title: Activating belonging: Towards a critcial ensemble pedagogy

authors: Brown, Gaenor

abstract: Contemporary research shows school belonging as a key determinant of learner health and wellbeing. Teachers, and teaching practices, are pivotal in developing safe, supportive communities in which students can learn and thrive, where they can belong. In this thesis the high school drama education ensemble in Aotearoa New Zealand is presented as a site for the exploration and activation of belonging. Framed through a self-study of teacher education practice, using (S-STEP) methodology, the research reimagines ensemble pedagogy for dramatic inquiry process through a lens of critical belonging. The research opens with a contextual review of contemporary scholarship and evolving theories about school belonging and ensemble pedagogy, mapping how both fields are relationally, spatially and temporally situated. The contextual review highlights the importance of drama education and school belonging practices and pedagogies in the generation of transdisciplinary knowledge.

Six principles of practice for drama educators have been developed to support the activation of belonging, relating to Identity, Process, Provocation, Space and Place, Performativity and Reflexivity. These principles are informed by semi-structured interviews with participants experienced in ensemble-based teaching and learning, and by autoethnographic reflective responses prompted by interview dialogues. In this research autoethnography is identified as a form of wayfinding, a traditional Pacific concept, drawing on the mātauranga Māori concepts and values of manaakitanga and whanaungatanga, to weave affective, political and socio-ecological belonging into a critical perspective of ensemble practice.

The six principles of practice have been trialled in dramatic inquiry workshops, with pre- service drama educators, in a design incorporating process drama, image theatre and forum theatre. Drama conventions as boundary objects, bridging the fields of drama education and belonging, provide structure to the workshops, further informing development of the principles of practice. Through an ongoing dialogic cycle of workshop enactment, participant feedback and drama educator reflection, the principles are reassessed, redefined and refined.

This research argues for a critical ensemble pedagogy that makes space for the ensemble as both site and practice. The study advocates for a pedagogy which honours indigenous ways of knowing in drama education, catalyses creative expression and activates critical belonging.

text: Activating belonging: Towards a critcial ensemble pedagogy Contemporary research shows school belonging as a key determinant of learner health and wellbeing. Teachers, and teaching practices, are pivotal in developing safe, supportive communities in which students can learn and thrive, where they can belong. In this thesis the high school drama education ensemble in Aotearoa New Zealand is presented as a site for the exploration and activation of belonging. Framed through a self-study of teacher education practice, using (S-STEP) methodology, the research reimagines ensemble pedagogy for dramatic inquiry process through a lens of critical belonging. The research opens with a contextual review of contemporary scholarship and evolving theories about school belonging and ensemble pedagogy, mapping how both fields are relationally, spatially and temporally situated. The contextual review highlights the importance of drama education and school belonging practices and pedagogies in the generation of transdisciplinary knowledge.

Six principles of practice for drama educators have been developed to support the activation of belonging, relating to Identity, Process, Provocation, Space and Place, Performativity and Reflexivity. These principles are informed by semi-structured interviews with participants experienced in ensemble-based teaching and learning, and by autoethnographic reflective responses prompted by interview dialogues. In this research autoethnography is identified as a form of wayfinding, a traditional Pacific concept, drawing on the mātauranga Māori concepts and values of manaakitanga and whanaungatanga, to weave affective, political and socio-ecological belonging into a critical perspective of ensemble practice.

The six principles of practice have been trialled in dramatic inquiry workshops, with pre- service drama educators, in a design incorporating process drama, image theatre and forum theatre. Drama conventions as boundary objects, bridging the fields of drama education and belonging, provide structure to the workshops, further informing development of the principles of practice. Through an ongoing dialogic cycle of workshop enactment, participant feedback and drama educator reflection, the principles are reassessed, redefined and refined.

This research argues for a critical ensemble pedagogy that makes space for the ensemble as both site and practice. The study advocates for a pedagogy which honours indigenous ways of knowing in drama education, catalyses creative expression and activates critical belonging.

year: 2025

title: Report on the bicultural symposium at conference

authors: Masters-Awatere, Bridgette

subjects: Maori

abstract: Kia ora koutou. I decided to submit the current paper as a way to say thank you to the large group of people in attendance at the bicultural stream at the national conference in late August that was held at Waikato University. It was their continued presence and participation that served as a catalyst and motivator for this paper. I'm conscious that while there was a large number of people in the symposium, there were other streams occurring at the same time, so I thought giving an overview of the success of the symposium would be a good way to let people know who the symposium went. However, before talking specifically about the symposium, I'd like to give mention to other events of the day...

text: Report on the bicultural symposium at conference Kia ora koutou. I decided to submit the current paper as a way to say thank you to the large group of people in attendance at the bicultural stream at the national conference in late August that was held at Waikato University. It was their continued presence and participation that served as a catalyst and motivator for this paper. I'm conscious that while there was a large number of people in the symposium, there were other streams occurring at the same time, so I thought giving an overview of the success of the symposium would be a good way to let people know who the symposium went. However, before talking specifically about the symposium, I'd like to give mention to other events of the day...

