title: Assessment in senior outdoor education: A catalyst for change?

authors: Cosgriff, Marg

subjects: educational evaluation

abstract: In recent times issues of sustainability and place, and human connectedness and care for outdoor environments, have been the subject of increasing professional dialogue in outdoor education in Aotearoa New Zealand. Attention has been drawn to the ways in which traditional, adventure-based conceptualisations of outdoor education shape pedagogical practice in particular ways, potentially obscuring opportunities to explicitly promote student connectedness to, and learning about and for the outdoors. This paper contributes to this evolving dialogue about the greening of outdoor education by specifically targeting assessment in senior school outdoor education. By initially establishing the interdependence of curriculum, pedagogy, and assessment, the potential that assessment has to constrain and/or drive this recent curriculum and pedagogical re-prioritising in outdoor education is made evident. We argue that it is possible for assessment to be a productive engine for student learning about sustainable relationships with the outdoors. Five interconnected catalysts are highlighted as being central to this: (i) the alignment process, (ii) using fresh eyes with current achievement standards, (iii) taking another look at curriculum in relation to assessment, (iv) writing programme-specific assessments, and (v) reflective decision making. These are suggested to be key considerations for outdoor educators for the potential of school-based outdoor education to be fully harnessed.

text: Assessment in senior outdoor education: A catalyst for change? In recent times issues of sustainability and place, and human connectedness and care for outdoor environments, have been the subject of increasing professional dialogue in outdoor education in Aotearoa New Zealand. Attention has been drawn to the ways in which traditional, adventure-based conceptualisations of outdoor education shape pedagogical practice in particular ways, potentially obscuring opportunities to explicitly promote student connectedness to, and learning about and for the outdoors. This paper contributes to this evolving dialogue about the greening of outdoor education by specifically targeting assessment in senior school outdoor education. By initially establishing the interdependence of curriculum, pedagogy, and assessment, the potential that assessment has to constrain and/or drive this recent curriculum and pedagogical re-prioritising in outdoor education is made evident. We argue that it is possible for assessment to be a productive engine for student learning about sustainable relationships with the outdoors. Five interconnected catalysts are highlighted as being central to this: (i) the alignment process, (ii) using fresh eyes with current achievement standards, (iii) taking another look at curriculum in relation to assessment, (iv) writing programme-specific assessments, and (v) reflective decision making. These are suggested to be key considerations for outdoor educators for the potential of school-based outdoor education to be fully harnessed.

year: 2011

title: Development of the New Zealand community Fault Model – version 1.0

authors: Van Dissen, Russ

abstract: There has been a long-identified need in New Zealand for a community-developed, threedimensional (3D) model of active faults that is publicly accessible and available to all practitioners. Over the past year, work has progressed on building and parameterising such a model – the New Zealand Community Fault Model (NZ CFM). The NZ CFM will serve as a unified and foundational resource for many societally important applications such as the National Seismic Hazard Model, Resilience to Natures Challenges Earthquake and Tsunami Programme, physics-based fault systems modelling, earthquake ground-motion simulations, and tsunami hazard evaluation. Version 1.0 of the NZ CFM is nearing completion and release. NZ CFM v1.0 provides a simplified 3D representation of New Zealand’s crustal-scale active faults (including a selection of potentially seismogenic faults) compiled at a nominal scale of 1:500,000 to 1:1,000,000. NZ CFM faults are defined based on surface geology, seismicity, seismic reflection profiles, wells, and geologic cross sections. The model presently incorporates more than 800 triangulated mesh surfaces as representations of active and/or potentially seismogenic faults linked to parameters such as dip and dip direction, seismogenic rupture depth, sense of movement, slip direction, and net slip rate.

text: Development of the New Zealand community Fault Model – version 1.0 There has been a long-identified need in New Zealand for a community-developed, threedimensional (3D) model of active faults that is publicly accessible and available to all practitioners. Over the past year, work has progressed on building and parameterising such a model – the New Zealand Community Fault Model (NZ CFM). The NZ CFM will serve as a unified and foundational resource for many societally important applications such as the National Seismic Hazard Model, Resilience to Natures Challenges Earthquake and Tsunami Programme, physics-based fault systems modelling, earthquake ground-motion simulations, and tsunami hazard evaluation. Version 1.0 of the NZ CFM is nearing completion and release. NZ CFM v1.0 provides a simplified 3D representation of New Zealand’s crustal-scale active faults (including a selection of potentially seismogenic faults) compiled at a nominal scale of 1:500,000 to 1:1,000,000. NZ CFM faults are defined based on surface geology, seismicity, seismic reflection profiles, wells, and geologic cross sections. The model presently incorporates more than 800 triangulated mesh surfaces as representations of active and/or potentially seismogenic faults linked to parameters such as dip and dip direction, seismogenic rupture depth, sense of movement, slip direction, and net slip rate.

year: 2021

title: Speaking the unspoken: Maori experiences of racism in New Zealand sport

authors: Hippolite, Holly Raima

subjects: Maori

abstract: This research explores how being Maori influences Maori participants’ sport experiences and offers a critical Maori perspective on New Zealand sport. Ten experienced Maori sport participants were interviewed using Kaupapa Maori Research Methods which involved research performed by Maori, about Maori being Maori. This research grew out of discussions with Maori participants and explores their experiences as athletes, coaches, administrators and spectators, focusing on their interactions with Pakeha in Pakeha-dominated sport. Their experiences demonstrate personal, cultural and institutional racism in New Zealand sport and indicate how the power differentials in society impact on the ability of Maori to practice important cultural values in Pakeha-dominated contexts. I argue that racism is a factor affecting the relationships of Maori with Pakeha in key functionary positions in sport and identify a culture of denial that operates to marginalise discussions about racism generally. These participants’ experiences reflect cultural incapacity and blindness (Cross, Bazron, Dennis & Isaacs, 1989) by the dominant culture which have negative effects on the Maori participants including decisions to opt out of sport, feelings of hurt and frustration, a reduction in their commitment to national identity and a general sense that they are not considered as equals. The conclusion considers what is needed for New Zealand sport to become fully culturally inclusive; a situation desired by the participants and which has the potential to benefit everyone in sport.

text: Speaking the unspoken: Maori experiences of racism in New Zealand sport This research explores how being Maori influences Maori participants’ sport experiences and offers a critical Maori perspective on New Zealand sport. Ten experienced Maori sport participants were interviewed using Kaupapa Maori Research Methods which involved research performed by Maori, about Maori being Maori. This research grew out of discussions with Maori participants and explores their experiences as athletes, coaches, administrators and spectators, focusing on their interactions with Pakeha in Pakeha-dominated sport. Their experiences demonstrate personal, cultural and institutional racism in New Zealand sport and indicate how the power differentials in society impact on the ability of Maori to practice important cultural values in Pakeha-dominated contexts. I argue that racism is a factor affecting the relationships of Maori with Pakeha in key functionary positions in sport and identify a culture of denial that operates to marginalise discussions about racism generally. These participants’ experiences reflect cultural incapacity and blindness (Cross, Bazron, Dennis & Isaacs, 1989) by the dominant culture which have negative effects on the Maori participants including decisions to opt out of sport, feelings of hurt and frustration, a reduction in their commitment to national identity and a general sense that they are not considered as equals. The conclusion considers what is needed for New Zealand sport to become fully culturally inclusive; a situation desired by the participants and which has the potential to benefit everyone in sport.

year: 2010