title: History in multimodal gameplay: A new language and model for constructing, experiencing, and studying the past

authors: Redder, Ben Dorrington

subjects: Historical Games

abstract: This doctoral study examines how historical gameplay constructs and provides ways of experiencing history within (historical) video games. Historical gameplay is examined and defined as an expression of history within historical games as it is the primary medium of representing or experiencing the past based on the interactions between the player and the various intricacies and components of the historical game. This thesis identifies, interprets, and illustrates several modalities of histories that emerge from and are characterised by particular modes and sequences of gameplay, with the aim of discerning and demonstrating what kind of experiences and knowledge of history are being conveyed. The undertaking of gameplay research in this thesis produced case studies of two contemporary Medieval games: A Plague Tale: Innocence (Asobo Studio, 2019) and Kingdom Come: Deliverance (Warhorse Studios, 2018). These texts were analysed via recorded footage of the author’s gameplay activity, while in-person interviews with several members of the game studios responsible for developing both these historical games provided insights into the research and game development processes required to produce historical games. In spite of the growing recognition of, and scholarship on historical video games, there are no current works from the discipline of history that thoroughly explore gameplay as a different yet innovative medium for disseminating and understanding history. This thesis fills that gap. Studying gameplay from the development and release of recent Medieval historical games has the potential to provide historians with new insights and opportunities regarding gameplay as catalysts for studying, discussing, and critiquing history.

text: History in multimodal gameplay: A new language and model for constructing, experiencing, and studying the past This doctoral study examines how historical gameplay constructs and provides ways of experiencing history within (historical) video games. Historical gameplay is examined and defined as an expression of history within historical games as it is the primary medium of representing or experiencing the past based on the interactions between the player and the various intricacies and components of the historical game. This thesis identifies, interprets, and illustrates several modalities of histories that emerge from and are characterised by particular modes and sequences of gameplay, with the aim of discerning and demonstrating what kind of experiences and knowledge of history are being conveyed. The undertaking of gameplay research in this thesis produced case studies of two contemporary Medieval games: A Plague Tale: Innocence (Asobo Studio, 2019) and Kingdom Come: Deliverance (Warhorse Studios, 2018). These texts were analysed via recorded footage of the author’s gameplay activity, while in-person interviews with several members of the game studios responsible for developing both these historical games provided insights into the research and game development processes required to produce historical games. In spite of the growing recognition of, and scholarship on historical video games, there are no current works from the discipline of history that thoroughly explore gameplay as a different yet innovative medium for disseminating and understanding history. This thesis fills that gap. Studying gameplay from the development and release of recent Medieval historical games has the potential to provide historians with new insights and opportunities regarding gameplay as catalysts for studying, discussing, and critiquing history.

year: 2022

title: Identifying and classifying broader scale of disaster impacts to better inform disaster management policies and practice

authors: Tennakoon, Kishani

abstract: Disasters are often assessed by factors such as their magnitude, severity and impact on affected communities. Typically, disaster management policies are largely informed by learnings from large-scale disasters. Many studies, however, have shown that cumulative smaller scale disaster impacts have similar outcomes comparable to larger scale disasters. This indirectly contributes to a lack of consistency in and paucity of data related to both smaller-scale disasters and their associated cumulative impacts. This paper argues that greater attention needs to be paid to collecting disaster impact data on a range of disaster-scale events along with their cumulative impacts to better inform disaster management policies and practice. The paper aims to test the hypothesis that a better understanding of a wide range of disaster scale types and their impacts on communities, including small-scale disasters, enables the development of more just, consistent and equitable disaster management policies and practice. Analysing economic costs, evacuation and rainfall data from past flood events that affected Aotearoa-New Zealand over the last three decades, the paper found discrepancies and lack of coherence in disaster data collection and reporting, along with a predominant reliance on rainfall intensity data for disaster risk reduction and planning. The findings also confirmed the importance of identifying economic damages for a range of disaster scales, including those from small-scale disasters. This highlights the need for developing a spectrum to better classify and identify disaster impacts based on various spatial and temporal contexts. The paper concludes by affirming that such database would provide much needed evidence for developing a methodology that enables the identification of the level of disaster impacts; thereby guiding the implementation of more just, consistent and equitable disaster management policies and practice.

text: Identifying and classifying broader scale of disaster impacts to better inform disaster management policies and practice Disasters are often assessed by factors such as their magnitude, severity and impact on affected communities. Typically, disaster management policies are largely informed by learnings from large-scale disasters. Many studies, however, have shown that cumulative smaller scale disaster impacts have similar outcomes comparable to larger scale disasters. This indirectly contributes to a lack of consistency in and paucity of data related to both smaller-scale disasters and their associated cumulative impacts. This paper argues that greater attention needs to be paid to collecting disaster impact data on a range of disaster-scale events along with their cumulative impacts to better inform disaster management policies and practice. The paper aims to test the hypothesis that a better understanding of a wide range of disaster scale types and their impacts on communities, including small-scale disasters, enables the development of more just, consistent and equitable disaster management policies and practice. Analysing economic costs, evacuation and rainfall data from past flood events that affected Aotearoa-New Zealand over the last three decades, the paper found discrepancies and lack of coherence in disaster data collection and reporting, along with a predominant reliance on rainfall intensity data for disaster risk reduction and planning. The findings also confirmed the importance of identifying economic damages for a range of disaster scales, including those from small-scale disasters. This highlights the need for developing a spectrum to better classify and identify disaster impacts based on various spatial and temporal contexts. The paper concludes by affirming that such database would provide much needed evidence for developing a methodology that enables the identification of the level of disaster impacts; thereby guiding the implementation of more just, consistent and equitable disaster management policies and practice.

