title: Translated identities: 'Pakeha' as subjects of the Treaty of Waitangi

authors: Goldsmith, Michael

subjects: Treaty of Waitangi

abstract: The politics of translation is clearly a perennial focus of debate in New Zealand, as shown by thematic links between the New Zealand social anthropology conferences at Waikato in 1990 and Auckland in 2004. Of the many issues of translation swirling around ongoing attempts to interpret the Treaty of Waitangi, a surprisingly neglected one concerns the identities of the people on behalf of whom the Crown signed the Treaty. The term 'Pakeha' appears only once in the Treaty, the question of whom it refers to is by no means straightforward, and it would be unwise to presume that it had the same range of meanings in 1840 as it does in present-day biculturalism. This point is demonstrated by a re-reading of historical material concerning the parties present at or implicated in the signing of the Treaty, including the so-called Pakeha Maori.

text: Translated identities: 'Pakeha' as subjects of the Treaty of Waitangi The politics of translation is clearly a perennial focus of debate in New Zealand, as shown by thematic links between the New Zealand social anthropology conferences at Waikato in 1990 and Auckland in 2004. Of the many issues of translation swirling around ongoing attempts to interpret the Treaty of Waitangi, a surprisingly neglected one concerns the identities of the people on behalf of whom the Crown signed the Treaty. The term 'Pakeha' appears only once in the Treaty, the question of whom it refers to is by no means straightforward, and it would be unwise to presume that it had the same range of meanings in 1840 as it does in present-day biculturalism. This point is demonstrated by a re-reading of historical material concerning the parties present at or implicated in the signing of the Treaty, including the so-called Pakeha Maori.

year: 2005

title: A trans-national analysis of equitable utilisation and minimisation of environmental harm under environmental laws at international, federal and national levels

authors: Hasan, Qaraman

subjects: International Environmental Law

abstract: Due to increasing demand for various human needs and climate change issues, rivers are now under enormous pressure. With increasing pressure on these valuable natural resources, responses among state and non-state actors are insufficient in the Anthropocene. To fill the gap, International Environmental Law (IEL) provides several principles for better management of these resources. Equitable utilisation and minimisation of environmental harm are among the most important principles of the IEL. From a theoretical perspective, these principles should lead to the sustainability of these resources and promote cooperation among relevant actors.

However, many river basins are still not allocated equitably and suffer from environmental damage. By using comparative, doctrinal, and empirical research methods, this thesis evaluates the two principles at the international level in Tigris and Euphrates River Basin, the federal level in Murray Darling Basin and at the local level in the Waikato River catchment. The research discovered major challenges for implementing the two principles. One major challenge is sovereignty, another is a lack or weakness of local voices and transparency. As the nature and status of all basins are different, the challenges are not exactly the same. For example, hearing local voices and better information transparency have significantly improved in the Waikato River.

As the challenges for implementing the two principles are not purely legal, the responses should blend legal solutions with political and socio-economic solutions. Therefore, this thesis strongly supports shared sovereignty among states at the international level as well as shared sovereignty with indigenous and minority groups at the national level. Cooperation among national and international actors in the river basins is also crucial for implementing the two principles effectively. Finally, there is the opportunity to establish basin institutions or organisations to manage river basins integrated and sustainable. This is vital in the case of TE-RB because the basin still lacks an institution. Furthermore, the basin institution in the MDB requires more robust compliance and monitoring power because the provisions of the Water Act 2007 and the basin plan still have not been implemented effectively.

