title: The leadership practices of Anglican school leaders in the Solomon Islands: leading for social justice

authors: Memua, James

subjects: social justice leadership

abstract: The political, economic, social, cultural and religious characteristics of the communities shape how school leaders undertake social justice leadership practices. Leading to address injustices which stem from these characteristics can create tensions for school leaders as they seek to serve their communities and lead for educational equity in schools (Bakalevu et al., 2015; Lopez, 2015; Santamaria, 2014, Thaman, 2015). Supporting leaders to lead for social justice requires consideration of the contextual needs and theorising in ways that is cognisant of the cultural context. With literature on leadership for social justice stemming predominantly from Western developed countries with limited attention paid to the Pacific Islands especially Solomon Islands, it is timely to consider ways leadership for social justice is conceived and enacted in these contexts.  
This study was designed to explore how Anglican school leaders lead for social justice in the unique Solomon Islands context. The aim of the study was to examine the values, beliefs and understandings of the school leaders and seek to understand how, these influence their practice in pursuit of educational equity. Qualitative research using talanoa/tok stori, participant observation and document analysis were employed to generate data.  The research used the interpretivist approach and culturally responsive framework Anglican pillars of education, True Religion, Sound Learning, Useful Industry (Anglican Church of Melanesia, 2018) and Thaman’s (1988) Kakala notion with critical theoretical perspectives for data analysis and theory formation. 
Key findings demonstrated that tensions arose for the school leaders when it came to aligning the Anglican values of education with the contextual needs and realities of leading for social justice in their schools. The study also revealed that cultural competence was critical but had both positive and negative aspects when examined more deeply. There were also many challenges involved in leading for social justice leadership undertakings which makes leading for social justice complex. This made some leadership practices normally associated with socially just leadership in other contexts difficult to enact in the Solomon Islands cultural context. Overall, the lack of a cohesive and strategic vision which integrated Church and government policy continues to hinder the work of educational leaders seeking to provide access to holistic and quality education. 
The study has implications for improving the Anglican school leadership practices in the Solomon Islands, and thus, has potential to impact on student achievement and educational success. The thesis argues that leading for social justice in this cultural context can be enhanced through the holistic and bottom up fenua communal leadership model. It can encourage inclusive participation of all stakeholders through shared learning and leading to enhance social justice in the education system using an indigenous communal lens from within the unique Solomon Islands context. The fenua model has the potential for interrogating, initiating and developing educational development processes to be more responsive to the educational needs of students and communities in the Solomon Islands locally, regionally and globally.

text: The leadership practices of Anglican school leaders in the Solomon Islands: leading for social justice The political, economic, social, cultural and religious characteristics of the communities shape how school leaders undertake social justice leadership practices. Leading to address injustices which stem from these characteristics can create tensions for school leaders as they seek to serve their communities and lead for educational equity in schools (Bakalevu et al., 2015; Lopez, 2015; Santamaria, 2014, Thaman, 2015). Supporting leaders to lead for social justice requires consideration of the contextual needs and theorising in ways that is cognisant of the cultural context. With literature on leadership for social justice stemming predominantly from Western developed countries with limited attention paid to the Pacific Islands especially Solomon Islands, it is timely to consider ways leadership for social justice is conceived and enacted in these contexts.  
This study was designed to explore how Anglican school leaders lead for social justice in the unique Solomon Islands context. The aim of the study was to examine the values, beliefs and understandings of the school leaders and seek to understand how, these influence their practice in pursuit of educational equity. Qualitative research using talanoa/tok stori, participant observation and document analysis were employed to generate data.  The research used the interpretivist approach and culturally responsive framework Anglican pillars of education, True Religion, Sound Learning, Useful Industry (Anglican Church of Melanesia, 2018) and Thaman’s (1988) Kakala notion with critical theoretical perspectives for data analysis and theory formation. 
Key findings demonstrated that tensions arose for the school leaders when it came to aligning the Anglican values of education with the contextual needs and realities of leading for social justice in their schools. The study also revealed that cultural competence was critical but had both positive and negative aspects when examined more deeply. There were also many challenges involved in leading for social justice leadership undertakings which makes leading for social justice complex. This made some leadership practices normally associated with socially just leadership in other contexts difficult to enact in the Solomon Islands cultural context. Overall, the lack of a cohesive and strategic vision which integrated Church and government policy continues to hinder the work of educational leaders seeking to provide access to holistic and quality education. 
The study has implications for improving the Anglican school leadership practices in the Solomon Islands, and thus, has potential to impact on student achievement and educational success. The thesis argues that leading for social justice in this cultural context can be enhanced through the holistic and bottom up fenua communal leadership model. It can encourage inclusive participation of all stakeholders through shared learning and leading to enhance social justice in the education system using an indigenous communal lens from within the unique Solomon Islands context. The fenua model has the potential for interrogating, initiating and developing educational development processes to be more responsive to the educational needs of students and communities in the Solomon Islands locally, regionally and globally.

year: 2020

title: Mangroves and seagrass: Indicators of estuarine health?

authors: de Lange, Willem P.

abstract: Mangrove and seagrass occupy different environments within an estuary, and both potentially respond to environmental stressors such as, nutrient loading, sedimentation, turbidity and climate change. Therefore, they could be useful indicators of the health of the estuary. However, there are common misunderstandings about the function of flowering plants such as mangrove and seagrass in the marine environment that can lead to contradictory and possibly inappropriate actions by the public. For example, pressure to protect mangroves and remove seagrass. This talk will discuss the interactions between physical processes within estuaries and mangrove and seagrass, consider the changes that have occurred in the distribution of these plants over the recent past, and suggest possible causes for these changes.

