title: Orff and the ‘ivory tower’: fostering critique as a mode of legitimation

authors: Locke, Terry

subjects: music education

abstract: This article begins by recounting the development and implementation of a unique, mutual agreement between the School of Education at the University of Waikato and Orff New Zealand Aotearoa (ONZA) to develop three master’s-level courses in Orff Music Education: Theory and Practice. The rationale for this project is detailed and related to changing conceptions of postgraduate study and debates about continuing ‘professional learning’ for teachers. It is argued that at the heart of the exercise is a problematic around theorization. How can an approach to pedagogy such as Orff Schulwerk be incorporated into a programme that demands critical reflexivity? A number of ‘solutions’ to this problematic are provided. A case is made that involves teachers (as practitioners and prospective researchers) in addressing this problematic and will have positive consequences for Orff Schulwerk in New Zealand (and beyond), and for debates about classroom pedagogy in general.

text: Orff and the ‘ivory tower’: fostering critique as a mode of legitimation This article begins by recounting the development and implementation of a unique, mutual agreement between the School of Education at the University of Waikato and Orff New Zealand Aotearoa (ONZA) to develop three master’s-level courses in Orff Music Education: Theory and Practice. The rationale for this project is detailed and related to changing conceptions of postgraduate study and debates about continuing ‘professional learning’ for teachers. It is argued that at the heart of the exercise is a problematic around theorization. How can an approach to pedagogy such as Orff Schulwerk be incorporated into a programme that demands critical reflexivity? A number of ‘solutions’ to this problematic are provided. A case is made that involves teachers (as practitioners and prospective researchers) in addressing this problematic and will have positive consequences for Orff Schulwerk in New Zealand (and beyond), and for debates about classroom pedagogy in general.

year: 2009

title: An Incident Control Centre in action: Response to the Rena oil spill in New Zealand

authors: Hunt, Sonya

subjects: Incident Control Centre

abstract: Following the Rena grounding and oil spill in the Bay of Plenty, New Zealand, an Incident Command Centre was established which, among other tasks, coordinated a volunteer clean-up effort. We interviewed volunteers and organisers to gain insight into the efficacy of the volunteer coordination effort. Volunteers praised the system of communication and the involvement of indigenous groups. They expressed a desire for better training, more flexibility and community autonomy, a quicker uptake of volunteer support, and the use of social media. Locating the Incident Command Centre in a single site aided interaction between experts, and the sharing of resources. Overall, the volunteer coordination was considered a success.

text: An Incident Control Centre in action: Response to the Rena oil spill in New Zealand Following the Rena grounding and oil spill in the Bay of Plenty, New Zealand, an Incident Command Centre was established which, among other tasks, coordinated a volunteer clean-up effort. We interviewed volunteers and organisers to gain insight into the efficacy of the volunteer coordination effort. Volunteers praised the system of communication and the involvement of indigenous groups. They expressed a desire for better training, more flexibility and community autonomy, a quicker uptake of volunteer support, and the use of social media. Locating the Incident Command Centre in a single site aided interaction between experts, and the sharing of resources. Overall, the volunteer coordination was considered a success.

year: 2014

title: Legal responses to mental health: Is therapeutic jurisprudence the answer – the experience in New Zealand

authors: Toki, Valmaine

abstract: The orthodox understanding of ‘ethics’ encompasses a system of moral principles that define good and bad behavior. When applied to mental health, various jurisdictions, including New Zealand, have codified these principles together with the obligations on health service providers to meet these codified principles and standards. Underpinning this relationship is one of mutual trust where the physician has a responsibility, for example, to secure informed consent prior to any treatment. The existence of this therapeutic relationship can be applied when an offender who presents with a mental illness is subject to the criminal justice system.

text: Legal responses to mental health: Is therapeutic jurisprudence the answer – the experience in New Zealand The orthodox understanding of ‘ethics’ encompasses a system of moral principles that define good and bad behavior. When applied to mental health, various jurisdictions, including New Zealand, have codified these principles together with the obligations on health service providers to meet these codified principles and standards. Underpinning this relationship is one of mutual trust where the physician has a responsibility, for example, to secure informed consent prior to any treatment. The existence of this therapeutic relationship can be applied when an offender who presents with a mental illness is subject to the criminal justice system.

year: 2017