title: Exhibiting care in captivity: Charisma, design and animal welfare in visitor experience and education at Hamilton Zoo

authors: Clements, Aidan

abstract: As urban spaces grow, New Zealanders have become increasingly separated from nature. Zoos are locations where the public can interact with exotic animals, sometimes for the first time. Employing ethnographic research methods, this study investigates how conservation education opportunities are created by the Hamilton Zoo staff, and how the visitors to Hamilton Zoo engage with this education and messaging during their visits. This research found that the charisma of animals in zoos is one mediating factor in how visitors may become invested in conservation education. This research also found that the design of the enclosure, and other zoo spaces may also limit or enhance a visitor's educational experience in the zoo. This is both in terms of how accessible the animal is for viewing, and how visitors may understand welfare conditions at a zoo, potentially impacting their support for zoos and their conservation goals. These factors drive how zoo visitors perceive the zookeepers, and Hamilton Zoo more generally, in their position as experts. The education of visitors to Hamilton Zoo on local and global conservation issues is most effective in circumstances when these visitors are able to connect with the animals. This might be through behind-the-scenes encounters, conversations with keepers or when the animals in the enclosures are easily visible and active.

text: Exhibiting care in captivity: Charisma, design and animal welfare in visitor experience and education at Hamilton Zoo As urban spaces grow, New Zealanders have become increasingly separated from nature. Zoos are locations where the public can interact with exotic animals, sometimes for the first time. Employing ethnographic research methods, this study investigates how conservation education opportunities are created by the Hamilton Zoo staff, and how the visitors to Hamilton Zoo engage with this education and messaging during their visits. This research found that the charisma of animals in zoos is one mediating factor in how visitors may become invested in conservation education. This research also found that the design of the enclosure, and other zoo spaces may also limit or enhance a visitor's educational experience in the zoo. This is both in terms of how accessible the animal is for viewing, and how visitors may understand welfare conditions at a zoo, potentially impacting their support for zoos and their conservation goals. These factors drive how zoo visitors perceive the zookeepers, and Hamilton Zoo more generally, in their position as experts. The education of visitors to Hamilton Zoo on local and global conservation issues is most effective in circumstances when these visitors are able to connect with the animals. This might be through behind-the-scenes encounters, conversations with keepers or when the animals in the enclosures are easily visible and active.

year: 2025

title: Reviews of teacher education in New Zealand 1950–1998: Continuity, contexts and change

authors: Alcorn, Noeline

abstract: After a period of 40 years of relative political and professional consensus, teacher education in New Zealand since 1990 has undergone considerable change. This has taken place in a policy environment where the rhetoric of choice and accountability has been dominant and suspicion of professionals and academics widespread. This paper examines a series of major reports on teacher education in each decade since 1950, from the Consultative Committee chaired by Arnold Campbell in 1951 to the Green Paper of 1997, tracking both the professional expectations and the social contexts. It focuses in particular on the changing concepts of professionalism and accountability and argues that a new order needs to be built that incorporates wider perspectives but does not silence the professionals.

text: Reviews of teacher education in New Zealand 1950–1998: Continuity, contexts and change After a period of 40 years of relative political and professional consensus, teacher education in New Zealand since 1990 has undergone considerable change. This has taken place in a policy environment where the rhetoric of choice and accountability has been dominant and suspicion of professionals and academics widespread. This paper examines a series of major reports on teacher education in each decade since 1950, from the Consultative Committee chaired by Arnold Campbell in 1951 to the Green Paper of 1997, tracking both the professional expectations and the social contexts. It focuses in particular on the changing concepts of professionalism and accountability and argues that a new order needs to be built that incorporates wider perspectives but does not silence the professionals.

year: 2015

title: Māori data sovereignty and privacy

authors: Kukutai, Tahu

abstract: Privacy is a fundamental human right. One of its most important aspects is information privacy – providing individuals with control over the way in which their personal data is collected, used, disclosed and otherwise handled. Existing information privacy regulation neither recognises nor protects the collective privacy rights of Indigenous peoples. This paper explores Indigenous data
privacy, and the challenges and opportunities, in the context of Aotearoa. It has two aims: to identify gaps in existing data privacy approaches with regards to Indigenous data, and to provide a foundation for progressing alternative privacy paradigms. We argue that while personal data protection is necessary, it is insufficient to meet the needs of Māori and Aotearoa more broadly. In so doing, we draw on three areas of research: Indigenous and Māori data sovereignty; data and information privacy,
including collective privacy; and Māori and Indigenous privacy perspectives. We examine key features of the Aotearoa privacy context – including the Privacy Act 2020 (NZ) – and consider the implications of te Tiriti o Waitangi and tikanga Māori for alternative privacy approaches. Future options, including legal and extra-legal measures, are proposed.

text: Māori data sovereignty and privacy Privacy is a fundamental human right. One of its most important aspects is information privacy – providing individuals with control over the way in which their personal data is collected, used, disclosed and otherwise handled. Existing information privacy regulation neither recognises nor protects the collective privacy rights of Indigenous peoples. This paper explores Indigenous data
privacy, and the challenges and opportunities, in the context of Aotearoa. It has two aims: to identify gaps in existing data privacy approaches with regards to Indigenous data, and to provide a foundation for progressing alternative privacy paradigms. We argue that while personal data protection is necessary, it is insufficient to meet the needs of Māori and Aotearoa more broadly. In so doing, we draw on three areas of research: Indigenous and Māori data sovereignty; data and information privacy,
including collective privacy; and Māori and Indigenous privacy perspectives. We examine key features of the Aotearoa privacy context – including the Privacy Act 2020 (NZ) – and consider the implications of te Tiriti o Waitangi and tikanga Māori for alternative privacy approaches. Future options, including legal and extra-legal measures, are proposed.

year: 2023