title: Fish removal from New Zealand Steel Ltd’s water intake pond at North Head sand mine

authors: Hicks, Brendan J.

abstract: Tonkin & Taylor contracted the University of Waikato remove fish by boat electrofishing, and to estimate fish abundance, in the water intake pond of Waikato North Head Mining Ltd’s sand mining site at North Head Mine, Ghezzie Road, Otaua, on the true right bank of the lower Waikato River. This removal was necessitated by failure of a screen intended to exclude fish and its repair.

text: Fish removal from New Zealand Steel Ltd’s water intake pond at North Head sand mine Tonkin & Taylor contracted the University of Waikato remove fish by boat electrofishing, and to estimate fish abundance, in the water intake pond of Waikato North Head Mining Ltd’s sand mining site at North Head Mine, Ghezzie Road, Otaua, on the true right bank of the lower Waikato River. This removal was necessitated by failure of a screen intended to exclude fish and its repair.

year: 2016

title: Higher education and the Anthropocene - Towards an ecological approach to higher education policy in New Zealand

authors: Stratford, Robert James

subjects: Anthropocene

abstract: In this thesis I present an ecological direction for higher education policy in Aotearoa/New Zealand. This position is developed through an ecological approach to policy, which includes a postfoundational take on ecological theory, especially the work of Gregory Bateson and Felix Guattari. This ecological approach to higher education policy is in contrast to the neoliberal and technicist policy thinking which has informed New Zealand’s Tertiary Education Strategy (Ministry of Education, 2014c). As a contrast, the ecological approach in this thesis draws strength from ecological economics, environmental politics, critical policy analysis, ecological theory and philosophical pragmatism. The methodological core of this approach is described as Critical Eco Pragmatism (CEP). Following a discussion of ecological theory and an exploration of the Global Ecological Crisis (GEC) as an interconnected problem of natural, political, social, psychological, pedagogical and epistemological dimensions, I develop a theoretical framework for being ecological in higher education. This framework draws on a critique of Ron Barnett’s work on the ecological university (Barnett, 2010, 2018) and introduces the notion of ‘Anthropocene Intelligence’. Anthropocene Intelligence provides a way to pragmatically bring together a range of theoretical ideas about education – especially those ideas that have a claim on improving our psychological, social and natural ecologies. This includes educational discourses that have not always had a high level of interaction, such as environmental and sustainability education (ESE), indigenous education, eco-pedagogy, engaged scholarship, ecological humanities, human development education, and education for wellbeing (including the healthy university). The potential of an ecological approach is also considered in relation to the many practical possibilities that currently exist in higher education policy and practice both internationally and in New Zealand. Together with the theoretical approach taken in this thesis, these practical possibilities inform the alternative, ecological direction this thesis develops for higher education policy in New Zealand. Included in this ecological direction is the aspiration for New Zealand to develop as an ‘ecological democracy’ (Dryzek, 2013).

text: Higher education and the Anthropocene - Towards an ecological approach to higher education policy in New Zealand In this thesis I present an ecological direction for higher education policy in Aotearoa/New Zealand. This position is developed through an ecological approach to policy, which includes a postfoundational take on ecological theory, especially the work of Gregory Bateson and Felix Guattari. This ecological approach to higher education policy is in contrast to the neoliberal and technicist policy thinking which has informed New Zealand’s Tertiary Education Strategy (Ministry of Education, 2014c). As a contrast, the ecological approach in this thesis draws strength from ecological economics, environmental politics, critical policy analysis, ecological theory and philosophical pragmatism. The methodological core of this approach is described as Critical Eco Pragmatism (CEP). Following a discussion of ecological theory and an exploration of the Global Ecological Crisis (GEC) as an interconnected problem of natural, political, social, psychological, pedagogical and epistemological dimensions, I develop a theoretical framework for being ecological in higher education. This framework draws on a critique of Ron Barnett’s work on the ecological university (Barnett, 2010, 2018) and introduces the notion of ‘Anthropocene Intelligence’. Anthropocene Intelligence provides a way to pragmatically bring together a range of theoretical ideas about education – especially those ideas that have a claim on improving our psychological, social and natural ecologies. This includes educational discourses that have not always had a high level of interaction, such as environmental and sustainability education (ESE), indigenous education, eco-pedagogy, engaged scholarship, ecological humanities, human development education, and education for wellbeing (including the healthy university). The potential of an ecological approach is also considered in relation to the many practical possibilities that currently exist in higher education policy and practice both internationally and in New Zealand. Together with the theoretical approach taken in this thesis, these practical possibilities inform the alternative, ecological direction this thesis develops for higher education policy in New Zealand. Included in this ecological direction is the aspiration for New Zealand to develop as an ‘ecological democracy’ (Dryzek, 2013).

year: 2019

title: Te Ira Atua: The spiritual spark of the child

authors: Rameka, Lesley Kay

abstract: “E ai ki tā te Māori he atua tonu kei roto i te mokopuna ina whānau mai ana ia ki tēnei ao” (Ministry of Education, 1996, p. 35). This quote is from the New Zealand Ministry of Education’s early childhood curriculum policy statement, Te Whāriki: He Whāriki Matauranga mo ngā Mokopuna o Aotearoa/Early Childhood Curriculum (Ministry of Education, 1996). It speaks of the godliness or spiritual essence each child inherits from their ancestors when they are born (Early Childhood Development, 1999; Reedy, 2003). From a traditional Māori perspective, not only is the child endowed with spiritual potential or a divine spirit, but the world the child is born into is also endowed with spiritual influences.

text: Te Ira Atua: The spiritual spark of the child “E ai ki tā te Māori he atua tonu kei roto i te mokopuna ina whānau mai ana ia ki tēnei ao” (Ministry of Education, 1996, p. 35). This quote is from the New Zealand Ministry of Education’s early childhood curriculum policy statement, Te Whāriki: He Whāriki Matauranga mo ngā Mokopuna o Aotearoa/Early Childhood Curriculum (Ministry of Education, 1996). It speaks of the godliness or spiritual essence each child inherits from their ancestors when they are born (Early Childhood Development, 1999; Reedy, 2003). From a traditional Māori perspective, not only is the child endowed with spiritual potential or a divine spirit, but the world the child is born into is also endowed with spiritual influences.

year: 2015