title: Robert John Michael: a Te Aroha labourer

authors: Hart, Philip

abstract: An Irishman, Michael prospected at Waihi before settling in Te Aroha in late 1882, where he owned several worthless mines close to that settlement and also at Stoney Creek. He also acquired and developed farmland on the edge of Te Aroha, but struggled to retain it, and fought (sometimes literally) with some of his neighbours. His main occupation became repairing the township’s roads, and he was recalled as being the borough’s sole employee, working for years on its roads. His private life was complicated by his partner already being married, meaning they could not marry. Ill health led to the early death of a hard working labourer whose personal life was the most unusual feature of his years at Te Aroha.

text: Robert John Michael: a Te Aroha labourer An Irishman, Michael prospected at Waihi before settling in Te Aroha in late 1882, where he owned several worthless mines close to that settlement and also at Stoney Creek. He also acquired and developed farmland on the edge of Te Aroha, but struggled to retain it, and fought (sometimes literally) with some of his neighbours. His main occupation became repairing the township’s roads, and he was recalled as being the borough’s sole employee, working for years on its roads. His private life was complicated by his partner already being married, meaning they could not marry. Ill health led to the early death of a hard working labourer whose personal life was the most unusual feature of his years at Te Aroha.

year: 2016

title: The jagged edge and the changing shape of health and physical education in Aotearoa New Zealand

authors: Pope, Clive C.

subjects: neoliberalism

abstract: Primary Objective: This paper critically examines the influence neoliberalism has had on education in general and health and physical education (HPE) in particular in Aotearoa New Zealand. Main Outcomes and Results: Two of the most significant changes fall under the rubric of provision. First, recent government strategy has seen the amalgamation of colleges of education with universities and an associated pressure to rationalise professional programmes to academic options. For many teacher educators this widespread re-ordering of job descriptions, coupled with institutional responses to a national drive towards literacy and numeracy attention, has placed several HPE initial teacher education programmes in a precarious position. The second change has been the marked appearance of agencies and organisations that have assumed a right to deliver parts of curriculum and co-curriculum within many schools. Conclusions: While HPE has retained its status as a component of the most recent National Curriculum of Aotearoa New Zealand, a casting eye across the education landscape would reveal a series of changes that are having direct and indirect influences on this area of learning. These acknowledged changes, among others, are gradually eroding the political and professional autonomy of HPE.

text: The jagged edge and the changing shape of health and physical education in Aotearoa New Zealand Primary Objective: This paper critically examines the influence neoliberalism has had on education in general and health and physical education (HPE) in particular in Aotearoa New Zealand. Main Outcomes and Results: Two of the most significant changes fall under the rubric of provision. First, recent government strategy has seen the amalgamation of colleges of education with universities and an associated pressure to rationalise professional programmes to academic options. For many teacher educators this widespread re-ordering of job descriptions, coupled with institutional responses to a national drive towards literacy and numeracy attention, has placed several HPE initial teacher education programmes in a precarious position. The second change has been the marked appearance of agencies and organisations that have assumed a right to deliver parts of curriculum and co-curriculum within many schools. Conclusions: While HPE has retained its status as a component of the most recent National Curriculum of Aotearoa New Zealand, a casting eye across the education landscape would reveal a series of changes that are having direct and indirect influences on this area of learning. These acknowledged changes, among others, are gradually eroding the political and professional autonomy of HPE.

year: 2013

title: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning

authors: Postlewaight, Gillian

abstract: Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

text: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

year: 2023-04-27