title: Lavinia and Henry Dunbar Johnson

authors: Hart, Philip

abstract: Rawinia Manukau, of Ngati Tamatera, married Henry Dunbar Johnson in 1868, when aged 21. Johnson had been a storekeeper at Coromandel from 1863 onwards and after 1866 had the first store at the site of the future Paeroa. In both places, but particularly in the latter, there was always the fear of conflict with the local Maori population, despite his being protected by a rangatira. After spending time at the new Thames goldfield, from 1871 onwards he was a partner in another Paeroa store, being able to erect a house because a rangatira related to his wife wished her to settle there. Lavinia (as she was known to Pakeha) obtained interests in several blocks of land in Ohinemuri, and her husband also acquired some land for a farm. He prospected Karangahake mountain from 1866 onwards, despite Maori opposition, and in 1875 and the following year actively mined there, unprofitably; Lavinia was not involved with this field, but did acquire interests in two claims when the Te Aroha one opened.
A petty squabble with a Thames neighbour resulted in Lavinia telling the latter to go back to England – she was feisty in defending her heritage. Through his marriage and close contact with Maori, Johnson understood and admired the Maori language, leading to his being appointed a licensed interpreter in 1872. After being a leading pioneer of Paeroa, in 1879 he went to Wellington to work in the Native Office, leaving his wife and family behind for a while; after then she was employed by Pakeha as a nurse and midwife. 
In 1885 Johnson was appointed to oversee the development of Rotorua, where he attempted to have Maori children educated (as his own were) and had to cope with the aftermath of the 1886 Tarawera eruption. Retrenched in 1888, he farmed for a while on his wife’s land at Te Aroha West, becoming involved in local issues and local politics. During the 1890 he obtained more official positions, and from 1896 to 1906 was a land court judge.
The Johnson family was well integrated into the dominant culture, all his daughters marrying Pakeha apart from one who married a ‘half-caste’ who had been brought up as a Pakeha. Johnson was not a Pakeha Maori in the original sense, but was accepted by Maori when living in Paeroa and as a judge tried to be kind to poverty-stricken Maori, although in time he viewed Maori as becoming lazy compared with those he had lived amongst during his first two decades in New Zealand.

text: Lavinia and Henry Dunbar Johnson Rawinia Manukau, of Ngati Tamatera, married Henry Dunbar Johnson in 1868, when aged 21. Johnson had been a storekeeper at Coromandel from 1863 onwards and after 1866 had the first store at the site of the future Paeroa. In both places, but particularly in the latter, there was always the fear of conflict with the local Maori population, despite his being protected by a rangatira. After spending time at the new Thames goldfield, from 1871 onwards he was a partner in another Paeroa store, being able to erect a house because a rangatira related to his wife wished her to settle there. Lavinia (as she was known to Pakeha) obtained interests in several blocks of land in Ohinemuri, and her husband also acquired some land for a farm. He prospected Karangahake mountain from 1866 onwards, despite Maori opposition, and in 1875 and the following year actively mined there, unprofitably; Lavinia was not involved with this field, but did acquire interests in two claims when the Te Aroha one opened.
A petty squabble with a Thames neighbour resulted in Lavinia telling the latter to go back to England – she was feisty in defending her heritage. Through his marriage and close contact with Maori, Johnson understood and admired the Maori language, leading to his being appointed a licensed interpreter in 1872. After being a leading pioneer of Paeroa, in 1879 he went to Wellington to work in the Native Office, leaving his wife and family behind for a while; after then she was employed by Pakeha as a nurse and midwife. 
In 1885 Johnson was appointed to oversee the development of Rotorua, where he attempted to have Maori children educated (as his own were) and had to cope with the aftermath of the 1886 Tarawera eruption. Retrenched in 1888, he farmed for a while on his wife’s land at Te Aroha West, becoming involved in local issues and local politics. During the 1890 he obtained more official positions, and from 1896 to 1906 was a land court judge.
The Johnson family was well integrated into the dominant culture, all his daughters marrying Pakeha apart from one who married a ‘half-caste’ who had been brought up as a Pakeha. Johnson was not a Pakeha Maori in the original sense, but was accepted by Maori when living in Paeroa and as a judge tried to be kind to poverty-stricken Maori, although in time he viewed Maori as becoming lazy compared with those he had lived amongst during his first two decades in New Zealand.

year: 2016

title: “She didn’t ask me about my grandma”. Using process drama to explore issues of cultural exclusion and educational leadership.

