title: Waikirikiri Marae: Shared experiences of the wharemate

authors: Rua, Hare

subjects: Māori

abstract: In Te Urewera, wharemate (shelters in which the deceased receive their final farewells) have traditionally been temporary structures. In the 1980s, a new practice was introduced in the Ruātoki valley with the erection of permanent wharemate facilities. One was erected at Waikirikiri marae (tribal meeting grounds and associated buildings) in 1989. Knowledge and discussion regarding wharemate at Waikirikiri marae have changed over the years, and a whole generation has not been fortunate enough to experience tikanga (correct procedures, customary practices) that prevailed prior to the introduction of the permanent wharemate building that is there today. These changes are recorded in this paper through the shared stories of three kaumātua (elders) from Waikirikiri.

This paper is a summary of Hare Rua’s thesis study, the data for which was collected in 2009. This work forms part of the Tangi Research Programme, a collaboration between the School of Māori and Pacific Development and the Māori and Psychology Research Unit at The University of Waikato, Hamilton, New Zealand.

text: Waikirikiri Marae: Shared experiences of the wharemate In Te Urewera, wharemate (shelters in which the deceased receive their final farewells) have traditionally been temporary structures. In the 1980s, a new practice was introduced in the Ruātoki valley with the erection of permanent wharemate facilities. One was erected at Waikirikiri marae (tribal meeting grounds and associated buildings) in 1989. Knowledge and discussion regarding wharemate at Waikirikiri marae have changed over the years, and a whole generation has not been fortunate enough to experience tikanga (correct procedures, customary practices) that prevailed prior to the introduction of the permanent wharemate building that is there today. These changes are recorded in this paper through the shared stories of three kaumātua (elders) from Waikirikiri.

This paper is a summary of Hare Rua’s thesis study, the data for which was collected in 2009. This work forms part of the Tangi Research Programme, a collaboration between the School of Māori and Pacific Development and the Māori and Psychology Research Unit at The University of Waikato, Hamilton, New Zealand.

year: 2010

title: Integrating education for sustainability into secondary science classes: Practices and perceptions of New Zealand teachers

authors: Gundersen, Mandy

abstract: Global challenges like climate change and biodiversity loss necessitate a collective shift towards sustainable living. Education for Sustainability aims to equip students with the essential knowledge, skills, attitudes and agency to meet sustainability goals and forge a better future. It is a holistic approach, yet single-subject school structures at the secondary level mean it must be integrated into subjects such as science. However, there is limited research, particularly in New Zealand, on how this integration is practiced in secondary science classes.

Grounded in an interpretivist paradigm, this study interviewed five New Zealand secondary science teachers to understand their conceptualisations of sustainability and sustainability education. It explored how their understanding was translated into practice through detailed descriptions of lessons and units. The study provides insights into how these teachers integrate sustainability across junior science, the new National Certificate of Educational Achievement Level One science standards, and senior science subjects, while also elaborating on the benefits they believed students received and the challenges they faced in this integration.

This research found that these New Zealand teachers had a broad understanding of sustainability and recognised key components of sustainability education. They saw sustainability as a way to make science engaging and to develop scientific literacy among their students. To incorporate sustainability into science, they had all designed units which included place-based approaches, integrated topics, considered multiple perspectives, and interwove mātauranga Māori, or New Zealand indigenous knowledge. The boundaries of science as a subject, senior-level assessment requirements, and the time needed for some sustainability-focused activities were noted as challenges to sustainability’s integration.

The research recommends that for the effective integration of sustainability, support is required, particularly regarding teacher education and the provision of resources that exemplify sustainability in science. Furthermore, curriculum and assessment changes designed to incorporate sustainability must remain clear about the required science content to ensure students are robustly prepared for senior science studies.

text: Integrating education for sustainability into secondary science classes: Practices and perceptions of New Zealand teachers Global challenges like climate change and biodiversity loss necessitate a collective shift towards sustainable living. Education for Sustainability aims to equip students with the essential knowledge, skills, attitudes and agency to meet sustainability goals and forge a better future. It is a holistic approach, yet single-subject school structures at the secondary level mean it must be integrated into subjects such as science. However, there is limited research, particularly in New Zealand, on how this integration is practiced in secondary science classes.

Grounded in an interpretivist paradigm, this study interviewed five New Zealand secondary science teachers to understand their conceptualisations of sustainability and sustainability education. It explored how their understanding was translated into practice through detailed descriptions of lessons and units. The study provides insights into how these teachers integrate sustainability across junior science, the new National Certificate of Educational Achievement Level One science standards, and senior science subjects, while also elaborating on the benefits they believed students received and the challenges they faced in this integration.

This research found that these New Zealand teachers had a broad understanding of sustainability and recognised key components of sustainability education. They saw sustainability as a way to make science engaging and to develop scientific literacy among their students. To incorporate sustainability into science, they had all designed units which included place-based approaches, integrated topics, considered multiple perspectives, and interwove mātauranga Māori, or New Zealand indigenous knowledge. The boundaries of science as a subject, senior-level assessment requirements, and the time needed for some sustainability-focused activities were noted as challenges to sustainability’s integration.

The research recommends that for the effective integration of sustainability, support is required, particularly regarding teacher education and the provision of resources that exemplify sustainability in science. Furthermore, curriculum and assessment changes designed to incorporate sustainability must remain clear about the required science content to ensure students are robustly prepared for senior science studies.

year: 2025

title: Sustaining Management of Indigenous-Owned Resources: rationale for multi-dimensional training in a multi-million dollar mahogany industry in Fiji

authors: Nabalarua, Eci K

subjects: Fiji economy

abstract: This paper contributes to an emerging discourse relating to new pathways towards engaging in holistic development measures among grassroots communities in the Pacific Islands by using the notion of critical mass as a viable option for sustaining real growth in small rural economies. It is argued here that the multi-dimensional training techniques applied in the case of a project involving capacity building among indigenous women in Tailevu Province in Fiji could be applied with equal validity to the multi-million dollar mahogany industry in Fiji. This insight into mahogany suggests by implication that multi-dimensional training has great potential for sustaining effective management of indigenous-based and indigenous-owned resources.

text: Sustaining Management of Indigenous-Owned Resources: rationale for multi-dimensional training in a multi-million dollar mahogany industry in Fiji This paper contributes to an emerging discourse relating to new pathways towards engaging in holistic development measures among grassroots communities in the Pacific Islands by using the notion of critical mass as a viable option for sustaining real growth in small rural economies. It is argued here that the multi-dimensional training techniques applied in the case of a project involving capacity building among indigenous women in Tailevu Province in Fiji could be applied with equal validity to the multi-million dollar mahogany industry in Fiji. This insight into mahogany suggests by implication that multi-dimensional training has great potential for sustaining effective management of indigenous-based and indigenous-owned resources.

year: 2002-07-22