title: Farming, droughts and Covid-19: The creation and maintenance of community in a time of hardship and forced social restrictions

authors: Cheetham, Erin Mae

subjects: Farming

abstract: In the summer of 2019-2020 the Hawkes Bay farming community of RD9 was faced with extreme drought conditions. To further compound the droughts effects on the RD9 community, they were also made to abide by the strict social restrictions required to limit the transmission of Covid-19 throughout the community from March to May of 2020. As farmers are already required to live in physical isolation due to their profession, the Covid-19 isolation period compounded the pre-existing tensions between the farmers of RD9 and the wider New Zealand community and New Zealand government. In this thesis I argue that more needs to be done in order to help New Zealand farmers with the environmental, social and economic issues that farmers face at an increasing level. From the increasing frequency of droughts, the constant government restructures impacting on the agricultural sector at both at the ground level and industrial level, and consistent and persistent social and physical isolation experienced in rural living, New Zealand farmers are having to deal with many events that are out of their control. As such, I argue that it is crucial to consider how to help farmers maintain a sense of wellbeing, connection and belonging during a period of hardship in periods of hardships such as the situations that unfolded in 2020.

text: Farming, droughts and Covid-19: The creation and maintenance of community in a time of hardship and forced social restrictions In the summer of 2019-2020 the Hawkes Bay farming community of RD9 was faced with extreme drought conditions. To further compound the droughts effects on the RD9 community, they were also made to abide by the strict social restrictions required to limit the transmission of Covid-19 throughout the community from March to May of 2020. As farmers are already required to live in physical isolation due to their profession, the Covid-19 isolation period compounded the pre-existing tensions between the farmers of RD9 and the wider New Zealand community and New Zealand government. In this thesis I argue that more needs to be done in order to help New Zealand farmers with the environmental, social and economic issues that farmers face at an increasing level. From the increasing frequency of droughts, the constant government restructures impacting on the agricultural sector at both at the ground level and industrial level, and consistent and persistent social and physical isolation experienced in rural living, New Zealand farmers are having to deal with many events that are out of their control. As such, I argue that it is crucial to consider how to help farmers maintain a sense of wellbeing, connection and belonging during a period of hardship in periods of hardships such as the situations that unfolded in 2020.

year: 2021

title: Breaking down barriers in building teacher competence

authors: Bruce Ferguson, Pip

subjects: action research

abstract: Teachers may well be made, not born, and appointments to academic positions are often made without regard to the appointee’s prior experience or competence in teaching. In most New Zealand universities, compulsory teaching development is not required. Furthermore, enrolment in opportunities to help teachers to develop further, frequently do not attract high numbers. How can those of us who work in staff development work effectively with resistant staff? How can we ensure that what we offer has optimal value in diverse areas? This paper reflects on an action research process currently under way in a New Zealand university, which seeks to investigate the usefulness of current and new staff development initiatives and to maximise benefits to staff. The work was presented at the recent ALARA conference and reflections from this presentation are interspersed with accounts of the work. I have used italics to highlight the ‘process’ parts of the work as it was presented at ALARA.

text: Breaking down barriers in building teacher competence Teachers may well be made, not born, and appointments to academic positions are often made without regard to the appointee’s prior experience or competence in teaching. In most New Zealand universities, compulsory teaching development is not required. Furthermore, enrolment in opportunities to help teachers to develop further, frequently do not attract high numbers. How can those of us who work in staff development work effectively with resistant staff? How can we ensure that what we offer has optimal value in diverse areas? This paper reflects on an action research process currently under way in a New Zealand university, which seeks to investigate the usefulness of current and new staff development initiatives and to maximise benefits to staff. The work was presented at the recent ALARA conference and reflections from this presentation are interspersed with accounts of the work. I have used italics to highlight the ‘process’ parts of the work as it was presented at ALARA.

year: 2012

title: Ngā whakaaro o ngā ākonga: perspectives and experiences of Māori students in outdoor education in Aotearoa New Zealand

authors: Washbourn, Phil

subjects: Outdoor education

abstract: This study aims to develop an understanding of the perspectives and experiences of Māori students in a secondary school outdoor education programme in Aotearoa New Zealand. Lynch (2012) indicated that “there is a clear need, and wide scope, for research into: cultural elements of outdoor education programmes; cultural effects on participants; culturally appropriate research approaches and programme effects on, and experiences of, people who identify as Māori” (p.49). Outdoor education in Aotearoa New Zealand has been heavily influenced by ‘Eurocentric’ values and practices that contrast with those of Te Ao Māori. In line with a number of calls to re-envision the field, the perspectives and experiences of Māori and the incorporation of Te Ao Māori pedagogies are vital to the reconstruction of an integrated and inclusive Aotearoa New Zealand expression of Outdoor Education for the 21st century.
This study, guided by culturally responsive research methodology, used focus groups to investigate the opinions, thoughts and expectations of Māori students of outdoor education. Thematic analysis was used to analyse the focus group data, and four major themes were identified: the importance of shared experience and relationships to positive experiences of outdoor education; the distinctive practices of outdoor education make learning enjoyable and engaging; the importance to students of making connections with Te Ao Māori through experience, stories of places and history; and the complexity of engaging Māori in participation in outdoor education, including factors such as affordability, the influence of friends and whānau and prioritising educational pathways. A range of practices and approaches from Te Ao Māori are considered and presented, based on the contribution of the student participants, including pedagogical principles from Te Ao Māori such as wānanga, whanaungatanga and tauira. Suggestions for practice include developing connections within the community and experiencing Te Ao Māori learning contexts such as waka ama, noho marae and mahinga kai.

text: Ngā whakaaro o ngā ākonga: perspectives and experiences of Māori students in outdoor education in Aotearoa New Zealand This study aims to develop an understanding of the perspectives and experiences of Māori students in a secondary school outdoor education programme in Aotearoa New Zealand. Lynch (2012) indicated that “there is a clear need, and wide scope, for research into: cultural elements of outdoor education programmes; cultural effects on participants; culturally appropriate research approaches and programme effects on, and experiences of, people who identify as Māori” (p.49). Outdoor education in Aotearoa New Zealand has been heavily influenced by ‘Eurocentric’ values and practices that contrast with those of Te Ao Māori. In line with a number of calls to re-envision the field, the perspectives and experiences of Māori and the incorporation of Te Ao Māori pedagogies are vital to the reconstruction of an integrated and inclusive Aotearoa New Zealand expression of Outdoor Education for the 21st century.
This study, guided by culturally responsive research methodology, used focus groups to investigate the opinions, thoughts and expectations of Māori students of outdoor education. Thematic analysis was used to analyse the focus group data, and four major themes were identified: the importance of shared experience and relationships to positive experiences of outdoor education; the distinctive practices of outdoor education make learning enjoyable and engaging; the importance to students of making connections with Te Ao Māori through experience, stories of places and history; and the complexity of engaging Māori in participation in outdoor education, including factors such as affordability, the influence of friends and whānau and prioritising educational pathways. A range of practices and approaches from Te Ao Māori are considered and presented, based on the contribution of the student participants, including pedagogical principles from Te Ao Māori such as wānanga, whanaungatanga and tauira. Suggestions for practice include developing connections within the community and experiencing Te Ao Māori learning contexts such as waka ama, noho marae and mahinga kai.

year: 2018