title: An old story, a new voice: Tertiary education in the Bay of Plenty region

authors: Amundsen, Diana Leigh

subjects: Bay of Plenty

abstract: In this article, I first critique neoliberal effects on the Aotearoa New Zealand tertiary education sector and then provide a close-up look at tertiary education in the Bay of Plenty region. Information is based on aspects of my doctoral research which was located across three tertiary education organisations comprising the Bay of Plenty Tertiary Education Partnership: The University of Waikato, Toi Ohomai Institute of Technology and, Te Whare Wānanga o Awanuiārangi.  The findings of this research examine connections across the partnership, delving into relevant aspects of universities, polytechnics and wānanga. I evaluate the historical, geographical, political and socio-cultural context of all three institutions. Lastly, I discuss campus connections between the partnership organisations. The emerging picture reveals an old story of expansion and growth with a new voice of tension between collaboration and competition in the face of a neoliberal education context. This article offers timely implications for contemporary and future University of Waikato campus connections and may appeal to academics, graduate students, policymakers and the general public.

text: An old story, a new voice: Tertiary education in the Bay of Plenty region In this article, I first critique neoliberal effects on the Aotearoa New Zealand tertiary education sector and then provide a close-up look at tertiary education in the Bay of Plenty region. Information is based on aspects of my doctoral research which was located across three tertiary education organisations comprising the Bay of Plenty Tertiary Education Partnership: The University of Waikato, Toi Ohomai Institute of Technology and, Te Whare Wānanga o Awanuiārangi.  The findings of this research examine connections across the partnership, delving into relevant aspects of universities, polytechnics and wānanga. I evaluate the historical, geographical, political and socio-cultural context of all three institutions. Lastly, I discuss campus connections between the partnership organisations. The emerging picture reveals an old story of expansion and growth with a new voice of tension between collaboration and competition in the face of a neoliberal education context. This article offers timely implications for contemporary and future University of Waikato campus connections and may appeal to academics, graduate students, policymakers and the general public.

year: 2019

title: Ko au tēnei

authors: Temara, Pou

subjects: Tuhinga auaha

abstract: He puha tēnei, he momo rotarota. E kōrero ana tēnei puha mō te pepeha o Tūhoe, arā, ko Maungapōhatu te maunga, ko Waikare te awa ko Tamakaimoana te hapu, ko Taiturakina rāua ko Pōhokorua ngā tāngata, ko Tūhoe te iwi.

Kua roa tēnei pepeha e mau ana i ngā kākahu Māori o nehe, ā, nō ngā rautau ki muri te tawhito o te pepeha nei. Kua mate noa atu te hunga nā rātau i waihanga. Ko rātau e mōhio ana ki te horopaki i titoa ai ā rātau pepeha. Taka iho ki nāianei kāore anō kia rerekē ngā kupu o te pepeha.

Engari kua rerekē te ao me tōna tai, he whakatipuranga hou kua hua ake hai noho i te whenua. He rerekē ōnā whakaaro, he rerekē te ahurea. Kua roa e noho tahi ana ēnei whakatipuranga me ngā iwi huhua o te ao, he rauiwi te ahurea. Kua whakatōria hoki te whakaaro o aua ahurea maha ki te hinengaro o te Māori. Kua riro ngā whakaaro i te ao whānui koia nei kai te tohutohu i te whakaaro o te Māori o ēnei rā.

Me pēhea te whakauru atu i te whakaaro o mohoā nei ki te whakaaro o ukiuki, kia whai tikanga ai ki te ngākau o nāianei ki te pepeha o mua? Kua tawhito o rātau kākahu. E hia ngā kaupapa, ngā pakanga, ngā kaikiritanga, ngā mamae i roto i taua wā. Kua tae ki te wā hai whakamautanga mā ō nāianei Māori i ngā kākahu o ēnei rā ki ngā pepeha o mua, kia whai wāhi ai ki te ahurea me te whakaaro o ēnei rā.

