using Arc GIS and existing datasets was used to address these aims, combining the Coastlines and Islands polygon, marae and urupā locational data and the Aotearoa New Zealand coastal hydrosystem classification system proposed by Hume in 2016. This showed that 191 marae around Aotearoa New Zealand are within 1 km of the coast and in the Bay of Plenty 41 urupā are within 1 km. I then used the bathtub modelling approach to get a national first-pass assessment of the potential exposure of these marae and urupā to a 100 year extreme sea level event at current mean sea level, with 10 cm increments of sea level rise up to 3 m. Six coastal marae were potentially exposed to a 100 year extreme sea level event at current mean sea level, with 41 coastal marae are potentially exposed to a 100 year extreme sea level event with a 3 m rise in mean sea level. The most common type of coastal geomorphology nationally and in the Bay of Plenty was shallow drowned valleys, with 72 coastal marae in this category. The response of these systems to sea level rise manifests as changes in the tidal regime and sediment transport dynamics which will affect inundation and erosion of low-lying areas, where many coastal marae and urupā are positioned.
Thus, it is clear that marae and urupā are nationally at risk to sea level rise, and their responses will be highly variable with geomorphology. But what are the next steps? There are many legislative documents such as the coastal climate change and hazards report by the Ministry for the Environment which suggests that the Dynamic Adaptive Policy Pathways strategy to address the uncertainty surrounding climate change, recommended as a method for future planning. Another is the pending reform of the Resource Management Act which will introduce a climate change adaptation act where support for managed retreat will be made available. However, any management strategies for marae, hapū and iwi will need to be cognisant of the tapū and māna that these places hold, and there will be no one size fits all approach.

text: Understanding the potential exposure of coastal marae and urupā in Aotearoa New Zealand to sea level rise In Aotearoa New Zealand, Māori are Indigenous and have inhabited these islands for the past 700 years. They have an intricate physical and spiritual connection to places and the environment. This is reflected in the Māori creation story, where Ranginui (sky father) and Papatūānuku (Earth mother) are the ancestral parents of Māori. Between these two gods is the marae, the Māori meeting house. Marae are where the domestic life of Māori traditionally ran its course, with marae being an overarching term to illustrate multiple buildings which each have a specific role to play within the community. Often, marae have an associated urupā (burial ground). Historically, marae and their associated urupā are positioned along the low-lying coast, providing easy access to kaimoana (sea food), transport and trade. However, coastal marae and urupā are at an increasing threat of inundation and erosion from sea level rise, and will also be impacted by other effects of climate change such as drought and other changes to weather patterns such as storms.
Many coastal marae and urupā are already experiencing the impacts of coastal flooding and erosion, however, little is known about the exposure of coastal marae and urupā to sea level rise nationally. Therefore, the main aim of this thesis is to explore the potential exposure of coastal marae nationally, with a particular focus on the Bay of Plenty coastal marae including coastal urupā. This aim was achieved by addressing three objectives. The first of which was to investigate the potential national exposure of coastal marae to a 100 year annual recurrence interval extreme sea level event, with the addition of sea level rise. Second, I conducted a nationally-focused assessment of the local coastal geomorphology surrounding coastal marae to determine the potential response of the coast to sea level rise. I also undertook a case study on the BOP which included a more detailed assessment of the geomorphology around the coastal marae and urupā in this region. Third, findings from these two objectives are brought together to consider the next steps to determine how to move forward with planning to manage coastal marae and urupā with sea level rise.
A spatial mapping approach using Arc GIS and existing datasets was used to address these aims, combining the Coastlines and Islands polygon, marae and urupā locational data and the Aotearoa New Zealand coastal hydrosystem classification system proposed by Hume in 2016. This showed that 191 marae around Aotearoa New Zealand are within 1 km of the coast and in the Bay of Plenty 41 urupā are within 1 km. I then used the bathtub modelling approach to get a national first-pass assessment of the potential exposure of these marae and urupā to a 100 year extreme sea level event at current mean sea level, with 10 cm increments of sea level rise up to 3 m. Six coastal marae were potentially exposed to a 100 year extreme sea level event at current mean sea level, with 41 coastal marae are potentially exposed to a 100 year extreme sea level event with a 3 m rise in mean sea level. The most common type of coastal geomorphology nationally and in the Bay of Plenty was shallow drowned valleys, with 72 coastal marae in this category. The response of these systems to sea level rise manifests as changes in the tidal regime and sediment transport dynamics which will affect inundation and erosion of low-lying areas, where many coastal marae and urupā are positioned.
Thus, it is clear that marae and urupā are nationally at risk to sea level rise, and their responses will be highly variable with geomorphology. But what are the next steps? There are many legislative documents such as the coastal climate change and hazards report by the Ministry for the Environment which suggests that the Dynamic Adaptive Policy Pathways strategy to address the uncertainty surrounding climate change, recommended as a method for future planning. Another is the pending reform of the Resource Management Act which will introduce a climate change adaptation act where support for managed retreat will be made available. However, any management strategies for marae, hapū and iwi will need to be cognisant of the tapū and māna that these places hold, and there will be no one size fits all approach.

