title: Global Environmental Change and the Politics of Sustainable Consumption in New Zealand

authors: Lewin, Joanna Alice

subjects: Global environmental change

abstract: Consumption has emerged as a pivotal concept in environmental sustainability debates. Since the 1992 Earth Summit, there has been an increasing focus on the role that consumption and consumer lifestyles play in global environmental change. Agenda 21 called on countries to promote more 'sustainable consumption' patterns and lifestyles. Despite these recommendations, there are significant political and ideological challenges to implementing effective sustainable consumption policies at a global and national level.

This thesis explores the politics of sustainable consumption in New Zealand. Using critical discourse analysis and in-depth semi-structured interviews with nine consumers, I employ post-structural and cultural geography theories to unpack the problematic nature of sustainable consumption. In particular, I examine dominant environmental and consumption discourses to explore why barriers to sustainable consumption exist. It is important to examine these issues from a socio-cultural perspective, as the dominant hegemonic discourses relating to the environment and sustainability shape both policy responses and public understandings of environmental change and sustainability issues.

Prevailing policy responses to environmental change in New Zealand construct the 'environmental problem' in narrowly scientific and economic terms. Concern has centred on 'managing' carbon emissions, rather than addressing the underlying drivers of environmental degradation which lie in current political-economic structures and consumption levels. As such, environmental policy has been embedded within an ecological modernisation discourse which links sustainability with notions of 'progress' and efficiency. Under this discourse, the consumer has been repositioned as an important 'political' agent responsible for fostering sustainable consumption and environmental care. Through largely non-political and non-regulatory measures, consumers have been encouraged to reduce their 'carbon footprints' by considering the environmental impacts of their daily personal consumption habits. This approach has individualised and depoliticised environmental issues, obscured the complexities of personal consumption and sustainability, and left limited options for participation in processes of change.

text: Global Environmental Change and the Politics of Sustainable Consumption in New Zealand Consumption has emerged as a pivotal concept in environmental sustainability debates. Since the 1992 Earth Summit, there has been an increasing focus on the role that consumption and consumer lifestyles play in global environmental change. Agenda 21 called on countries to promote more 'sustainable consumption' patterns and lifestyles. Despite these recommendations, there are significant political and ideological challenges to implementing effective sustainable consumption policies at a global and national level.

This thesis explores the politics of sustainable consumption in New Zealand. Using critical discourse analysis and in-depth semi-structured interviews with nine consumers, I employ post-structural and cultural geography theories to unpack the problematic nature of sustainable consumption. In particular, I examine dominant environmental and consumption discourses to explore why barriers to sustainable consumption exist. It is important to examine these issues from a socio-cultural perspective, as the dominant hegemonic discourses relating to the environment and sustainability shape both policy responses and public understandings of environmental change and sustainability issues.

Prevailing policy responses to environmental change in New Zealand construct the 'environmental problem' in narrowly scientific and economic terms. Concern has centred on 'managing' carbon emissions, rather than addressing the underlying drivers of environmental degradation which lie in current political-economic structures and consumption levels. As such, environmental policy has been embedded within an ecological modernisation discourse which links sustainability with notions of 'progress' and efficiency. Under this discourse, the consumer has been repositioned as an important 'political' agent responsible for fostering sustainable consumption and environmental care. Through largely non-political and non-regulatory measures, consumers have been encouraged to reduce their 'carbon footprints' by considering the environmental impacts of their daily personal consumption habits. This approach has individualised and depoliticised environmental issues, obscured the complexities of personal consumption and sustainability, and left limited options for participation in processes of change.

year: 2009

title: Student challenging behaviour and its impact on classroom culture: An investigation into how challenging behaviour can affect the learning culture in New Zealand primary schools

authors: Langley, Dene John

subjects: classroom culture

abstract: Managing challenging behaviour in the classroom is a problem faced by all teachers. Challenging behaviour is any form of behaviour that interferes with children's learning or normal development; is harmful to the child, other children or adults; or puts a child in a high risk category for later social problems or school failure. The purpose of this study was to gain an understanding of the link between undesirable behaviours of students and their effect on classroom learning culture, as one of the key factors in behaviour management is in understanding why challenging behaviour occurs.
The qualitative nature of this research allowed for the exploration of both teacher and student narratives by learning from their experiences regarding challenging behaviour and its effect on a classroom learning culture.
The literature review revealed that it is important, that teachers have a personal definition of challenging behaviour and reflect on their own personal beliefs and the beliefs of others regarding the understanding of challenging behaviours. Research, reviewed in Chapter 2 has indicated that challenging behaviour is strongly context dependent as seen particularly in the impact of different cultural contexts on that behaviour, that learning and behaviour are socially and culturally acquired and that academic learning and social learning are interconnected. 
It is the teachers' responsibility to initiate a classroom culture that recognises the connections between learning and behaviour, especially when there are a number of cultures represented. This type of classroom culture must be acceptable to, and shared by both students and teachers, must recognise and respond to cultural difference, and must avoid deficit thinking about minoritized cultures. To achieve this, teachers need to be the ones that change the most as they are the ones who hold the power to do so.
Successful teachers need to place a high value on forming mutually respectful, trusting and positive relationships with their students which will create classrooms and schools that are safe and caring and allow a stronger focus on realising potential and encourage learning. The most effective way of forming such relationships is to learn to listen to and respect student voice.