Ehara i te mea me whakaae te iwi katoa ki ngā whakaaro kua tāpiritia ki te pepeha nei. Engari hai aha mā wai? Ko te rotarota he kupu nā te kaitito, he kupu motuhenga nō tōna ngākau, hai tohu i tāna titiro ki te ao, ā, kia uru atu ai ia ki te ao me ngā whakaaro o mua.

text: Ko au tēnei He puha tēnei, he momo rotarota. E kōrero ana tēnei puha mō te pepeha o Tūhoe, arā, ko Maungapōhatu te maunga, ko Waikare te awa ko Tamakaimoana te hapu, ko Taiturakina rāua ko Pōhokorua ngā tāngata, ko Tūhoe te iwi.

Kua roa tēnei pepeha e mau ana i ngā kākahu Māori o nehe, ā, nō ngā rautau ki muri te tawhito o te pepeha nei. Kua mate noa atu te hunga nā rātau i waihanga. Ko rātau e mōhio ana ki te horopaki i titoa ai ā rātau pepeha. Taka iho ki nāianei kāore anō kia rerekē ngā kupu o te pepeha.

Engari kua rerekē te ao me tōna tai, he whakatipuranga hou kua hua ake hai noho i te whenua. He rerekē ōnā whakaaro, he rerekē te ahurea. Kua roa e noho tahi ana ēnei whakatipuranga me ngā iwi huhua o te ao, he rauiwi te ahurea. Kua whakatōria hoki te whakaaro o aua ahurea maha ki te hinengaro o te Māori. Kua riro ngā whakaaro i te ao whānui koia nei kai te tohutohu i te whakaaro o te Māori o ēnei rā.

Me pēhea te whakauru atu i te whakaaro o mohoā nei ki te whakaaro o ukiuki, kia whai tikanga ai ki te ngākau o nāianei ki te pepeha o mua? Kua tawhito o rātau kākahu. E hia ngā kaupapa, ngā pakanga, ngā kaikiritanga, ngā mamae i roto i taua wā. Kua tae ki te wā hai whakamautanga mā ō nāianei Māori i ngā kākahu o ēnei rā ki ngā pepeha o mua, kia whai wāhi ai ki te ahurea me te whakaaro o ēnei rā.

Ehara i te mea me whakaae te iwi katoa ki ngā whakaaro kua tāpiritia ki te pepeha nei. Engari hai aha mā wai? Ko te rotarota he kupu nā te kaitito, he kupu motuhenga nō tōna ngākau, hai tohu i tāna titiro ki te ao, ā, kia uru atu ai ia ki te ao me ngā whakaaro o mua.

year: 2017

title: Intersections between place-responsive outdoor education and environmental action: Transforming secondary students' ethic of care into action.

authors: Martindale, Joanne

subjects: environmental action

abstract: There has been growing concern expressed about the disconnection of people, and particularly young people, from nature. This detachment from the natural world is visible through media and movies with an increased reference to the urban, human-made environment since the 1950’s. Additionally, it is observable in our overuse of the Earth's resources and slow change to more sustainable behaviour. The cost of this disconnection from nature is on our physical and psychological well-being. It reduces appreciation and attachment to place. This study looks at connecting secondary students to their place through a place-responsive outdoor education journey and explores how the journey can influence their developing ethic of care for place. 

Place-responsive outdoor education is one way to potentially connect and ‘re-wild’ our school students to their place and nature. Through this, they may develop an ethic of care. There is then an assumption that by developing an ethic of care and responding to place, people will take action to look after or improve their place. However, little research has been conducted to date to show that there is a link between attachment to place and pro-environmental behaviour or taking action. The second part of this research explored how any potential ethic of care developed from the place-responsive outdoor education journey could be transformed into motivation for students to act for place, by adapting the place-responsive outdoor education journey to incorporate environmental advocacy sessions using Birdsall's (2010) model for learning about environmental action.