authors: Kana, Pare

subjects: dramatization

abstract: Purpose – This purpose of this paper is to describe a collaborative project from the University of Waikato, Hamilton New Zealand, in which the authors used process drama to engage final year teaching students with complex issues of cultural diversity, enabling them to “grow into” different kinds of leadership positions in an imagined educational setting. The paper describes the project and makes a case for process drama as a means of providing opportunities for leadership and as a potent tool for learning about issues of social justice. Design/methodology/approach – The drama was based on a fictional scenario described by Hall and Bishop, where a beginner teacher (of European descent) unwittingly diminishes the experiences of Maori and other non-European children in her class. Using a three-phase process planning model and with facilitators in role alongside the students, the drama explored the scenario from all points of view. Students were encouraged to build empathy for the beginner teacher and for the children and also to explore the dilemma faced by the teacher's tutor in deciding whether, and how, to confront the teacher on the issue. Findings – Through the drama, students built a sense of empathy for all sides of the issue and engaged in deep thinking about the experience of cultural exclusion. The safety and distance provided by the drama “frame” spurred students to take leadership roles and “stand up” for issues of social justice. The authors suggest that through such dramas students gain skills and perspectives that they may carry into their professional lives. Research limitations/implications – The paper describes a small project, over one lesson with a specific group of students. More research is needed into the effectiveness of process drama as a sustained strategy for teacher education. Originality/value – This scenario explored in the drama has currency in Aotearoa New Zealand, where the population is increasingly culturally diverse, where underachievement of Maori students continues to be of concern, and where research has shown the centrality of teacher-student relations in raising educational achievement for Maori. The authors believe this paper makes a compelling case for the value of drama as a tool for student teachers to encounter social justice issues in a meaningful way, and suggest that the paper is a valuable contribution to more than one discipline, as it straddles the fields of professional practice and drama as pedagogy.

text: “She didn’t ask me about my grandma”. Using process drama to explore issues of cultural exclusion and educational leadership. Purpose – This purpose of this paper is to describe a collaborative project from the University of Waikato, Hamilton New Zealand, in which the authors used process drama to engage final year teaching students with complex issues of cultural diversity, enabling them to “grow into” different kinds of leadership positions in an imagined educational setting. The paper describes the project and makes a case for process drama as a means of providing opportunities for leadership and as a potent tool for learning about issues of social justice. Design/methodology/approach – The drama was based on a fictional scenario described by Hall and Bishop, where a beginner teacher (of European descent) unwittingly diminishes the experiences of Maori and other non-European children in her class. Using a three-phase process planning model and with facilitators in role alongside the students, the drama explored the scenario from all points of view. Students were encouraged to build empathy for the beginner teacher and for the children and also to explore the dilemma faced by the teacher's tutor in deciding whether, and how, to confront the teacher on the issue. Findings – Through the drama, students built a sense of empathy for all sides of the issue and engaged in deep thinking about the experience of cultural exclusion. The safety and distance provided by the drama “frame” spurred students to take leadership roles and “stand up” for issues of social justice. The authors suggest that through such dramas students gain skills and perspectives that they may carry into their professional lives. Research limitations/implications – The paper describes a small project, over one lesson with a specific group of students. More research is needed into the effectiveness of process drama as a sustained strategy for teacher education. Originality/value – This scenario explored in the drama has currency in Aotearoa New Zealand, where the population is increasingly culturally diverse, where underachievement of Maori students continues to be of concern, and where research has shown the centrality of teacher-student relations in raising educational achievement for Maori. The authors believe this paper makes a compelling case for the value of drama as a tool for student teachers to encounter social justice issues in a meaningful way, and suggest that the paper is a valuable contribution to more than one discipline, as it straddles the fields of professional practice and drama as pedagogy.

year: 2007

title: Online reading lists: a mixed-method analysis of the academic perspective

authors: Kumara, P. P. N. V.

subjects: computer science

abstract: Reading list systems are widely used in tertiary education as a pedagogical tool and for tracking copyrighted material. This article explores the make-up of reading lists across a whole university. We investigated the experience of academics and librarians when creating reading lists. A mixed-method approach was employed in which we performed a transaction log analysis on reading lists at a single university, from 2016 to 2020. A questionnaire was then answered by both academics and academic liaison librarians about their experience with reading lists. The results of our analysis found that uptake of reading lists varies widely between different academic disciplines. Academic engagement with reading lists was found to show only incremental growth over time, and overall satisfaction by academics with the reading list system was low. We explore implications for reading lists implemented through digital Libraries and recommend developing discipline-specific support to increase reading list numbers and to integrate pedagogical features to increase academic buy-in.

text: Online reading lists: a mixed-method analysis of the academic perspective Reading list systems are widely used in tertiary education as a pedagogical tool and for tracking copyrighted material. This article explores the make-up of reading lists across a whole university. We investigated the experience of academics and librarians when creating reading lists. A mixed-method approach was employed in which we performed a transaction log analysis on reading lists at a single university, from 2016 to 2020. A questionnaire was then answered by both academics and academic liaison librarians about their experience with reading lists. The results of our analysis found that uptake of reading lists varies widely between different academic disciplines. Academic engagement with reading lists was found to show only incremental growth over time, and overall satisfaction by academics with the reading list system was low. We explore implications for reading lists implemented through digital Libraries and recommend developing discipline-specific support to increase reading list numbers and to integrate pedagogical features to increase academic buy-in.

year: 2023