title: 1999 Professorial Address: Nau te rourou, naku te rourou… Māori education: setting an agenda.

authors: Bishop, Russell

subjects: educational outcomes

abstract: Current educational policies and practices in Aotearoa/New Zealand were developed and continue to be developed within a framework of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Māori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successful participation by Māori students in mainstream classrooms. This model constitutes the classroom as a place where young people's sense-making processes (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as "acceptable" and "official" and where the teacher interacts with students in such a way that new knowledge is co-created. Such a classroom will generate totally different interaction and participation patterns and educational outcomes from a classroom where knowledge is seen as something that the teacher makes sense of and then passes on to students.

text: 1999 Professorial Address: Nau te rourou, naku te rourou… Māori education: setting an agenda. Current educational policies and practices in Aotearoa/New Zealand were developed and continue to be developed within a framework of power imbalances, which effects Maori the greatest. An alternative model that seeks to address indigenous Māori aspirations and Treaty of Waitangi guarantees for self determination is presented here. This model suggests how a tertiary teacher education institution might create learning contexts wherein power-sharing images, principles and practices will facilitate successful participation by Māori students in mainstream classrooms. This model constitutes the classroom as a place where young people's sense-making processes (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as "acceptable" and "official" and where the teacher interacts with students in such a way that new knowledge is co-created. Such a classroom will generate totally different interaction and participation patterns and educational outcomes from a classroom where knowledge is seen as something that the teacher makes sense of and then passes on to students.

year: 2000

title: Dialogue as a method for evolving Mātauranga Māori: Perspectives on the use of embryos in research

authors: Hudson, Maui

subjects: New Zealand

abstract: This paper explores the epistemological divide between mātauranga Māori (Māori knowledge) and science, and considers which cultural concepts have relevance when considering the use of embryos in research. We argue that empowerment is a necessary precursor for a dialogue process to be effective and to maintain the cultural dignity and confidence of the participants. Negotiating spaces to share ideas, concepts and values between different knowledge systems is an important exercise that creates opportunities for innovative thinking. The identification of cultural cues and indigenous reference points for considering how knowledge relating to embryo research might be located within a traditional knowledge schema is a necessary type of activity to ensure mātauranga Māori maintains its usefulness for Māori in a changing society while retaining its indigenous spirit and cultural tradition.

text: Dialogue as a method for evolving Mātauranga Māori: Perspectives on the use of embryos in research This paper explores the epistemological divide between mātauranga Māori (Māori knowledge) and science, and considers which cultural concepts have relevance when considering the use of embryos in research. We argue that empowerment is a necessary precursor for a dialogue process to be effective and to maintain the cultural dignity and confidence of the participants. Negotiating spaces to share ideas, concepts and values between different knowledge systems is an important exercise that creates opportunities for innovative thinking. The identification of cultural cues and indigenous reference points for considering how knowledge relating to embryo research might be located within a traditional knowledge schema is a necessary type of activity to ensure mātauranga Māori maintains its usefulness for Māori in a changing society while retaining its indigenous spirit and cultural tradition.

year: 2010

title: In-situ geotechnical characterization of mixed-grain-size bedforms using a dynamic penetrometer

authors: Stark, Nina

subjects: Sediments

abstract: We tested the ability of a small dynamic penetrometer, Nimrod, to infer geotechnical properties of sediment mixtures in the inner shelf. The penetrometer is light and easy to operate, and its operation by scuba divers ensures a greater degree of precision than ship-based penetrometer deployments. We have studied selected positions along a sorted bedform (similar to 100 m wide) on the continental shelf off the Coromandel Peninsula close to Tairua, North Island of New Zealand, and additionally took sediment samples at the exact positions of penetrometer impact, also by scuba divers. The derived dynamic penetrometer signatures (i) measured deceleration of the probe and estimated quasi-static bearing capacity as a measure of sediment strength, (ii) reflected changes in grain-size distribution ranging from very fine to very coarse sands, and (iii) revealed the uppermost seafloor stratification (top layer 2-6 cm) potentially being an indicator for sediment dynamics. In this manner, the device proved to be suitable for spatially fine-scaled surveys using divers' support and might deliver complementary information about sediment dynamics, in this case sorted-bedform maintenance

text: In-situ geotechnical characterization of mixed-grain-size bedforms using a dynamic penetrometer We tested the ability of a small dynamic penetrometer, Nimrod, to infer geotechnical properties of sediment mixtures in the inner shelf. The penetrometer is light and easy to operate, and its operation by scuba divers ensures a greater degree of precision than ship-based penetrometer deployments. We have studied selected positions along a sorted bedform (similar to 100 m wide) on the continental shelf off the Coromandel Peninsula close to Tairua, North Island of New Zealand, and additionally took sediment samples at the exact positions of penetrometer impact, also by scuba divers. The derived dynamic penetrometer signatures (i) measured deceleration of the probe and estimated quasi-static bearing capacity as a measure of sediment strength, (ii) reflected changes in grain-size distribution ranging from very fine to very coarse sands, and (iii) revealed the uppermost seafloor stratification (top layer 2-6 cm) potentially being an indicator for sediment dynamics. In this manner, the device proved to be suitable for spatially fine-scaled surveys using divers' support and might deliver complementary information about sediment dynamics, in this case sorted-bedform maintenance

year: 2012