title: Developing Principles of Corporate Human Rights Due Diligence for Outer Space Use and Exploration: A critical evaluation

authors: Brennan, Anna Marie

abstract: Corporations are predicted to dominate outer space use and exploration for the 
foreseeable future. With tentative plans in development for humans to live and work 
permanently on celestial bodies, what responsibilities will corporations have to 
observe human rights? It is thought that reform of outer space law is needed to 
embrace non-state actors to not only delineate their precise legal status but also their 
rights and responsibilities in outer space. Not only would this pronouncement of 
rights and responsibilities provide transparency and certainty for corporations, but 
also for ‘humankind’ as business enterprises such as SpaceX, Blue Origin and the 
Sierra Nevada Corporation endeavour to make the first leap to establish human 
communities on celestial bodies. This article will consider the extent to which 
corporations will need to embed human rights due diligence in their activities on 
celestial bodies and what measures they will need to adopt to assess, mitigate and 
remediate human rights violations.

text: Developing Principles of Corporate Human Rights Due Diligence for Outer Space Use and Exploration: A critical evaluation Corporations are predicted to dominate outer space use and exploration for the 
foreseeable future. With tentative plans in development for humans to live and work 
permanently on celestial bodies, what responsibilities will corporations have to 
observe human rights? It is thought that reform of outer space law is needed to 
embrace non-state actors to not only delineate their precise legal status but also their 
rights and responsibilities in outer space. Not only would this pronouncement of 
rights and responsibilities provide transparency and certainty for corporations, but 
also for ‘humankind’ as business enterprises such as SpaceX, Blue Origin and the 
Sierra Nevada Corporation endeavour to make the first leap to establish human 
communities on celestial bodies. This article will consider the extent to which 
corporations will need to embed human rights due diligence in their activities on 
celestial bodies and what measures they will need to adopt to assess, mitigate and 
remediate human rights violations.

year: 2025

title: ‘Shadow publics’ in the news  coverage of socio-political  issues

authors: Munshi, Debashish

subjects: Framing

abstract: Coverage of contentious socio-political issues in the news media often involves the creation of ‘shadow publics’ that facilitate journalistic framing strategies. These publics are not easily identifiable but exert significant persuasive power by virtue of the authority ascribed to them. This article explores how the media create and legitimize certain shadow publics which then go on to influence public policy. The findings of the article come out of an examination of the extensive newspaper coverage of two highly debated issues – immigration and genetic modification – in New Zealand between 1998 and 2002. Although the coverage of the two issues was dramatically different, it was apparent that particular sections of the population were given greater voice over others in newspapers via the seemingly neutral yet strongly opinionated and influential shadow publics.

text: ‘Shadow publics’ in the news  coverage of socio-political  issues Coverage of contentious socio-political issues in the news media often involves the creation of ‘shadow publics’ that facilitate journalistic framing strategies. These publics are not easily identifiable but exert significant persuasive power by virtue of the authority ascribed to them. This article explores how the media create and legitimize certain shadow publics which then go on to influence public policy. The findings of the article come out of an examination of the extensive newspaper coverage of two highly debated issues – immigration and genetic modification – in New Zealand between 1998 and 2002. Although the coverage of the two issues was dramatically different, it was apparent that particular sections of the population were given greater voice over others in newspapers via the seemingly neutral yet strongly opinionated and influential shadow publics.

year: 2013

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