year: 2024

title: Educational leadership and Māori communities’ involvement in their children’s schooling

authors: McMillan, Hoana

subjects: Educational leadership

abstract: The leadership of state primary schools in New Zealand is made up of Board of Trustees (BoT) members and the principal who together, play an important role in addressing take Māori – Māori issues, to enable better outcomes for Māori achievement and empowering relationships with Māori communities.  However not all schools have met their professional responsibilities to provide a learning environment that promotes the success of their Māori students (Education Review Office, 2010) therefore an important question for Māori communities to contemplate is whether they need to take up a more active role in ensuring accountability from these parties, as well as actively contributing to efforts to ensure better outcomes for their children.
The case studies presented in this thesis examine two successful mainstream primary schools identified as doing well in terms of Māori achievement and empowering relationships with their Māori communities.  It explores the knowledge of Māori Board of Trustees Members (MBTMS) and also their perceptions of what Māori communities know regarding school leadership and policies and procedures relating to Māori achievement and Māori communities.  It also explores the knowledge of their school leadership in terms of leadership that works well with Māori communities, and how Māori communities might work alongside school leadership effectively.  The case studies were conducted in a kaupapa Māori framework where the collection and analysis of qualitative data included school documents, observations of Boards of Trustees (BoT) meetings, information about professional development relating to Māori achievement and or Māori communities, and semi-structured interviews with the MBTMS and principals.
The literature review highlighted the relationship between the role of principals and their knowledge of Māori perspectives toward meeting outcomes for Māori achievement and empowering relationships with Māori communities. It also highlighted the role of the BoT and the implications of ethnicity and of legislation toward meeting these outcomes.  Lastly it highlighted the evolution of whānau roles within education, and the ability of whānau to challenge school leadership towards meeting these outcomes.
The findings from the case studies indicate that the knowledge of MBTMS with regards to the roles of school leadership and policies and procedures relating to Māori achievement and Māori communities were consistent with the structure of partnerships within their school leadership.  The knowledge of school leadership across the case studies regarding leadership that works well with Māori communities is consistent with traditional whānau roles within education where there is emphasis on the well-being of Māori, creating the following conditions of school culture and climate within their schools – Whakamana Tangata – Acknowledging People, Whakamana Whānau – Acknowledging Family, Whakamana Tikanga, Acknowledging Protocol, Whakamana Reo – Acknowledging Language, Matauranga Māori – Knowledge of Māori worldviews, Pono – Trust, and Manaaki – Care.
The study suggests further research examining what Māori community members, beyond MTBMS, know about the role of school leadership and of policies and procedures relating to Māori achievement and Māori communities, and how Māori communities might envisage working alongside school leadership.  However, this study does offer a useful point of reflection and discussion for school leadership interested in improving their practice toward better outcomes for Māori.

text: Educational leadership and Māori communities’ involvement in their children’s schooling The leadership of state primary schools in New Zealand is made up of Board of Trustees (BoT) members and the principal who together, play an important role in addressing take Māori – Māori issues, to enable better outcomes for Māori achievement and empowering relationships with Māori communities.  However not all schools have met their professional responsibilities to provide a learning environment that promotes the success of their Māori students (Education Review Office, 2010) therefore an important question for Māori communities to contemplate is whether they need to take up a more active role in ensuring accountability from these parties, as well as actively contributing to efforts to ensure better outcomes for their children.
The case studies presented in this thesis examine two successful mainstream primary schools identified as doing well in terms of Māori achievement and empowering relationships with their Māori communities.  It explores the knowledge of Māori Board of Trustees Members (MBTMS) and also their perceptions of what Māori communities know regarding school leadership and policies and procedures relating to Māori achievement and Māori communities.  It also explores the knowledge of their school leadership in terms of leadership that works well with Māori communities, and how Māori communities might work alongside school leadership effectively.  The case studies were conducted in a kaupapa Māori framework where the collection and analysis of qualitative data included school documents, observations of Boards of Trustees (BoT) meetings, information about professional development relating to Māori achievement and or Māori communities, and semi-structured interviews with the MBTMS and principals.
The literature review highlighted the relationship between the role of principals and their knowledge of Māori perspectives toward meeting outcomes for Māori achievement and empowering relationships with Māori communities. It also highlighted the role of the BoT and the implications of ethnicity and of legislation toward meeting these outcomes.  Lastly it highlighted the evolution of whānau roles within education, and the ability of whānau to challenge school leadership towards meeting these outcomes.
The findings from the case studies indicate that the knowledge of MBTMS with regards to the roles of school leadership and policies and procedures relating to Māori achievement and Māori communities were consistent with the structure of partnerships within their school leadership.  The knowledge of school leadership across the case studies regarding leadership that works well with Māori communities is consistent with traditional whānau roles within education where there is emphasis on the well-being of Māori, creating the following conditions of school culture and climate within their schools – Whakamana Tangata – Acknowledging People, Whakamana Whānau – Acknowledging Family, Whakamana Tikanga, Acknowledging Protocol, Whakamana Reo – Acknowledging Language, Matauranga Māori – Knowledge of Māori worldviews, Pono – Trust, and Manaaki – Care.
The study suggests further research examining what Māori community members, beyond MTBMS, know about the role of school leadership and of policies and procedures relating to Māori achievement and Māori communities, and how Māori communities might envisage working alongside school leadership.  However, this study does offer a useful point of reflection and discussion for school leadership interested in improving their practice toward better outcomes for Māori.

year: 2012