title: Boat electrofishing survey of common smelt and common bullies in the Ohau Channel in December 2008

authors: Brijs, Jeroen

subjects: New Zealand

abstract: We conducted a boat electrofishing survey of the Ohau Channel, which flows from Lake Rotorua to Lake Rotoiti, on 11 December 2008. The purpose of this was to repeat a survey that took place on 13 December 2007 concerning the longitudinal pattern in densities of common smelt (Retropinna retropinna) and common bully (Gobiomorphus cotidianus). We caught 776 fish comprising three native species and three introduced species in 2.03km of fished distance at a total of 10 sites. Native species caught were common smelt, common bully and longfin eel (Anguilla dieffenbachii) and introduced species were rainbow trout (Oncorhynchus mykiss), goldfish (Carassius auratus) and mosquitofish (Gambusia affinis). The total area fished was 8,133 m² (0.813 ha) giving an estimated density of 9.5 fish 100 m⁻².

text: Boat electrofishing survey of common smelt and common bullies in the Ohau Channel in December 2008 We conducted a boat electrofishing survey of the Ohau Channel, which flows from Lake Rotorua to Lake Rotoiti, on 11 December 2008. The purpose of this was to repeat a survey that took place on 13 December 2007 concerning the longitudinal pattern in densities of common smelt (Retropinna retropinna) and common bully (Gobiomorphus cotidianus). We caught 776 fish comprising three native species and three introduced species in 2.03km of fished distance at a total of 10 sites. Native species caught were common smelt, common bully and longfin eel (Anguilla dieffenbachii) and introduced species were rainbow trout (Oncorhynchus mykiss), goldfish (Carassius auratus) and mosquitofish (Gambusia affinis). The total area fished was 8,133 m² (0.813 ha) giving an estimated density of 9.5 fish 100 m⁻².

year: 2009

title: Education’s ‘inconvenient truth’: Part two- The middle classes have too many friends in education

authors: Thrupp, Martin

subjects: education

abstract: This is the second part of an article about how schooling, long geared to the concerns and interests of the middle classes, remains so, and is becoming increasingly so in some ways. In Part One, published in the last issue, I drew a parallel with Al Gore’s well-known film about climate change to argue for middle class advantage as education’s ‘inconvenient truth’. This is because while it is now pretty clear that education policies of recent decades have benefited the middle classes rather than the poor, there is at various points public, practitioner and policy denial of the problem. This denial reflects the self-interest of the middle classes and those who serve them. I focussed in Part One on the likely advantages provided by predominantly middle class school settings and how the middle classes have long targeted such schools for their children. This problem continues: indeed Part One showed how the New Zealand middle classes have been able to secure and in some ways improve their access to schools with a predominantly middle class mix under the zoning policies introduced in 2000.

text: Education’s ‘inconvenient truth’: Part two- The middle classes have too many friends in education This is the second part of an article about how schooling, long geared to the concerns and interests of the middle classes, remains so, and is becoming increasingly so in some ways. In Part One, published in the last issue, I drew a parallel with Al Gore’s well-known film about climate change to argue for middle class advantage as education’s ‘inconvenient truth’. This is because while it is now pretty clear that education policies of recent decades have benefited the middle classes rather than the poor, there is at various points public, practitioner and policy denial of the problem. This denial reflects the self-interest of the middle classes and those who serve them. I focussed in Part One on the likely advantages provided by predominantly middle class school settings and how the middle classes have long targeted such schools for their children. This problem continues: indeed Part One showed how the New Zealand middle classes have been able to secure and in some ways improve their access to schools with a predominantly middle class mix under the zoning policies introduced in 2000.

year: 2008

title: Pākehā counsellors consider their positioning: Towards postcolonial praxis

authors: Crocket, Alastair Robert

subjects: Counselling

abstract: The challenges of achieving the potential, which the Treaty of Waitangi offers for a postcolonial present and future, have shaped life in Aotearoa New Zealand over the last four decades. This thesis draws on this history and challenge to consider the practice possibilities for Pākehā counsellors when they work with clients and colleagues of other cultures. It is strongly influenced by the Treaty of Waitangi but seeks not to be limited to a Māori/Pākehā binary. It has been undertaken in the hopes of informing developments in the practice of students seeking to qualify to work as counsellors and more experienced practitioners. The first theoretical foundation for this study is poststructuralism which is considered as a braided stream of theorizing where braids divide and unite. A Foucauldian social constructionism underlies this project, which extends to a consideration of subjectification, agency and positioning theory. This study is also intentionally postcolonial drawing on Said’s seminal works, Orientalism (1979) and Culture and Imperialism (1993) and North American and European writing about identity politics and intersectionality. It views the centring of the Treaty of Waitangi in this land as postcolonial work. These two emphases, poststructuralism and postcolonialism, provide the theoretical base for an exploration of the context of professional counselling practice in Aotearoa New Zealand. Five experienced counsellors constituted a research group who firstly discussed practising as a Pākehā counsellor and then acknowledged their hopes and fears for their practice with clients of other cultures. In later stages of the data generation the participants were invited to join in processes of discourse analysis and deconstruction which produced shifts in practice and practice identity. This study identifies two forms of praxis that might inform a counselling practice which seeks to achieve a postcolonial purpose: these are named as critical discursive praxis and critical Pākehā praxis.

text: Pākehā counsellors consider their positioning: Towards postcolonial praxis The challenges of achieving the potential, which the Treaty of Waitangi offers for a postcolonial present and future, have shaped life in Aotearoa New Zealand over the last four decades. This thesis draws on this history and challenge to consider the practice possibilities for Pākehā counsellors when they work with clients and colleagues of other cultures. It is strongly influenced by the Treaty of Waitangi but seeks not to be limited to a Māori/Pākehā binary. It has been undertaken in the hopes of informing developments in the practice of students seeking to qualify to work as counsellors and more experienced practitioners. The first theoretical foundation for this study is poststructuralism which is considered as a braided stream of theorizing where braids divide and unite. A Foucauldian social constructionism underlies this project, which extends to a consideration of subjectification, agency and positioning theory. This study is also intentionally postcolonial drawing on Said’s seminal works, Orientalism (1979) and Culture and Imperialism (1993) and North American and European writing about identity politics and intersectionality. It views the centring of the Treaty of Waitangi in this land as postcolonial work. These two emphases, poststructuralism and postcolonialism, provide the theoretical base for an exploration of the context of professional counselling practice in Aotearoa New Zealand. Five experienced counsellors constituted a research group who firstly discussed practising as a Pākehā counsellor and then acknowledged their hopes and fears for their practice with clients of other cultures. In later stages of the data generation the participants were invited to join in processes of discourse analysis and deconstruction which produced shifts in practice and practice identity. This study identifies two forms of praxis that might inform a counselling practice which seeks to achieve a postcolonial purpose: these are named as critical discursive praxis and critical Pākehā praxis.

year: 2010