title: Teacher identity, activism, and empowerment: Entanglements with climate in Aotearoa, New Zealand

authors: Everth, Thomas

subjects: Climate Change

abstract: Propelled by energy from fossil fuels, human population and agency have grown exponentially over the last century, resulting in rapidly increasing and potentially catastrophic anthropogenic impacts on the coupled systems of climate, ocean chemistry, ecology, and society. Education could bring about the fundamental change in human behaviour required to avert the potential dystopian futures predicted by climate scientists. 

By applying a DeleuzoGuattarian analytical and methodological framework, this thesis researched the perceptions and desires of seventeen climate activist secondary school teachers in Aotearoa, New Zealand, as they try to make sense of the diffractions between their ambition to be changemakers for a sustainable future and the milieu of territorialising institutional, social, and economic assemblages resisting this change. The analysis of the participant narratives generated specific insights into opportunities to deterritorialise and decode educational institutions in order to promote a meaningful engagement with the fundamental questions of human relations with the more-than-human world. 

This thesis promotes a critical-realist ontology for education to navigate the complex entanglements between social and material assemblages. The theoretical preparations for this research included a critical discussion of the epistemic relativism in constructivist philosophy and a critique of the ontological indeterminism in quantum mechanics-inspired agential realism.

text: Teacher identity, activism, and empowerment: Entanglements with climate in Aotearoa, New Zealand Propelled by energy from fossil fuels, human population and agency have grown exponentially over the last century, resulting in rapidly increasing and potentially catastrophic anthropogenic impacts on the coupled systems of climate, ocean chemistry, ecology, and society. Education could bring about the fundamental change in human behaviour required to avert the potential dystopian futures predicted by climate scientists. 

By applying a DeleuzoGuattarian analytical and methodological framework, this thesis researched the perceptions and desires of seventeen climate activist secondary school teachers in Aotearoa, New Zealand, as they try to make sense of the diffractions between their ambition to be changemakers for a sustainable future and the milieu of territorialising institutional, social, and economic assemblages resisting this change. The analysis of the participant narratives generated specific insights into opportunities to deterritorialise and decode educational institutions in order to promote a meaningful engagement with the fundamental questions of human relations with the more-than-human world. 

This thesis promotes a critical-realist ontology for education to navigate the complex entanglements between social and material assemblages. The theoretical preparations for this research included a critical discussion of the epistemic relativism in constructivist philosophy and a critique of the ontological indeterminism in quantum mechanics-inspired agential realism.

year: 2024

title: How does it feel to run in minimalist and advanced footwear technology shoes: A qualitative study involving male recreational runners

authors: Hébert-Losier, Kim

abstract: We examined the perceptions and experiences of male recreational runners when using minimalist racing flats (FLAT, Saucony Endorphin Racer 2) and advanced footwear technology (AFT, Nike Vaporfly 4%) shoes, compared with their habitual shoes (OWN). Eighteen runners completed three 1.5 km outdoor trials, running in OWN first, followed by FLAT and AFT in a randomised counter-balanced order. Semi-structured interviews conducted before and after each trial provided qualitative data, analysed using a six-phase reflexive thematic approach. Five interconnected themes emerged: ‘novelty and familiarity’, ‘feel’, ‘performance’, ‘biomechanics’, and ‘injury’. Runners’ perceptions were shaped by iterative feedback loops combining experiential, educated, and instinctual assessments. OWN shoes were generally ranked highest for comfort and lowest for perceived injury risk due to familiarity and balanced design. Novel shoes elicited mixed reactions. FLAT shoes were valued for their lightweight and natural feel, but raised concerns about discomfort and potential injury from minimal cushioning and support. AFT shoes were appreciated for their bounciness and performance potential, but raised concerns about instability and excessive cushioning. Findings indicate that footwear comfort is multifaceted, context-dependent, and not always aligned with performance or injury reduction. Runners often prioritised performance over comfort in competitive scenarios, highlighting the inherent trade-offs in footwear selection and the importance of personalised approaches. Concerns about injury and biomechanics changes underscore the need for gradual transitions to novel footwear. By adopting a real-world approach, this study advances understanding of footwear perceptions, emphasises the dynamic and subjective nature of runners’ experiences, and offers practical implications for runners, clinicians, and shoe manufacturers.

text: How does it feel to run in minimalist and advanced footwear technology shoes: A qualitative study involving male recreational runners We examined the perceptions and experiences of male recreational runners when using minimalist racing flats (FLAT, Saucony Endorphin Racer 2) and advanced footwear technology (AFT, Nike Vaporfly 4%) shoes, compared with their habitual shoes (OWN). Eighteen runners completed three 1.5 km outdoor trials, running in OWN first, followed by FLAT and AFT in a randomised counter-balanced order. Semi-structured interviews conducted before and after each trial provided qualitative data, analysed using a six-phase reflexive thematic approach. Five interconnected themes emerged: ‘novelty and familiarity’, ‘feel’, ‘performance’, ‘biomechanics’, and ‘injury’. Runners’ perceptions were shaped by iterative feedback loops combining experiential, educated, and instinctual assessments. OWN shoes were generally ranked highest for comfort and lowest for perceived injury risk due to familiarity and balanced design. Novel shoes elicited mixed reactions. FLAT shoes were valued for their lightweight and natural feel, but raised concerns about discomfort and potential injury from minimal cushioning and support. AFT shoes were appreciated for their bounciness and performance potential, but raised concerns about instability and excessive cushioning. Findings indicate that footwear comfort is multifaceted, context-dependent, and not always aligned with performance or injury reduction. Runners often prioritised performance over comfort in competitive scenarios, highlighting the inherent trade-offs in footwear selection and the importance of personalised approaches. Concerns about injury and biomechanics changes underscore the need for gradual transitions to novel footwear. By adopting a real-world approach, this study advances understanding of footwear perceptions, emphasises the dynamic and subjective nature of runners’ experiences, and offers practical implications for runners, clinicians, and shoe manufacturers.

year: 2025-12-01

title: Bilingual/Immersion education: Indicators of good practice

authors: May, Stephen

subjects: Maori

abstract: Based on a review of national and international research on bilingualism and bilingual/immersion education, this report explores effective approaches for bilingual education. While the focus was on Māori-medium education, the indicators of good practice can also be applied to other bilingual contexts in Aotearoa/New Zealand, such as Pasifika bilingual education.

text: Bilingual/Immersion education: Indicators of good practice Based on a review of national and international research on bilingualism and bilingual/immersion education, this report explores effective approaches for bilingual education. While the focus was on Māori-medium education, the indicators of good practice can also be applied to other bilingual contexts in Aotearoa/New Zealand, such as Pasifika bilingual education.

year: 2004