title: Hoea a mai tōu waka – Claiming spaces for Māori tamariki and rangatahi in cognitive behaviour therapy

authors: Cargo, Tania

subjects: Maori

abstract: Cognitive Behaviour Therapy (CBT) has been shown to be an effective therapeutic intervention for a variety of psychological difficulties for children and youth (Barrett, Healey-Farrell, March, 2004; Stulemeijer, de Jong, Fiselier, Hoogveld, Bleijenberg, 2005; Butler, Chapman, Forman & Beck, 2006). However there is very little literature on its utility with indigenous children or youth, most of the literature has tended to look at “minority” populations and has focused on psychological outcomes (Weersing & Weisz, 2002; McNeil, Capage, Bennett, 2002).

text: Hoea a mai tōu waka – Claiming spaces for Māori tamariki and rangatahi in cognitive behaviour therapy Cognitive Behaviour Therapy (CBT) has been shown to be an effective therapeutic intervention for a variety of psychological difficulties for children and youth (Barrett, Healey-Farrell, March, 2004; Stulemeijer, de Jong, Fiselier, Hoogveld, Bleijenberg, 2005; Butler, Chapman, Forman & Beck, 2006). However there is very little literature on its utility with indigenous children or youth, most of the literature has tended to look at “minority” populations and has focused on psychological outcomes (Weersing & Weisz, 2002; McNeil, Capage, Bennett, 2002).

year: 2008

title: Whakatautika: Generating balance in the business and activity of fishing at Moana New Zealand - A case study on Indigenising the blue economy in Aotearoa

authors: Mika, Jason

abstract: This report sets out the results of a case study on Moana New Zealand, an iwi (tribal) owned fishing company formed out of the Treaty of Waitangi fisheries settlement and a whānau (family) owned inshore fishing enterprise known as The Rawlinson Group (TRG). The research is part of an Indigenising the blue economy project funded by Ngā Moana Whakauka Sustainable Seas National Science Challenge. This case study draws on the knowledge and experience of Moana New Zealand and TRG to understand relationships between iwi and whānau scale enterprises in the Māori marine economy (MME). TRG is a Māori-owned family inshore fishing business which has been operating for 30 years. As first-generation fishers, the Rawlinson whānau have prioritised both strategic and family decisions that have established their business and assured their role in Aotearoa New Zealand’s commercial fishing industry. The case study sought to learn how Māori marine-based enterprises apply mātauranga Māori to achieve multidimensional wellbeing, human potential, and relational balance with Tangaroa.

text: Whakatautika: Generating balance in the business and activity of fishing at Moana New Zealand - A case study on Indigenising the blue economy in Aotearoa This report sets out the results of a case study on Moana New Zealand, an iwi (tribal) owned fishing company formed out of the Treaty of Waitangi fisheries settlement and a whānau (family) owned inshore fishing enterprise known as The Rawlinson Group (TRG). The research is part of an Indigenising the blue economy project funded by Ngā Moana Whakauka Sustainable Seas National Science Challenge. This case study draws on the knowledge and experience of Moana New Zealand and TRG to understand relationships between iwi and whānau scale enterprises in the Māori marine economy (MME). TRG is a Māori-owned family inshore fishing business which has been operating for 30 years. As first-generation fishers, the Rawlinson whānau have prioritised both strategic and family decisions that have established their business and assured their role in Aotearoa New Zealand’s commercial fishing industry. The case study sought to learn how Māori marine-based enterprises apply mātauranga Māori to achieve multidimensional wellbeing, human potential, and relational balance with Tangaroa.

year: 2024

title: Framework thinking, subject thinking and 'Taiwan-ness' in environmental education

authors: Yueh, Mei-Chun Michelle

subjects: Taiwan

abstract: In the 1998 Taiwanese national curriculum revision, environmental education was one of six new “Important Issues”. To some early observers, the generic “framework” sections of this 1998 curriculum (Aims, Goals, Core Competences) resonated well with the integrative and transdisciplinary nature of environmental education. This synergy held out promise for the successful introduction of environmental education to Taiwan, despite it not being one of the seven new Learning Areas (or subjects). However, this study suggests that a pervasive nation-wide exam-driven, subject-dominated educational climate resulted in a somewhat truncated “Taiwan-ness” in the environmental education that emerged. In three Junior High Schools preparing for curriculum implementation, there was little early focus on, either the national curriculum’s framework aspects or the intended integrative nature of environmental education. Rather, by 2004 curriculum integration had become officially non-compulsory, and environmental education was conceived as a minor priority, to be wedged where possible into spaces within the traditional subjects.

text: Framework thinking, subject thinking and 'Taiwan-ness' in environmental education In the 1998 Taiwanese national curriculum revision, environmental education was one of six new “Important Issues”. To some early observers, the generic “framework” sections of this 1998 curriculum (Aims, Goals, Core Competences) resonated well with the integrative and transdisciplinary nature of environmental education. This synergy held out promise for the successful introduction of environmental education to Taiwan, despite it not being one of the seven new Learning Areas (or subjects). However, this study suggests that a pervasive nation-wide exam-driven, subject-dominated educational climate resulted in a somewhat truncated “Taiwan-ness” in the environmental education that emerged. In three Junior High Schools preparing for curriculum implementation, there was little early focus on, either the national curriculum’s framework aspects or the intended integrative nature of environmental education. Rather, by 2004 curriculum integration had become officially non-compulsory, and environmental education was conceived as a minor priority, to be wedged where possible into spaces within the traditional subjects.

year: 2011