title: Traditional Ecological Knowledge in Sustainable Resource Management in Papua New Guinea: The Role of Education and Implications for Policy

authors: Tiu, Sangion Appiee

subjects: Traditional ecological knowledge

abstract: Traditional Ecological Knowledge (TEK) has been argued to have a significant role as a strategy for sustainable resource management. TEK in this context refers to all aspects of indigenous knowledge and practice related to human interactions with the environment, and is particularly important in developing countries, where significant tensions exist between indigenous ways of life and capitalistic economic development. This research explored the perceptions of indigenous Papua New Guineans about a relationship between TEK and sustainability, the role of education in using TEK in sustainable resource management, and the extent to which existing education and sustainable resource management policies emphasise TEK. Twenty-four participants were invited from stakeholder groups involved in natural resource management, such as community members, educators, conservation practitioners, policy makers and resource developers.

This qualitative study combined elements of both interpretivism and critical theory to understand and interpret participants’ perceptions of the challenges, limitations and management strategies for sustainable natural resource management using TEK. These approaches were informed by the literature on TEK and sustainability in developing the research design. Data was collected in two phases through semi-structured interviews and follow-up workshops and critically analysed using analysis of themes that emerged from the data and the literature.

The findings indicated that TEK in the indigenous Papua New Guinean context led to a sustainable way of life through exercising the values of respect, responsibility and reciprocity for continuity. TEK was found to be a way of life that used holistic approaches of maintaining connection to land and other resources, and ensuring these were equitably accessed to meet social, cultural and physical human needs. This also showed that sustainability was embedded in every social and environmental aspect of TEK.

The findings indicated that TEK had a crucial role in educating about sustainability through empowering and encouraging self-reflective learning among its users. A combination of formal, informal and non-formal education can engage and involve TEK users and learners to reflect on their beliefs and practices, develop positive attitudes and approaches towards sustainable resource management and keep TEK knowledge alive.

The findings showed that existing policies related to education and sustainable resource management do not sufficiently include emphasis on TEK. Policy has a role in empowering communities through reinforcing TEK principles in education, and in decision-making and implementation for sustainable resource management.

This study highlighted the importance of TEK as a significant approach to sustainability in the indigenous Papua New Guinean context for generations past. The application of TEK principles of respect, responsibility and reciprocity could be incorporated into formal and non-formal education. These principles could also achieve sustainable communities if consistently reinforced in policy across all sectors.

text: Traditional Ecological Knowledge in Sustainable Resource Management in Papua New Guinea: The Role of Education and Implications for Policy Traditional Ecological Knowledge (TEK) has been argued to have a significant role as a strategy for sustainable resource management. TEK in this context refers to all aspects of indigenous knowledge and practice related to human interactions with the environment, and is particularly important in developing countries, where significant tensions exist between indigenous ways of life and capitalistic economic development. This research explored the perceptions of indigenous Papua New Guineans about a relationship between TEK and sustainability, the role of education in using TEK in sustainable resource management, and the extent to which existing education and sustainable resource management policies emphasise TEK. Twenty-four participants were invited from stakeholder groups involved in natural resource management, such as community members, educators, conservation practitioners, policy makers and resource developers.

This qualitative study combined elements of both interpretivism and critical theory to understand and interpret participants’ perceptions of the challenges, limitations and management strategies for sustainable natural resource management using TEK. These approaches were informed by the literature on TEK and sustainability in developing the research design. Data was collected in two phases through semi-structured interviews and follow-up workshops and critically analysed using analysis of themes that emerged from the data and the literature.

The findings indicated that TEK in the indigenous Papua New Guinean context led to a sustainable way of life through exercising the values of respect, responsibility and reciprocity for continuity. TEK was found to be a way of life that used holistic approaches of maintaining connection to land and other resources, and ensuring these were equitably accessed to meet social, cultural and physical human needs. This also showed that sustainability was embedded in every social and environmental aspect of TEK.

The findings indicated that TEK had a crucial role in educating about sustainability through empowering and encouraging self-reflective learning among its users. A combination of formal, informal and non-formal education can engage and involve TEK users and learners to reflect on their beliefs and practices, develop positive attitudes and approaches towards sustainable resource management and keep TEK knowledge alive.

The findings showed that existing policies related to education and sustainable resource management do not sufficiently include emphasis on TEK. Policy has a role in empowering communities through reinforcing TEK principles in education, and in decision-making and implementation for sustainable resource management.

This study highlighted the importance of TEK as a significant approach to sustainability in the indigenous Papua New Guinean context for generations past. The application of TEK principles of respect, responsibility and reciprocity could be incorporated into formal and non-formal education. These principles could also achieve sustainable communities if consistently reinforced in policy across all sectors.

year: 2016

title: A systems approach to the description and interpretation of the landsurface of the northern half of the North Island, New Zealand

authors: Conacher, A.J.

abstract: The paper examines a framework of approach within which landsurface analysis may be undertaken in the humid-temperate northern half of the North Island, New Zealand; an area exhibiting a wide range of lithologies and surface cover, with evidence of recent and current tectonic and volcanic activity, and undergoing active geomorphic processes'. The largely theoretical formulations of W. M. Davis, W. Penck and L. C. King are considered briefly and are rejected on both theoretical and practical grounds. General systems theory encompasses certain concepts and systems properties which have been applied by a number of geomorphologists. The open system property of dynamic equilibrium is examined, and is found to be inapplicable to the total landsurface of this region. The concepts of environment and sub-system are introduced and their relevance to the region illustrated by a physical hillslope model. Dynamic equilibrium is considered to be a possible state of certain hillslope sub-systems. Construction of a mathematical model to describe the total landsurface or the entire hillslope system is not feasible until hillslope sub-systems have been analysed. The form of a linear regression model applicable to hillslope sub-systems is introduced, and it is suggested that the pattern of the residuals from regression may be used as a statistical technique to assist in identifying .significant system boundary conditions, and to provide a quantitative indication of the influence of historical factors.