text: Mangroves and seagrass: Indicators of estuarine health? Mangrove and seagrass occupy different environments within an estuary, and both potentially respond to environmental stressors such as, nutrient loading, sedimentation, turbidity and climate change. Therefore, they could be useful indicators of the health of the estuary. However, there are common misunderstandings about the function of flowering plants such as mangrove and seagrass in the marine environment that can lead to contradictory and possibly inappropriate actions by the public. For example, pressure to protect mangroves and remove seagrass. This talk will discuss the interactions between physical processes within estuaries and mangrove and seagrass, consider the changes that have occurred in the distribution of these plants over the recent past, and suggest possible causes for these changes.

year: 2016-06-01

title: Lessons learned from the MV Rena: Reimagining maritime and resource management law

authors: Paul, Adrienne Joy

subjects: Resource Management Law - New Zealand

abstract: The main research question in this thesis is what lessons can Aotearoa New Zealand learn from the MV Rena grounding accident? This research is an historical account of the legal framework existing at the time of the MV Rena grounding. In addition, the thesis will outline the surrounding marine environment to examine the relevant regulatory system.
In the early morning of 5th October 2011, the MV Rena vessel struck Ōtāiti (Astrolabe Reef).  Initially, the accident concerned a response to the safety of the crew on board the MV Rena. However, the seriousness of the damage to the hull with part of Ōtāiti reef protruding through the keel, presented issues concerning the recovery strategy for the vessel and cargo from the coastal marine area.  The MV Rena grounding released oil, cargo, and equipment into the surrounding marine environment of Ōtāiti. The oil, cargo and equipment travelled by the ocean currents, spreading across large areas of the ocean. This caused environmental effects across the coastal marine area in the Bay of Plenty region. The grounding was the “worst maritime environmental disaster” Aotearoa New Zealand had ever seen. 

The government of the day and the MV Rena owner are committed to international obligations for preparing and responding to maritime disasters and marine pollution. However, the government of Aotearoa New Zealand was not a party to international obligations addressing groundings relative to bunker oil. In addition, when responding to environmental effects from the grounding the legal processes regulating the maritime and resource management system, caused distress to the local community in the Bay of Plenty region. Specifically, the people of Motiti Island (“Motiti”), relative to preserving and protecting their cultural and spiritual relationship with Ōtāiti and Motiti.

An analysis of maritime and resource management law at the international level and domestic level is explored in this thesis. Such as, marine pollution, and indigenous peoples’ rights (iwi Māori) in connection with the Maritime Transport Act 1994, the Resource Management Act 1991, the Waitangi Tribunal process and related planning and policy instruments.  The research concludes that, had the government of the day ratified relevant conventions prior to the MV Rena grounding incident, the outcome of the location of the ship may have been a completely different result, such as a full wreck removal, without opposition. Additionally, the research concludes that the gap in the laws regulating marine environments did not equip iwi Māori with protecting their interests, resulting in a spiritual injustice to the people of Motiti. This research reveals that maritime and resource management law still has a long way to go with supporting the indigenous people’s voice in Aotearoa New Zealand for sustainable marine solutions. This thesis conclude with recommendations directed at better maritime and resource management regulations and indigenous peoples’ involvement.

text: Lessons learned from the MV Rena: Reimagining maritime and resource management law The main research question in this thesis is what lessons can Aotearoa New Zealand learn from the MV Rena grounding accident? This research is an historical account of the legal framework existing at the time of the MV Rena grounding. In addition, the thesis will outline the surrounding marine environment to examine the relevant regulatory system.
In the early morning of 5th October 2011, the MV Rena vessel struck Ōtāiti (Astrolabe Reef).  Initially, the accident concerned a response to the safety of the crew on board the MV Rena. However, the seriousness of the damage to the hull with part of Ōtāiti reef protruding through the keel, presented issues concerning the recovery strategy for the vessel and cargo from the coastal marine area.  The MV Rena grounding released oil, cargo, and equipment into the surrounding marine environment of Ōtāiti. The oil, cargo and equipment travelled by the ocean currents, spreading across large areas of the ocean. This caused environmental effects across the coastal marine area in the Bay of Plenty region. The grounding was the “worst maritime environmental disaster” Aotearoa New Zealand had ever seen. 

The government of the day and the MV Rena owner are committed to international obligations for preparing and responding to maritime disasters and marine pollution. However, the government of Aotearoa New Zealand was not a party to international obligations addressing groundings relative to bunker oil. In addition, when responding to environmental effects from the grounding the legal processes regulating the maritime and resource management system, caused distress to the local community in the Bay of Plenty region. Specifically, the people of Motiti Island (“Motiti”), relative to preserving and protecting their cultural and spiritual relationship with Ōtāiti and Motiti.

An analysis of maritime and resource management law at the international level and domestic level is explored in this thesis. Such as, marine pollution, and indigenous peoples’ rights (iwi Māori) in connection with the Maritime Transport Act 1994, the Resource Management Act 1991, the Waitangi Tribunal process and related planning and policy instruments.  The research concludes that, had the government of the day ratified relevant conventions prior to the MV Rena grounding incident, the outcome of the location of the ship may have been a completely different result, such as a full wreck removal, without opposition. Additionally, the research concludes that the gap in the laws regulating marine environments did not equip iwi Māori with protecting their interests, resulting in a spiritual injustice to the people of Motiti. This research reveals that maritime and resource management law still has a long way to go with supporting the indigenous people’s voice in Aotearoa New Zealand for sustainable marine solutions. This thesis conclude with recommendations directed at better maritime and resource management regulations and indigenous peoples’ involvement.

year: 2022