Finally, the thesis concludes with two common lessons in comparing these cases. The first lesson is that equitable utilisation cannot be implemented effectively if it is not accepted by the local community in a broad and deep meaning. It means that the equitable allocation should be extended from only the riparian states to equitable allocation among the people within each state. The second lesson is that the minimisation of environmental harm cannot be implemented without determining the minimum flow of rivers, particularly transboundary rivers. Determining an environmental impact assessment for water projects and taking advantage of available solutions of nature contributes significantly in implementing the two principles and sustainable management of our rivers.

text: A trans-national analysis of equitable utilisation and minimisation of environmental harm under environmental laws at international, federal and national levels Due to increasing demand for various human needs and climate change issues, rivers are now under enormous pressure. With increasing pressure on these valuable natural resources, responses among state and non-state actors are insufficient in the Anthropocene. To fill the gap, International Environmental Law (IEL) provides several principles for better management of these resources. Equitable utilisation and minimisation of environmental harm are among the most important principles of the IEL. From a theoretical perspective, these principles should lead to the sustainability of these resources and promote cooperation among relevant actors.

However, many river basins are still not allocated equitably and suffer from environmental damage. By using comparative, doctrinal, and empirical research methods, this thesis evaluates the two principles at the international level in Tigris and Euphrates River Basin, the federal level in Murray Darling Basin and at the local level in the Waikato River catchment. The research discovered major challenges for implementing the two principles. One major challenge is sovereignty, another is a lack or weakness of local voices and transparency. As the nature and status of all basins are different, the challenges are not exactly the same. For example, hearing local voices and better information transparency have significantly improved in the Waikato River.

As the challenges for implementing the two principles are not purely legal, the responses should blend legal solutions with political and socio-economic solutions. Therefore, this thesis strongly supports shared sovereignty among states at the international level as well as shared sovereignty with indigenous and minority groups at the national level. Cooperation among national and international actors in the river basins is also crucial for implementing the two principles effectively. Finally, there is the opportunity to establish basin institutions or organisations to manage river basins integrated and sustainable. This is vital in the case of TE-RB because the basin still lacks an institution. Furthermore, the basin institution in the MDB requires more robust compliance and monitoring power because the provisions of the Water Act 2007 and the basin plan still have not been implemented effectively.

Finally, the thesis concludes with two common lessons in comparing these cases. The first lesson is that equitable utilisation cannot be implemented effectively if it is not accepted by the local community in a broad and deep meaning. It means that the equitable allocation should be extended from only the riparian states to equitable allocation among the people within each state. The second lesson is that the minimisation of environmental harm cannot be implemented without determining the minimum flow of rivers, particularly transboundary rivers. Determining an environmental impact assessment for water projects and taking advantage of available solutions of nature contributes significantly in implementing the two principles and sustainable management of our rivers.

year: 2023

title: Investigating the Professional Knowledge of New Zealand Primary School Teachers when Teaching Mathematics for Numeracy

authors: Mills, Judith Patricia

abstract: This research investigated the relationship between teachers’ espoused professional knowledge, professional knowledge in practice, and student learning, when teaching ‘mathematics for numeracy’ in the New Zealand primary school classroom. The focus was on teaching within the multiplicative and proportional domains, as research at the time the study commenced indicated that these areas of mathematics were problematic for many teachers. The purpose of the research was to identify strengths, weaknesses, and inconsistencies in teachers’ practice; links between espoused views and actions; and to consider the usefulness of a framework for investigating teacher knowledge in practice. This study is intended to inform teacher reflection and professional development, and contribute to improvements in teaching practice and student achievement.
A multiple-case study design, underpinned by an interpretivist paradigm, was used, which included four case-study teachers from two primary schools: School A, was a central city full primary school (Years 1 to 8) and School B, a rural town primary school (Years 1 to 6). The study aligned with a social constructivist perspective on teaching and learning. The data were obtained through four main sources: (1) pre-unit and post-unit student assessment tasks; (2) recorded observations; (3) semi-structured interviews); and (4) teacher questionnaires. 
Comparison between students’ initial and final assessment data showed little progress in understanding of multiplication and division, with a more noticeable improvement in fractional understanding. Classroom observations were analysed under three broad categories: content knowledge, pedagogical knowledge, and pedagogical content knowledge, and highlighted important issues relating to the professional knowledge of teachers and the contribution this made to student learning. Results indicated that the mathematical content knowledge of the teachers was stronger than their content knowledge in a pedagogical context. While teaching for conceptual understanding frequently challenged the teachers, they recognised the importance of conceptual understanding prior to procedural learning for their students. They struggled with on-the-spot identification of the next steps of learning for individual students and there was little evidence of focus on questioning that extended students’ thinking that might have assisted in overcoming misconceptions and confusions with concepts. There were times when the teachers’ espoused theories differed from their theory-in-practice, while at times they were similar to each other.
The research concluded that in teaching practice the many facets of PCK, within the broader construct of professional knowledge, were more than topic-specific. Instead, they were person-specific and lesson-specific, with different categories coming to the fore in different proportions, for different reasons, including: lesson structure, context, problem types, the opportunities afforded students for conversation, and use of manipulatives. While not all categories of professional knowledge were evident in every lesson, they combined over a period to underscore the complexities of teaching and ultimately have an effect on student learning. 
An outcome of the study was a Wheel of Knowledge designed for teachers, identifying key areas of knowledge to be addressed in mathematics teaching. Alongside this, a more detailed Professional Knowledge Framework was created for researchers, based on categories identified from this research as important in identifying teacher professional knowledge in classroom practice. Both models have the potential to identify areas of teacher professional knowledge required to improve students’ mathematical understanding.

