title: Matamata Piako District: Socio-Demographic Profile 1986-2031

authors: Jackson, Natalie

subjects: New Zealand

abstract: Matamata-Piako District has a larger proportion of those of European/New Zealand/Other ethnicity than either the Waikato Region or Total New Zealand, and a smaller proportion of both Maori and Pacific Island than the Waikato. Matamata-Piako also has substantially fewer people of Asian origin. In all cases, the number in each ethnic group has grown except for European/NZ/other. This group saw a small decline in its number in the 1996-2006 period, while Maori grew by 8 per cent, accounting for approximately 34 per cent of Matamata-Piako District’s growth, compared with 16 per cent of the Waikato’s.

text: Matamata Piako District: Socio-Demographic Profile 1986-2031 Matamata-Piako District has a larger proportion of those of European/New Zealand/Other ethnicity than either the Waikato Region or Total New Zealand, and a smaller proportion of both Maori and Pacific Island than the Waikato. Matamata-Piako also has substantially fewer people of Asian origin. In all cases, the number in each ethnic group has grown except for European/NZ/other. This group saw a small decline in its number in the 1996-2006 period, while Maori grew by 8 per cent, accounting for approximately 34 per cent of Matamata-Piako District’s growth, compared with 16 per cent of the Waikato’s.

year: 2013-03

title: Education for sustainability in transition of children from early childood education to primary school

authors: Biss, Tracey Elizabeth

subjects: education for sustainability early childhood transition

abstract: This study examined the understandings gained by young children from education for sustainability experiences in their early childhood education and their actions and behaviours related to sustainability in their later years. Furthermore, the study investigated what environmental knowledge and behaviours were transferred across spaces and time, and what affordances make this possible and what constrains the process. The Aotearoa New Zealand early childhood curriculum, Te Whaariki (1996) and the New Zealand Curriculum (2007) were considered in terms of education for sustainability and their place in the transference of knowledge across spaces. 
 
This was a qualitative, in-depth case study which examined the teaching and learning experiences for a group of students, (aged 5 -7 years) from one early childhood centre and their subsequent use of knowledge and behaviours at two primary schools in the Canterbury region of New Zealand.  The data was collected from interviews and focus groups with student participants, teachers (both early childhood and primary) and written surveys by parents/whanau. In the student focus groups the student participants were shown a range of photographs of environmental activities or areas of interest from the early childhood centre they attended prior to enrolling at primary school, as   a catalyst for recall and prompt for discussion.
 
A number of significant findings emerged from this study. For example; this study demonstrated that the student participants were identifying with tangible objects and resources around education for sustainability; therefore potentially these had a strong influence on their knowledge and practices. A number of affordances influenced this outcome, for example; pedagogical approaches and the interconnected relationships between the child, the family, the early childhood centre and the school. Finally the study has identified that an encompassing, holistic approach and the influence of home, the early childhood centre and primary school influences children’s developing environmental competencies and ultimately the development of their identity. This study identified that with an alignment of affordances young children were demonstrating thinking and actions from the dimension of education for the environment and were beginning to develop action competence.

text: Education for sustainability in transition of children from early childood education to primary school This study examined the understandings gained by young children from education for sustainability experiences in their early childhood education and their actions and behaviours related to sustainability in their later years. Furthermore, the study investigated what environmental knowledge and behaviours were transferred across spaces and time, and what affordances make this possible and what constrains the process. The Aotearoa New Zealand early childhood curriculum, Te Whaariki (1996) and the New Zealand Curriculum (2007) were considered in terms of education for sustainability and their place in the transference of knowledge across spaces. 
 
This was a qualitative, in-depth case study which examined the teaching and learning experiences for a group of students, (aged 5 -7 years) from one early childhood centre and their subsequent use of knowledge and behaviours at two primary schools in the Canterbury region of New Zealand.  The data was collected from interviews and focus groups with student participants, teachers (both early childhood and primary) and written surveys by parents/whanau. In the student focus groups the student participants were shown a range of photographs of environmental activities or areas of interest from the early childhood centre they attended prior to enrolling at primary school, as   a catalyst for recall and prompt for discussion.
 
A number of significant findings emerged from this study. For example; this study demonstrated that the student participants were identifying with tangible objects and resources around education for sustainability; therefore potentially these had a strong influence on their knowledge and practices. A number of affordances influenced this outcome, for example; pedagogical approaches and the interconnected relationships between the child, the family, the early childhood centre and the school. Finally the study has identified that an encompassing, holistic approach and the influence of home, the early childhood centre and primary school influences children’s developing environmental competencies and ultimately the development of their identity. This study identified that with an alignment of affordances young children were demonstrating thinking and actions from the dimension of education for the environment and were beginning to develop action competence.

