title: Ngā whakaaro o ngā ākonga: perspectives and experiences of Māori students in outdoor education in Aotearoa New Zealand

authors: Washbourn, Phil

subjects: Outdoor education

abstract: This study aims to develop an understanding of the perspectives and experiences of Māori students in a secondary school outdoor education programme in Aotearoa New Zealand. Lynch (2012) indicated that “there is a clear need, and wide scope, for research into: cultural elements of outdoor education programmes; cultural effects on participants; culturally appropriate research approaches and programme effects on, and experiences of, people who identify as Māori” (p.49). Outdoor education in Aotearoa New Zealand has been heavily influenced by ‘Eurocentric’ values and practices that contrast with those of Te Ao Māori. In line with a number of calls to re-envision the field, the perspectives and experiences of Māori and the incorporation of Te Ao Māori pedagogies are vital to the reconstruction of an integrated and inclusive Aotearoa New Zealand expression of Outdoor Education for the 21st century.
This study, guided by culturally responsive research methodology, used focus groups to investigate the opinions, thoughts and expectations of Māori students of outdoor education. Thematic analysis was used to analyse the focus group data, and four major themes were identified: the importance of shared experience and relationships to positive experiences of outdoor education; the distinctive practices of outdoor education make learning enjoyable and engaging; the importance to students of making connections with Te Ao Māori through experience, stories of places and history; and the complexity of engaging Māori in participation in outdoor education, including factors such as affordability, the influence of friends and whānau and prioritising educational pathways. A range of practices and approaches from Te Ao Māori are considered and presented, based on the contribution of the student participants, including pedagogical principles from Te Ao Māori such as wānanga, whanaungatanga and tauira. Suggestions for practice include developing connections within the community and experiencing Te Ao Māori learning contexts such as waka ama, noho marae and mahinga kai.

text: Ngā whakaaro o ngā ākonga: perspectives and experiences of Māori students in outdoor education in Aotearoa New Zealand This study aims to develop an understanding of the perspectives and experiences of Māori students in a secondary school outdoor education programme in Aotearoa New Zealand. Lynch (2012) indicated that “there is a clear need, and wide scope, for research into: cultural elements of outdoor education programmes; cultural effects on participants; culturally appropriate research approaches and programme effects on, and experiences of, people who identify as Māori” (p.49). Outdoor education in Aotearoa New Zealand has been heavily influenced by ‘Eurocentric’ values and practices that contrast with those of Te Ao Māori. In line with a number of calls to re-envision the field, the perspectives and experiences of Māori and the incorporation of Te Ao Māori pedagogies are vital to the reconstruction of an integrated and inclusive Aotearoa New Zealand expression of Outdoor Education for the 21st century.
This study, guided by culturally responsive research methodology, used focus groups to investigate the opinions, thoughts and expectations of Māori students of outdoor education. Thematic analysis was used to analyse the focus group data, and four major themes were identified: the importance of shared experience and relationships to positive experiences of outdoor education; the distinctive practices of outdoor education make learning enjoyable and engaging; the importance to students of making connections with Te Ao Māori through experience, stories of places and history; and the complexity of engaging Māori in participation in outdoor education, including factors such as affordability, the influence of friends and whānau and prioritising educational pathways. A range of practices and approaches from Te Ao Māori are considered and presented, based on the contribution of the student participants, including pedagogical principles from Te Ao Māori such as wānanga, whanaungatanga and tauira. Suggestions for practice include developing connections within the community and experiencing Te Ao Māori learning contexts such as waka ama, noho marae and mahinga kai.

year: 2018

title: Mana Takatāpui: Self-determination for queer rangatahi Māori

authors: Doyle, Benjamin Kauri

subjects: Takatāpui

abstract: Here is a Master’s thesis crafted with, by, and for Rangatahi Takatāpui. It represents a labour of love for the community to which I belong, and seeks to generate understanding about the factors that enable LGBTQI+ Māori youth to embody and enact Tino Rangatiratanga. Principles of Kaupapa Māori Theory provide a paradigm through which this research is conducted, with particular attention paid to the Indigenous Research Agenda. Importantly, this rangahau seeks to offer an alternative to the conventions of hegemonic empirical academia by centering the voices and lived experiences of those who have historically been subjected to the dehumanising objectification of western research practices.

Through the methodological approach of wānanga, and within a Tikanga Māori framework of Āta, or cultural safety, twelve Rangatahi Takatāpui participated in a two day workshop at Te Kohinga Mārama Marae. Over the course of both days, co-researchers shared personal testimonies about their experiences navigating the world as Queer Indigenous peoples, as well as the dreams and aspirations they have for collective self-determination. These accounts ultimately inform the narrative storying employed to convey the key findings of this research, which are described as Mana Tuakiri (identity), Mana Hapori (belonging), Mana Moemoeā (vision), and Mana Wero (challenges).