text: Investigating the Professional Knowledge of New Zealand Primary School Teachers when Teaching Mathematics for Numeracy This research investigated the relationship between teachers’ espoused professional knowledge, professional knowledge in practice, and student learning, when teaching ‘mathematics for numeracy’ in the New Zealand primary school classroom. The focus was on teaching within the multiplicative and proportional domains, as research at the time the study commenced indicated that these areas of mathematics were problematic for many teachers. The purpose of the research was to identify strengths, weaknesses, and inconsistencies in teachers’ practice; links between espoused views and actions; and to consider the usefulness of a framework for investigating teacher knowledge in practice. This study is intended to inform teacher reflection and professional development, and contribute to improvements in teaching practice and student achievement.
A multiple-case study design, underpinned by an interpretivist paradigm, was used, which included four case-study teachers from two primary schools: School A, was a central city full primary school (Years 1 to 8) and School B, a rural town primary school (Years 1 to 6). The study aligned with a social constructivist perspective on teaching and learning. The data were obtained through four main sources: (1) pre-unit and post-unit student assessment tasks; (2) recorded observations; (3) semi-structured interviews); and (4) teacher questionnaires. 
Comparison between students’ initial and final assessment data showed little progress in understanding of multiplication and division, with a more noticeable improvement in fractional understanding. Classroom observations were analysed under three broad categories: content knowledge, pedagogical knowledge, and pedagogical content knowledge, and highlighted important issues relating to the professional knowledge of teachers and the contribution this made to student learning. Results indicated that the mathematical content knowledge of the teachers was stronger than their content knowledge in a pedagogical context. While teaching for conceptual understanding frequently challenged the teachers, they recognised the importance of conceptual understanding prior to procedural learning for their students. They struggled with on-the-spot identification of the next steps of learning for individual students and there was little evidence of focus on questioning that extended students’ thinking that might have assisted in overcoming misconceptions and confusions with concepts. There were times when the teachers’ espoused theories differed from their theory-in-practice, while at times they were similar to each other.
The research concluded that in teaching practice the many facets of PCK, within the broader construct of professional knowledge, were more than topic-specific. Instead, they were person-specific and lesson-specific, with different categories coming to the fore in different proportions, for different reasons, including: lesson structure, context, problem types, the opportunities afforded students for conversation, and use of manipulatives. While not all categories of professional knowledge were evident in every lesson, they combined over a period to underscore the complexities of teaching and ultimately have an effect on student learning. 
An outcome of the study was a Wheel of Knowledge designed for teachers, identifying key areas of knowledge to be addressed in mathematics teaching. Alongside this, a more detailed Professional Knowledge Framework was created for researchers, based on categories identified from this research as important in identifying teacher professional knowledge in classroom practice. Both models have the potential to identify areas of teacher professional knowledge required to improve students’ mathematical understanding.

year: 2018