This research uses a phenomenography approach to study the experiences of a group of secondary school students engaging in a place-responsive outdoor education journey and their responses to the journey. Twelve students came on the journey and six of these participated in the study. Data were gathered using photo-elicitation interviews based on photographs the students took during the place-responsive outdoor education journey. The students then attended a series of environmental advocacy sessions based on the journey to help them reflect and consider what response they might make to their experiences. A second interview was then held with each student after these sessions to explore their perceptions of an ethic of care leading to action. Data in the form of interview transcripts and observational notes were analysed and thematically organised. 

The first part of the study highlights the significance of a slow pedagogy to the place-responsive outdoor journey and the enjoyment by the students. Contextual factors like the weather had an impact on the students.  The journey also emphasised the importance of community and social interaction for the students. At the end of the place-responsive outdoor education journey, the students expressed a sense of accomplishment and a deeper connection to the city, realising it was more than just shopping malls.

The students indicated great enthusiasm and motivation to take action as the environmental advocacy sessions began. The students decided to use a voting system to decide on the final action to take, which lead to some students disengaging at this point as they may not have seen the relevance to them of the specific action chosen. For many of the students, other priorities and pressures made them feel too busy to have the time to take action. The findings indicate that students who have had repeat visits to place have a stronger connection to it and suggest this is a predictor of them continuing to taking action or display pro-environmental behaviour in response to their experiences.

text: Intersections between place-responsive outdoor education and environmental action: Transforming secondary students' ethic of care into action. There has been growing concern expressed about the disconnection of people, and particularly young people, from nature. This detachment from the natural world is visible through media and movies with an increased reference to the urban, human-made environment since the 1950’s. Additionally, it is observable in our overuse of the Earth's resources and slow change to more sustainable behaviour. The cost of this disconnection from nature is on our physical and psychological well-being. It reduces appreciation and attachment to place. This study looks at connecting secondary students to their place through a place-responsive outdoor education journey and explores how the journey can influence their developing ethic of care for place. 

Place-responsive outdoor education is one way to potentially connect and ‘re-wild’ our school students to their place and nature. Through this, they may develop an ethic of care. There is then an assumption that by developing an ethic of care and responding to place, people will take action to look after or improve their place. However, little research has been conducted to date to show that there is a link between attachment to place and pro-environmental behaviour or taking action. The second part of this research explored how any potential ethic of care developed from the place-responsive outdoor education journey could be transformed into motivation for students to act for place, by adapting the place-responsive outdoor education journey to incorporate environmental advocacy sessions using Birdsall's (2010) model for learning about environmental action.

This research uses a phenomenography approach to study the experiences of a group of secondary school students engaging in a place-responsive outdoor education journey and their responses to the journey. Twelve students came on the journey and six of these participated in the study. Data were gathered using photo-elicitation interviews based on photographs the students took during the place-responsive outdoor education journey. The students then attended a series of environmental advocacy sessions based on the journey to help them reflect and consider what response they might make to their experiences. A second interview was then held with each student after these sessions to explore their perceptions of an ethic of care leading to action. Data in the form of interview transcripts and observational notes were analysed and thematically organised. 

The first part of the study highlights the significance of a slow pedagogy to the place-responsive outdoor journey and the enjoyment by the students. Contextual factors like the weather had an impact on the students.  The journey also emphasised the importance of community and social interaction for the students. At the end of the place-responsive outdoor education journey, the students expressed a sense of accomplishment and a deeper connection to the city, realising it was more than just shopping malls.

The students indicated great enthusiasm and motivation to take action as the environmental advocacy sessions began. The students decided to use a voting system to decide on the final action to take, which lead to some students disengaging at this point as they may not have seen the relevance to them of the specific action chosen. For many of the students, other priorities and pressures made them feel too busy to have the time to take action. The findings indicate that students who have had repeat visits to place have a stronger connection to it and suggest this is a predictor of them continuing to taking action or display pro-environmental behaviour in response to their experiences.

year: 2017