title: Integrating inclusivity in research communications workshops

authors: Sheridan, Brendan Daniel

subjects: accessibility

abstract: This paper focuses on actions taken to promote inclusivity in workshops about communicating research both in the academy and beyond. The New Zealand Tertiary Education Commission’s 2020 statement on Ōritetanga (equity) pushed for institutions to prioritise removing barriers to education for Māori, Pacific and disabled communities. Informed by ideas of universal design for learning, cultural competency, and literature surrounding postgraduate research training, the workshops discussed in this chapter cover inclusive ideas related to research communication. They aim to provide postgraduate research students with skills and awareness for communicating research in both academic and non-academic spaces.

text: Integrating inclusivity in research communications workshops This paper focuses on actions taken to promote inclusivity in workshops about communicating research both in the academy and beyond. The New Zealand Tertiary Education Commission’s 2020 statement on Ōritetanga (equity) pushed for institutions to prioritise removing barriers to education for Māori, Pacific and disabled communities. Informed by ideas of universal design for learning, cultural competency, and literature surrounding postgraduate research training, the workshops discussed in this chapter cover inclusive ideas related to research communication. They aim to provide postgraduate research students with skills and awareness for communicating research in both academic and non-academic spaces.

year: 2025-12-16

title: Predator control improves nesting success in Waikato forest fragments

authors: Innes, John G.

subjects: artificial nests

abstract: Predation at nests contributes importantly to current declines of New Zealand forest birds. We monitored the survival of natural and artificial arboreal nests in small forest remnants south-west of Hamilton, where ship rat (Rattus rattus) and possum (Trichosurus vulpecula) abundances were also being measured in Summer 2008/09. Artificial cup nests (N = 77) were placed in replicated blocks with and without pest control, in both December and January. Natural nests (N = 11, five bird species) were observed from 13 October to 23 December 2008 in a forest with no pest control. Digital video cameras identified ship rats, brushtail possums and harrier hawks (Circus approximans) as predators of eggs and chicks. There was no difference between artificial and natural nests in daily survival rates monitored in December in a block with no pest control, suggesting that artificial nests are reasonable surrogates for natural nests. Bite marks on clay eggs, other diagnostic sign, and DNA swabbed from real and clay eggs confirmed ship rats and possums were the major introduced predators at artificial nests. Bite marks also confirmed that harriers contribute to nest failure. Removal of ship rats and possums in December improved the 14-day probability of survival of artificial nests, from P = 0.63 (95% CI 0.45–0.77) in the non-treatment block to P = 0.88 (0.74–0.95) in the treatment blocks. In January, the 14-day probability of survival in all three blocks was intermediate at 0.80 (0.69–0.87), and the variation between them could not be explained by including pest control in the model. The abundance of ship rats apparently declined even in the non-treatment block over this time, for unknown reasons. Our data from tawa (Beilschmiedia tawa) forest remnants confirm that control of ship rats and possums alone is sufficient to improve nesting success of small arboreal birds in North Island forests.

text: Predator control improves nesting success in Waikato forest fragments Predation at nests contributes importantly to current declines of New Zealand forest birds. We monitored the survival of natural and artificial arboreal nests in small forest remnants south-west of Hamilton, where ship rat (Rattus rattus) and possum (Trichosurus vulpecula) abundances were also being measured in Summer 2008/09. Artificial cup nests (N = 77) were placed in replicated blocks with and without pest control, in both December and January. Natural nests (N = 11, five bird species) were observed from 13 October to 23 December 2008 in a forest with no pest control. Digital video cameras identified ship rats, brushtail possums and harrier hawks (Circus approximans) as predators of eggs and chicks. There was no difference between artificial and natural nests in daily survival rates monitored in December in a block with no pest control, suggesting that artificial nests are reasonable surrogates for natural nests. Bite marks on clay eggs, other diagnostic sign, and DNA swabbed from real and clay eggs confirmed ship rats and possums were the major introduced predators at artificial nests. Bite marks also confirmed that harriers contribute to nest failure. Removal of ship rats and possums in December improved the 14-day probability of survival of artificial nests, from P = 0.63 (95% CI 0.45–0.77) in the non-treatment block to P = 0.88 (0.74–0.95) in the treatment blocks. In January, the 14-day probability of survival in all three blocks was intermediate at 0.80 (0.69–0.87), and the variation between them could not be explained by including pest control in the model. The abundance of ship rats apparently declined even in the non-treatment block over this time, for unknown reasons. Our data from tawa (Beilschmiedia tawa) forest remnants confirm that control of ship rats and possums alone is sufficient to improve nesting success of small arboreal birds in North Island forests.

year: 2015

title: Colouring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools

authors: Milne, Beverley Ann

subjects: Maori education

abstract: If we look at a child’s colouring book, before it has any colour added to it, we think of the page as blank.  It’s actually not blank, it’s white.  That white background is just “there” and we don’t think much about it.  Not only is the background uniformly white, the lines are already in place and they dictate where the colour is allowed to go.  When children are young, they don’t care where they put the colours, but as they get older they colour in more and more cautiously. They learn about the place of colour and the importance of staying within the pre-determined boundaries and expectations. 