To make sense of the findings presented in this rangahau, a model is developed which takes inspiration from Te Takarangi, the double spiral motif common in both Toi Māori and Te Tai Ao. Utilising the cyclical and intersecting patterns of Te Takarangi, the four main themes of this research are explored through a progressive layering of personal, interpersonal, and societal relationships in order to provide insight into how best Rangatahi Takatāpui can be supported to enact Tino Rangatiratanga. Ultimately, this research present nine key factors to be addressed and implemented in order to achieve this aspiration, including a call for conscientisation (both the self and the collective), resourcing and support, the removal of barriers to access, community intersectional reflexivity, space for collective Indigenous dreaming, and an ongoing commitment to Te Tiriti justice.

text: Mana Takatāpui: Self-determination for queer rangatahi Māori Here is a Master’s thesis crafted with, by, and for Rangatahi Takatāpui. It represents a labour of love for the community to which I belong, and seeks to generate understanding about the factors that enable LGBTQI+ Māori youth to embody and enact Tino Rangatiratanga. Principles of Kaupapa Māori Theory provide a paradigm through which this research is conducted, with particular attention paid to the Indigenous Research Agenda. Importantly, this rangahau seeks to offer an alternative to the conventions of hegemonic empirical academia by centering the voices and lived experiences of those who have historically been subjected to the dehumanising objectification of western research practices.

Through the methodological approach of wānanga, and within a Tikanga Māori framework of Āta, or cultural safety, twelve Rangatahi Takatāpui participated in a two day workshop at Te Kohinga Mārama Marae. Over the course of both days, co-researchers shared personal testimonies about their experiences navigating the world as Queer Indigenous peoples, as well as the dreams and aspirations they have for collective self-determination. These accounts ultimately inform the narrative storying employed to convey the key findings of this research, which are described as Mana Tuakiri (identity), Mana Hapori (belonging), Mana Moemoeā (vision), and Mana Wero (challenges).

To make sense of the findings presented in this rangahau, a model is developed which takes inspiration from Te Takarangi, the double spiral motif common in both Toi Māori and Te Tai Ao. Utilising the cyclical and intersecting patterns of Te Takarangi, the four main themes of this research are explored through a progressive layering of personal, interpersonal, and societal relationships in order to provide insight into how best Rangatahi Takatāpui can be supported to enact Tino Rangatiratanga. Ultimately, this research present nine key factors to be addressed and implemented in order to achieve this aspiration, including a call for conscientisation (both the self and the collective), resourcing and support, the removal of barriers to access, community intersectional reflexivity, space for collective Indigenous dreaming, and an ongoing commitment to Te Tiriti justice.

year: 2023

title: Paleoliquefaction in Late Pleistocene alluvial sediments in Hauraki and Hamilton basins, and implications for paleoseismicity

authors: Kleyburg, Melissa Anita

abstract: Liquefaction susceptibility of the Late Pleistocene Hinuera Formation is of interest to the engineering community as it is unclear whether materials of this age will still be prone to activation by cyclic stresses. In this paper we report on rare paleoliquefaction features in the form of injection structures that we have identified at two sites near Hamilton. These structures are clearly earthquake induced, and indicate the potential for future liquefaction episodes. However, we suggest that the hazard is restricted to areas with impeded drainage that imparts a high water table. Such areas are localised, and may be recognised from the modern (pedological) soil distribution. Evaluating piezocone penetration test (CPTu) data from the sites of known paleoliquefaction indicates that the CPTu gives a meaningful indication of liquefaction potential, and questions the validity of applying aging factors to these deposits.

text: Paleoliquefaction in Late Pleistocene alluvial sediments in Hauraki and Hamilton basins, and implications for paleoseismicity Liquefaction susceptibility of the Late Pleistocene Hinuera Formation is of interest to the engineering community as it is unclear whether materials of this age will still be prone to activation by cyclic stresses. In this paper we report on rare paleoliquefaction features in the form of injection structures that we have identified at two sites near Hamilton. These structures are clearly earthquake induced, and indicate the potential for future liquefaction episodes. However, we suggest that the hazard is restricted to areas with impeded drainage that imparts a high water table. Such areas are localised, and may be recognised from the modern (pedological) soil distribution. Evaluating piezocone penetration test (CPTu) data from the sites of known paleoliquefaction indicates that the CPTu gives a meaningful indication of liquefaction potential, and questions the validity of applying aging factors to these deposits.

year: 2015-02-22