text: A systems approach to the description and interpretation of the landsurface of the northern half of the North Island, New Zealand The paper examines a framework of approach within which landsurface analysis may be undertaken in the humid-temperate northern half of the North Island, New Zealand; an area exhibiting a wide range of lithologies and surface cover, with evidence of recent and current tectonic and volcanic activity, and undergoing active geomorphic processes'. The largely theoretical formulations of W. M. Davis, W. Penck and L. C. King are considered briefly and are rejected on both theoretical and practical grounds. General systems theory encompasses certain concepts and systems properties which have been applied by a number of geomorphologists. The open system property of dynamic equilibrium is examined, and is found to be inapplicable to the total landsurface of this region. The concepts of environment and sub-system are introduced and their relevance to the region illustrated by a physical hillslope model. Dynamic equilibrium is considered to be a possible state of certain hillslope sub-systems. Construction of a mathematical model to describe the total landsurface or the entire hillslope system is not feasible until hillslope sub-systems have been analysed. The form of a linear regression model applicable to hillslope sub-systems is introduced, and it is suggested that the pattern of the residuals from regression may be used as a statistical technique to assist in identifying .significant system boundary conditions, and to provide a quantitative indication of the influence of historical factors.

year: 1967

title: Kaumtua Mana Motuhake: A study protocol for a peer education intervention to help Māori elders work through later-stage life transitions

authors: Oetzel, John G.

subjects: Science & Technology

abstract: Background
The Aotearoa/New Zealand population is ageing and numerous studies demonstrate with this phenomenon comes increases in non-communicable diseases, injuries and healthcare costs among other issues. Further, significant inequities exist between Māori (Indigenous peoples of Aotearoa/New Zealand) and non-Māori around poor ageing and health. Most research addressing these issues is deficit oriented; however, the current research project takes a strengths-based approach that highlights the potential of kaumātua (elders) by asserting mana motuhake (autonomy, identity and self-actualisation). We believe that the esteem of elders in Māori culture signals transformative potential. Specifically, this project utilises a ‘tuakana-teina’ (older sibling/younger sibling) peer-educator model, where kaumātua work with other kaumātua in relation to health and wellbeing. The objectives of the project are (a) to develop the capacity of kaumātua as peer educators, whilst having positive impacts on their sense of purpose, health and wellbeing; and (b) to enhance the social and health outcomes for kaumātua receiving the intervention.

Methods
The research is grounded in principles of Kaupapa Māori and community-based participatory research, and brings together an Indigenous community of kaumātua, community health researchers, and academic researchers working with two advisory boards. The project intervention involves an orientation programme for tuakana peer educators for other kaumātua (teina). The research design is a pre- and post-test, clustered staggered design. All participants will complete a baseline assessment of health and wellbeing consistent with Māori worldviews (i.e., holistic model). The tuakana and teina participants will be divided into two groups with the first group completing the intervention during the first half of the project and the second group during the second half of the project. All participants will complete post-test assessments following both interventions allowing comparison of the two groups along with repeated measures over time.

Discussion
The findings will provide an evidence base for the importance and relevancy of kaumātua knowledge to create contextually based and culturally safe age-friendly environments that facilitate engagement and participation by kaumātua for kaumātua. If the model is effective, we will seek to facilitate the dissemination and scalability of the intervention.

Trial registration
Australia New Zealand Clinical Trial Registry (ACTRN12617001396314); Date Registered: 3 October 2017 (retrospectively registered).

text: Kaumtua Mana Motuhake: A study protocol for a peer education intervention to help Māori elders work through later-stage life transitions Background
The Aotearoa/New Zealand population is ageing and numerous studies demonstrate with this phenomenon comes increases in non-communicable diseases, injuries and healthcare costs among other issues. Further, significant inequities exist between Māori (Indigenous peoples of Aotearoa/New Zealand) and non-Māori around poor ageing and health. Most research addressing these issues is deficit oriented; however, the current research project takes a strengths-based approach that highlights the potential of kaumātua (elders) by asserting mana motuhake (autonomy, identity and self-actualisation). We believe that the esteem of elders in Māori culture signals transformative potential. Specifically, this project utilises a ‘tuakana-teina’ (older sibling/younger sibling) peer-educator model, where kaumātua work with other kaumātua in relation to health and wellbeing. The objectives of the project are (a) to develop the capacity of kaumātua as peer educators, whilst having positive impacts on their sense of purpose, health and wellbeing; and (b) to enhance the social and health outcomes for kaumātua receiving the intervention.

Methods
The research is grounded in principles of Kaupapa Māori and community-based participatory research, and brings together an Indigenous community of kaumātua, community health researchers, and academic researchers working with two advisory boards. The project intervention involves an orientation programme for tuakana peer educators for other kaumātua (teina). The research design is a pre- and post-test, clustered staggered design. All participants will complete a baseline assessment of health and wellbeing consistent with Māori worldviews (i.e., holistic model). The tuakana and teina participants will be divided into two groups with the first group completing the intervention during the first half of the project and the second group during the second half of the project. All participants will complete post-test assessments following both interventions allowing comparison of the two groups along with repeated measures over time.

Discussion
The findings will provide an evidence base for the importance and relevancy of kaumātua knowledge to create contextually based and culturally safe age-friendly environments that facilitate engagement and participation by kaumātua for kaumātua. If the model is effective, we will seek to facilitate the dissemination and scalability of the intervention.

Trial registration
Australia New Zealand Clinical Trial Registry (ACTRN12617001396314); Date Registered: 3 October 2017 (retrospectively registered).

year: 2019