year: 2012

title: Working across cultures in indigenous science education

authors: Michie, Michael George

subjects: cross-cultural

abstract: The research in this thesis considers the ability of westerners, primarily teachers, to work cross-culturally with indigenous students in four of the settler states, Australia, New Zealand, Canada and the USA. It looks particularly at identity learning as a way in which westerners enhance their understanding and attitudes to another culture. Identity learning, and culture shock as an associated process, is examined in relation to the ideas of border crossing and culture brokerage. A number of issues were raised, some through the literature, which became foci for the research. Examination of border crossing indicated that some westerners were successful as cross-cultural communicators but did not suggest why. Discussions of cultural borders gave rise to their critique as being essentialised but failed to suggest how this was to be overcome. Anthropological models did not give any characterisation to the role of culture broker, although the ethnohistory literature gave some insight. The influence of culture shock on westerners working in indigenous communities in the settler states was not particularly understood nor its relationship to identity learning explored. A qualitative methodology is used involving a series of interviews with eight participants who were considered to be experienced in cross-cultural communication with a background in education. From the interviews a series of narratives were written which revealed their experiences and understandings particularly about their border crossings, culture brokerage and opinions regarding teaching indigenous students and teaching them science. These narratives became the major source of data for analysis. This research shows that many westerners who are successful working in cross-cultural settings value the culture of their indigenous hosts. This is the consequence of enhanced identity learning and can be the result of culture shock. Not all westerners learn to value the other culture and may either leave the community or stay for some other reason. Border crossers are able to think beyond the limitations of an essentialised ‘we and they’ dichotomy and locate themselves in other ways relative to the border. Culture brokerage is a strategy that individuals choose to use, sometimes on the behalf of a government or institution. The characteristics of an effective culture broker are those of a border crosser and this establishes a nexus between border crossing and culture brokerage. Suggestions regarding preparation to teach in indigenous communities reflect the enhancement of identity learning and promotion of border crossing. Preservice training should include experience practicum teaching with indigenous students. Effective teaching of indigenous students could be supported by hiring experienced teachers and extending their stays. All teachers who go to work in indigenous communities need to be aware of culture shock and its possible impact and mechanisms for minimising its impact need to be established through mentoring programs. The context of the students needs to be taken into account by consideration of their culture and appropriate interpretation of the curriculum and implementation of teaching strategies. Teachers need to acknowledge that they are in positions of power but need to negotiate that respectfully with their indigenous students. As teachers of science they need to have a more inclusive idea of the nature of science so they can facilitate the border crossings of their indigenous students.

text: Working across cultures in indigenous science education The research in this thesis considers the ability of westerners, primarily teachers, to work cross-culturally with indigenous students in four of the settler states, Australia, New Zealand, Canada and the USA. It looks particularly at identity learning as a way in which westerners enhance their understanding and attitudes to another culture. Identity learning, and culture shock as an associated process, is examined in relation to the ideas of border crossing and culture brokerage. A number of issues were raised, some through the literature, which became foci for the research. Examination of border crossing indicated that some westerners were successful as cross-cultural communicators but did not suggest why. Discussions of cultural borders gave rise to their critique as being essentialised but failed to suggest how this was to be overcome. Anthropological models did not give any characterisation to the role of culture broker, although the ethnohistory literature gave some insight. The influence of culture shock on westerners working in indigenous communities in the settler states was not particularly understood nor its relationship to identity learning explored. A qualitative methodology is used involving a series of interviews with eight participants who were considered to be experienced in cross-cultural communication with a background in education. From the interviews a series of narratives were written which revealed their experiences and understandings particularly about their border crossings, culture brokerage and opinions regarding teaching indigenous students and teaching them science. These narratives became the major source of data for analysis. This research shows that many westerners who are successful working in cross-cultural settings value the culture of their indigenous hosts. This is the consequence of enhanced identity learning and can be the result of culture shock. Not all westerners learn to value the other culture and may either leave the community or stay for some other reason. Border crossers are able to think beyond the limitations of an essentialised ‘we and they’ dichotomy and locate themselves in other ways relative to the border. Culture brokerage is a strategy that individuals choose to use, sometimes on the behalf of a government or institution. The characteristics of an effective culture broker are those of a border crosser and this establishes a nexus between border crossing and culture brokerage. Suggestions regarding preparation to teach in indigenous communities reflect the enhancement of identity learning and promotion of border crossing. Preservice training should include experience practicum teaching with indigenous students. Effective teaching of indigenous students could be supported by hiring experienced teachers and extending their stays. All teachers who go to work in indigenous communities need to be aware of culture shock and its possible impact and mechanisms for minimising its impact need to be established through mentoring programs. The context of the students needs to be taken into account by consideration of their culture and appropriate interpretation of the curriculum and implementation of teaching strategies. Teachers need to acknowledge that they are in positions of power but need to negotiate that respectfully with their indigenous students. As teachers of science they need to have a more inclusive idea of the nature of science so they can facilitate the border crossings of their indigenous students.

year: 2011