The outcomes of this study confirm findings in literature by demonstrating, that a close, positive and supportive relationship between teacher and students are essential for developing learning potential and for responding appropriately to challenging behaviour. Recognition of student voice is central to achieving these aims.

Teachers also need to be aware of cultural difference and be prepared to make shifts in their thinking so that their own culture does not totally dominate in the classroom. In this study, the student and teacher participants were representative of both Māori and European ethnicity and the findings suggest that their assertions regarding how challenging behaviours affects learning were noticeably similar. This suggests perhaps that the participants in this study felt they were in a culturally safe environment where the teachers' culture did not always dominate.

text: Student challenging behaviour and its impact on classroom culture: An investigation into how challenging behaviour can affect the learning culture in New Zealand primary schools Managing challenging behaviour in the classroom is a problem faced by all teachers. Challenging behaviour is any form of behaviour that interferes with children's learning or normal development; is harmful to the child, other children or adults; or puts a child in a high risk category for later social problems or school failure. The purpose of this study was to gain an understanding of the link between undesirable behaviours of students and their effect on classroom learning culture, as one of the key factors in behaviour management is in understanding why challenging behaviour occurs.
The qualitative nature of this research allowed for the exploration of both teacher and student narratives by learning from their experiences regarding challenging behaviour and its effect on a classroom learning culture.
The literature review revealed that it is important, that teachers have a personal definition of challenging behaviour and reflect on their own personal beliefs and the beliefs of others regarding the understanding of challenging behaviours. Research, reviewed in Chapter 2 has indicated that challenging behaviour is strongly context dependent as seen particularly in the impact of different cultural contexts on that behaviour, that learning and behaviour are socially and culturally acquired and that academic learning and social learning are interconnected. 
It is the teachers' responsibility to initiate a classroom culture that recognises the connections between learning and behaviour, especially when there are a number of cultures represented. This type of classroom culture must be acceptable to, and shared by both students and teachers, must recognise and respond to cultural difference, and must avoid deficit thinking about minoritized cultures. To achieve this, teachers need to be the ones that change the most as they are the ones who hold the power to do so.
Successful teachers need to place a high value on forming mutually respectful, trusting and positive relationships with their students which will create classrooms and schools that are safe and caring and allow a stronger focus on realising potential and encourage learning. The most effective way of forming such relationships is to learn to listen to and respect student voice.

The outcomes of this study confirm findings in literature by demonstrating, that a close, positive and supportive relationship between teacher and students are essential for developing learning potential and for responding appropriately to challenging behaviour. Recognition of student voice is central to achieving these aims.

Teachers also need to be aware of cultural difference and be prepared to make shifts in their thinking so that their own culture does not totally dominate in the classroom. In this study, the student and teacher participants were representative of both Māori and European ethnicity and the findings suggest that their assertions regarding how challenging behaviours affects learning were noticeably similar. This suggests perhaps that the participants in this study felt they were in a culturally safe environment where the teachers' culture did not always dominate.

year: 2009

title: Antipodean settler societies and their complexities: the Waitangi process in New Zealand and native title and the stolen generations in Australia

authors: Byrnes, Giselle

subjects: native title claim

abstract: This article considers the process of determining native title claims and responding to the revelation of forced Indigenous child removal in Australia, together with the Treaty of Waitangi claims process in New Zealand; each of which can be understood more broadly as a response to the aftermath and ongoing consequences of colonisation. We undertake this analysis comparatively, through an examination of the broad sweep of colonial history in both countries, followed by a more detailed consideration of the processes in question, as they have become manifest over the last decade or so in Australia and almost 30 years in New Zealand. We compare and contrast the institutions, epistemological and political preoccupations and language in each case, revealing various latent ironies and incongruities in the systems on both sides of the Tasman Sea.

text: Antipodean settler societies and their complexities: the Waitangi process in New Zealand and native title and the stolen generations in Australia This article considers the process of determining native title claims and responding to the revelation of forced Indigenous child removal in Australia, together with the Treaty of Waitangi claims process in New Zealand; each of which can be understood more broadly as a response to the aftermath and ongoing consequences of colonisation. We undertake this analysis comparatively, through an examination of the broad sweep of colonial history in both countries, followed by a more detailed consideration of the processes in question, as they have become manifest over the last decade or so in Australia and almost 30 years in New Zealand. We compare and contrast the institutions, epistemological and political preoccupations and language in each case, revealing various latent ironies and incongruities in the systems on both sides of the Tasman Sea.

year: 2008