year: 2007

title: Trends in soil carbon and nutrients of hill-country pastures receiving different phosphorus fertilizer loadings for 20 years

authors: Schipper, Louis A.

subjects: soil carbon

abstract: There are few records of long-term trends in soil C and N in grazed pasture systems but recent measurements have demonstrated unexplained losses on New Zealand lowlands. To determine whether losses were also occurring in hill country pastures, we analyzed archived soil samples collected between 1983 and 2006 from two slope classes (steep and easy) at the Whatawhata Research Centre. Soils were Ultic Hapludand and Typic Haplohumult on the easy slopes (10–20°), and Typic Haplohumult on the steeper slopes (30–40°). Soil samples (0–75 mm) had been collected from paddocks that were fertilized with six different loading rates of P (ranging from 0 to 100 kg P ha⁻¹ year⁻¹ since 1985). This range of P loadings allowed us to determine whether P inputs would regulate trends in soil C and N. While there were significant temporal trends in C and N (P < 0.05), these were not unidirectional and trends were not dependent on P loading rate. On average, soil C initially increased during the first 6 years of the trial at 0.270% C year⁻¹ (1.56 t ha⁻¹ year⁻¹) and 0.156% C year⁻¹ (1.06 t ha⁻¹ year⁻¹) on easy and steep slopes, respectively. Subsequently, there was no significant trend in soil C on the easy slopes but soil C declined at −0.066% year⁻¹ (0.45 t ha⁻¹ year⁻¹) on the steep slopes. Similarly, soil N increased between 1983 and 1989 at 0.025% N year⁻¹ (144 kg ha⁻¹ year⁻¹) and 0.012% N year⁻¹ (82 kg ha⁻¹ year⁻¹) on easy and steep slopes, respectively. Post-1989, small but significant losses of total N were measured on the steep slopes of 0.004% year⁻¹ (27 kg N ha⁻¹ year⁻¹) (P < 0.05) with no trend on the easy slopes. Two potential causal factors for these decadal-scale patterns were identified, operating via changes in primary productivity. These were lower S inputs from 1989 due to a change in fertilizer type, and a series of relatively dry summers during the 1990s. These significant inter-annual trends in soil C and N complicate attempts to measure long-term changes in soil organic matter associated with land use change and management practices. This study has demonstrated the potential error associated with infrequent soil sampling to determine long-term trends in soil C and N; large gains or losses could have been detected at Whatawhata depending on when sampling started and finished. Understanding these long-term trends in soil organic matter dynamics and driving factors requires more long-term sampling trials.

text: Trends in soil carbon and nutrients of hill-country pastures receiving different phosphorus fertilizer loadings for 20 years There are few records of long-term trends in soil C and N in grazed pasture systems but recent measurements have demonstrated unexplained losses on New Zealand lowlands. To determine whether losses were also occurring in hill country pastures, we analyzed archived soil samples collected between 1983 and 2006 from two slope classes (steep and easy) at the Whatawhata Research Centre. Soils were Ultic Hapludand and Typic Haplohumult on the easy slopes (10–20°), and Typic Haplohumult on the steeper slopes (30–40°). Soil samples (0–75 mm) had been collected from paddocks that were fertilized with six different loading rates of P (ranging from 0 to 100 kg P ha⁻¹ year⁻¹ since 1985). This range of P loadings allowed us to determine whether P inputs would regulate trends in soil C and N. While there were significant temporal trends in C and N (P < 0.05), these were not unidirectional and trends were not dependent on P loading rate. On average, soil C initially increased during the first 6 years of the trial at 0.270% C year⁻¹ (1.56 t ha⁻¹ year⁻¹) and 0.156% C year⁻¹ (1.06 t ha⁻¹ year⁻¹) on easy and steep slopes, respectively. Subsequently, there was no significant trend in soil C on the easy slopes but soil C declined at −0.066% year⁻¹ (0.45 t ha⁻¹ year⁻¹) on the steep slopes. Similarly, soil N increased between 1983 and 1989 at 0.025% N year⁻¹ (144 kg ha⁻¹ year⁻¹) and 0.012% N year⁻¹ (82 kg ha⁻¹ year⁻¹) on easy and steep slopes, respectively. Post-1989, small but significant losses of total N were measured on the steep slopes of 0.004% year⁻¹ (27 kg N ha⁻¹ year⁻¹) (P < 0.05) with no trend on the easy slopes. Two potential causal factors for these decadal-scale patterns were identified, operating via changes in primary productivity. These were lower S inputs from 1989 due to a change in fertilizer type, and a series of relatively dry summers during the 1990s. These significant inter-annual trends in soil C and N complicate attempts to measure long-term changes in soil organic matter associated with land use change and management practices. This study has demonstrated the potential error associated with infrequent soil sampling to determine long-term trends in soil C and N; large gains or losses could have been detected at Whatawhata depending on when sampling started and finished. Understanding these long-term trends in soil organic matter dynamics and driving factors requires more long-term sampling trials.

year: 2010