year: 2021

title: Factors of desistance in violent offenders: Interpretative phenomenological analysis of the Tai Aroha programme

authors: Beattie, Christopher James

subjects: Desistance

abstract: The phenomenon of desistance from crime is central to the process of rehabilitation. This study examines desistance narratives from the Tai Aroha programme to identify the aspects of participation in a community-based special treatment unit that are effective from the perspective of participants. A review of desistance literature is presented in a New Zealand context. Interpretative phenomenological analysis was used to present common themes in 64 exit interviews of individuals who completed this programme over a period of 6 years. These themes were compared to the factors of desistance identified in the literature review. The three key concepts that emerged from this study as factors of desistance evident in the Tai Aroha programme were the Morphic Self, Family and Whanau, and Mindfulness. The concept of the Morphic Self is a perspective on the process of identity change as experienced by participants, and is a key product of this research. Three other factors were identified as prerequisites for successful completion of the programme that also therefore contribute to desistance: Motivation, Sobriety, and Peers and Support. Also identified from this research were aspects of the experience termed Elements of Influence, which are the facets of the participants, the programme and the interactions between the two that can be considered in order to improve the delivery of the programme and therefore promote desistance. A distinctive quality of the Tai Aroha programme that was influential in the successful promotion of desistance was its strong commitment to tikanga Māori and the incorporation of these cultural values into the lifestyle and therapeutic approaches adopted by the facilitators.

text: Factors of desistance in violent offenders: Interpretative phenomenological analysis of the Tai Aroha programme The phenomenon of desistance from crime is central to the process of rehabilitation. This study examines desistance narratives from the Tai Aroha programme to identify the aspects of participation in a community-based special treatment unit that are effective from the perspective of participants. A review of desistance literature is presented in a New Zealand context. Interpretative phenomenological analysis was used to present common themes in 64 exit interviews of individuals who completed this programme over a period of 6 years. These themes were compared to the factors of desistance identified in the literature review. The three key concepts that emerged from this study as factors of desistance evident in the Tai Aroha programme were the Morphic Self, Family and Whanau, and Mindfulness. The concept of the Morphic Self is a perspective on the process of identity change as experienced by participants, and is a key product of this research. Three other factors were identified as prerequisites for successful completion of the programme that also therefore contribute to desistance: Motivation, Sobriety, and Peers and Support. Also identified from this research were aspects of the experience termed Elements of Influence, which are the facets of the participants, the programme and the interactions between the two that can be considered in order to improve the delivery of the programme and therefore promote desistance. A distinctive quality of the Tai Aroha programme that was influential in the successful promotion of desistance was its strong commitment to tikanga Māori and the incorporation of these cultural values into the lifestyle and therapeutic approaches adopted by the facilitators.

year: 2018

title: Assessment for learning and fostering student agency and autonomy in technology

authors: Moreland, Judy

subjects: assessment for learning

abstract: In this paper we focus on how assessment for learning (AFL) practices can provide opportunities for students to develop identities as capable and independent learners who are aware of and able to employ a variation of and/or something similar to the accountability systems for knowledge generation and legitimation that are used by technologists. Sadler (1989) argued that the indispensible conditions for improvement are that students move from being consumers to active participants in their own learning and assessment. Carr (2001) adds that learner agency of this kind involves students being ready, willing and able to monitor and progress their own learning. As autonomous and agentic learners, students are attuned to opportunities to learn, to making deeper sense of their own learning and knowing when and how to take strategic action to progress their learning. They have ‘a nose for quality’ and the inclination and means to pursue this (Claxton, 1995). Using examples derived from a three-year research project undertaken with 12 teachers in New Zealand Year 1-8 schools we illustrate how teachers fostered student learning and learning autonomy through patterns of participation that construed learning as a social practice and collective responsibility. We detail the ways the teachers sought to ensure students had access to a range of opportunities for feedback and supported student affiliation with technology. We conclude that the ‘spirit’ of AfL (Marshall & Drummond, 2006) is evoked when teachers have a pedagogical mindset that foregrounds the sharing of responsibility with students as the norm, and when they provide students with opportunities, and the means, to exercise responsibility for their learning and learning progress.

text: Assessment for learning and fostering student agency and autonomy in technology In this paper we focus on how assessment for learning (AFL) practices can provide opportunities for students to develop identities as capable and independent learners who are aware of and able to employ a variation of and/or something similar to the accountability systems for knowledge generation and legitimation that are used by technologists. Sadler (1989) argued that the indispensible conditions for improvement are that students move from being consumers to active participants in their own learning and assessment. Carr (2001) adds that learner agency of this kind involves students being ready, willing and able to monitor and progress their own learning. As autonomous and agentic learners, students are attuned to opportunities to learn, to making deeper sense of their own learning and knowing when and how to take strategic action to progress their learning. They have ‘a nose for quality’ and the inclination and means to pursue this (Claxton, 1995). Using examples derived from a three-year research project undertaken with 12 teachers in New Zealand Year 1-8 schools we illustrate how teachers fostered student learning and learning autonomy through patterns of participation that construed learning as a social practice and collective responsibility. We detail the ways the teachers sought to ensure students had access to a range of opportunities for feedback and supported student affiliation with technology. We conclude that the ‘spirit’ of AfL (Marshall & Drummond, 2006) is evoked when teachers have a pedagogical mindset that foregrounds the sharing of responsibility with students as the norm, and when they provide students with opportunities, and the means, to exercise responsibility for their learning and learning progress.

year: 2013