This thesis argues that this is the setting for our mainstream, or what I have called, whitestream New Zealand schools — that white background is the norm.   When we talk about multiculturalism and diversity what we are really referring to is the colour of the children, or their difference from that white norm, and how they don’t fit perfectly inside our lines.  If the colour of the space doesn’t change schools are still in the business of assimilation, relegating non-white children to the margins, no matter how many school reform initiatives, new curricula, strategic plans, or mandated standards we implement.  What the schools in this study have tried to do is change the colour of the space – so that the space fits the children and they don’t have to constantly adjust to fit in.  

New Zealand’s education system has been largely silent on the topic of whiteness and the Eurocentric nature of our schooling policy and practice. However, when I talk to senior Māori and Pasifika ‘warrior-scholars” in Te Whānau o Tupuranga and Clover Park Middle School about “white spaces” they have encountered in their schooling experience they can identify them all too easily.  “White spaces,” they explain, are anything you accept as “normal” for Māori – when it’s really not,  any situation that prevents, or works against you “being Māori” or who you are, and that requires you to “be” someone else and leave your beliefs behind. White spaces are spaces that allow you to require less of yourself and that reinforce stereotypes and negative ideas about Māori.  Most telling of all was the comment from a Māori student that goes straight to the root of the problem, “White spaces are everywhere,” she said, “even in your head.”

This thesis describes the 25 year journey of two schools and their community’s determination to resist and reject alienating school environments in favour of a relevant culturally-located, bilingual learning model based in a secure cultural identity, stable positive relationships, and aroha (authentic caring and love).  While the research design is a case study, in terms of western, “white space” academic tradition, it is also a story in terms of kaupapa Māori and critical race methodology. More importantly, it is a counter-story that chronicles the efforts of these two schools to step outside education’s “white spaces” to create new space.  This counter-story is juxtaposed against pervasive, deficit-driven whitestream explanations of “achievement gaps” and the “long tail” of Māori and Pasifika “under-achievement” in New Zealand schools.  In the process of this research the focus shifted from how could Māori and Pasifika learners develop secure cultural identities in mainstream schools, to examining what barriers exist in schools that prevent this from happening already?  As these issues became clear the language of the thesis shifted accordingly; “developing” a cultural identity was reframed as a reclamation of educational sovereignty — the absolute right to “be Māori” or “be Pasifika” in school — and “mainstream” schooling became better understood as the “whitestream.” 

The study hopes to contribute to the journey other schools might take to identify and name their own white spaces, and to make learning equitable for indigenous and minoritised learners.

text: Colouring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools If we look at a child’s colouring book, before it has any colour added to it, we think of the page as blank.  It’s actually not blank, it’s white.  That white background is just “there” and we don’t think much about it.  Not only is the background uniformly white, the lines are already in place and they dictate where the colour is allowed to go.  When children are young, they don’t care where they put the colours, but as they get older they colour in more and more cautiously. They learn about the place of colour and the importance of staying within the pre-determined boundaries and expectations. 

This thesis argues that this is the setting for our mainstream, or what I have called, whitestream New Zealand schools — that white background is the norm.   When we talk about multiculturalism and diversity what we are really referring to is the colour of the children, or their difference from that white norm, and how they don’t fit perfectly inside our lines.  If the colour of the space doesn’t change schools are still in the business of assimilation, relegating non-white children to the margins, no matter how many school reform initiatives, new curricula, strategic plans, or mandated standards we implement.  What the schools in this study have tried to do is change the colour of the space – so that the space fits the children and they don’t have to constantly adjust to fit in.  

New Zealand’s education system has been largely silent on the topic of whiteness and the Eurocentric nature of our schooling policy and practice. However, when I talk to senior Māori and Pasifika ‘warrior-scholars” in Te Whānau o Tupuranga and Clover Park Middle School about “white spaces” they have encountered in their schooling experience they can identify them all too easily.  “White spaces,” they explain, are anything you accept as “normal” for Māori – when it’s really not,  any situation that prevents, or works against you “being Māori” or who you are, and that requires you to “be” someone else and leave your beliefs behind. White spaces are spaces that allow you to require less of yourself and that reinforce stereotypes and negative ideas about Māori.  Most telling of all was the comment from a Māori student that goes straight to the root of the problem, “White spaces are everywhere,” she said, “even in your head.”

This thesis describes the 25 year journey of two schools and their community’s determination to resist and reject alienating school environments in favour of a relevant culturally-located, bilingual learning model based in a secure cultural identity, stable positive relationships, and aroha (authentic caring and love).  While the research design is a case study, in terms of western, “white space” academic tradition, it is also a story in terms of kaupapa Māori and critical race methodology. More importantly, it is a counter-story that chronicles the efforts of these two schools to step outside education’s “white spaces” to create new space.  This counter-story is juxtaposed against pervasive, deficit-driven whitestream explanations of “achievement gaps” and the “long tail” of Māori and Pasifika “under-achievement” in New Zealand schools.  In the process of this research the focus shifted from how could Māori and Pasifika learners develop secure cultural identities in mainstream schools, to examining what barriers exist in schools that prevent this from happening already?  As these issues became clear the language of the thesis shifted accordingly; “developing” a cultural identity was reframed as a reclamation of educational sovereignty — the absolute right to “be Māori” or “be Pasifika” in school — and “mainstream” schooling became better understood as the “whitestream.” 

The study hopes to contribute to the journey other schools might take to identify and name their own white spaces, and to make learning equitable for indigenous and minoritised learners.

year: 2013