title: Using biotechnology to develop values discourse in school science

authors: Buntting, Catherine Michelle

abstract: Biotechnology, broadly defined, is the manipulation of living organisms, or parts of living organisms or systems, for specific purposes of benefit to humankind. As such, it has been practiced for centuries—from early domestication of animals and the growing of crops, to the use of micro-organisms for fermentation. However, increasing understanding of living organisms, cells and genetic material has greatly extended the range of biotechnologies that are and will be possible. These more recent advances—frequently associated with genetic technologies—have potential to transform medicine, reduce world wide hunger, and positively alter humankind’s environmental footprint. However, many are values-laden and therefore controversial, and even divisive. For example, the creation of the world’s first human-pig embryos was “hailed as a significant first step towards generating human hearts, livers and kidneys from scratch” while at the same time “reignited ethical concerns that have threatened to overshadow the field’s clinical promise” (Devlin, 2017). The use of emerging production, engineering and analytical technologies in the development of pharmaceuticals and neutraceuticals from plants first discovered by indigenous communities was recently called ethnophytotechnology (see de la Parra & Quave, 2017). They raise important issues around ownership and profits, and several international conventions, such as the Nagoya Protocol, provide guidance on how to fairly share profits gleaned from the genetic resources of indigenous people. 
This chapter explores the potential for using learning about biotechnology to help school students develop their scientific literacy, technological literacy, and values discourse. These outcomes are consistent with the current emphasis on STEM education seen at the policy level across many educational jurisdictions, as well as the emphasis on so-called ‘21st century skills’, which often include competencies associated with cultural awareness and social responsibility. Importantly, the overlapping scientific, technological and social dimensions of contemporary biotechnological developments provide rich opportunities for diverse learning pathways to be pursued. Our experience, however, is that the openness resulting from different pathways can be challenging for some teachers, and that structured scaffolds can help provide useful support as they and their students embark on learning in biotechnological contexts.

text: Using biotechnology to develop values discourse in school science Biotechnology, broadly defined, is the manipulation of living organisms, or parts of living organisms or systems, for specific purposes of benefit to humankind. As such, it has been practiced for centuries—from early domestication of animals and the growing of crops, to the use of micro-organisms for fermentation. However, increasing understanding of living organisms, cells and genetic material has greatly extended the range of biotechnologies that are and will be possible. These more recent advances—frequently associated with genetic technologies—have potential to transform medicine, reduce world wide hunger, and positively alter humankind’s environmental footprint. However, many are values-laden and therefore controversial, and even divisive. For example, the creation of the world’s first human-pig embryos was “hailed as a significant first step towards generating human hearts, livers and kidneys from scratch” while at the same time “reignited ethical concerns that have threatened to overshadow the field’s clinical promise” (Devlin, 2017). The use of emerging production, engineering and analytical technologies in the development of pharmaceuticals and neutraceuticals from plants first discovered by indigenous communities was recently called ethnophytotechnology (see de la Parra & Quave, 2017). They raise important issues around ownership and profits, and several international conventions, such as the Nagoya Protocol, provide guidance on how to fairly share profits gleaned from the genetic resources of indigenous people. 
This chapter explores the potential for using learning about biotechnology to help school students develop their scientific literacy, technological literacy, and values discourse. These outcomes are consistent with the current emphasis on STEM education seen at the policy level across many educational jurisdictions, as well as the emphasis on so-called ‘21st century skills’, which often include competencies associated with cultural awareness and social responsibility. Importantly, the overlapping scientific, technological and social dimensions of contemporary biotechnological developments provide rich opportunities for diverse learning pathways to be pursued. Our experience, however, is that the openness resulting from different pathways can be challenging for some teachers, and that structured scaffolds can help provide useful support as they and their students embark on learning in biotechnological contexts.

year: 2020

title: Improving cervical screening rates among sexual minorities: Insights from Aotearoa New Zealand

authors: Ellis, Sonja J.

subjects: early detection of cancer

abstract: Issue Addressed: Sexual minority women (SMW) experience inequities in health outcomes. The extant literature consistently suggests that SMW are much less likely than their heterosexual peers to engage in cervical screening. Using participant's voices, the focus of this study was to explore the ways in which cervical screening rates for SMW might be improved. Methods: An online survey was completed by SMW (N = 177) aged 25–69 based in Aotearoa New Zealand and representing a range of sexual identities, ethnicities, and geographical regions. The analysis presented here was derived from open-ended qualitative responses to a single survey item: What do you think could be done to encourage more SMW (lesbians, wahine takatāpui, bisexual women, etc.) to engage in smear testing?. Results: Analysis of the data generated three main themes around how public health services could encourage more SMW to engage in cervical screening: Inclusive health services, clarity of information, and targeted health promotion. Conclusion: The analysis showed that the inherent heteronormativity among health care professionals and the lack of clear and consistent information specific to SMW may be key factors contributing to lower rates of engagement in screening. So What?: Given that not engaging in screening is the main risk factor for cervical cancer, it is imperative that active consideration is given to these issues with a view to increasing participation rates among SMW.

text: Improving cervical screening rates among sexual minorities: Insights from Aotearoa New Zealand Issue Addressed: Sexual minority women (SMW) experience inequities in health outcomes. The extant literature consistently suggests that SMW are much less likely than their heterosexual peers to engage in cervical screening. Using participant's voices, the focus of this study was to explore the ways in which cervical screening rates for SMW might be improved. Methods: An online survey was completed by SMW (N = 177) aged 25–69 based in Aotearoa New Zealand and representing a range of sexual identities, ethnicities, and geographical regions. The analysis presented here was derived from open-ended qualitative responses to a single survey item: What do you think could be done to encourage more SMW (lesbians, wahine takatāpui, bisexual women, etc.) to engage in smear testing?. Results: Analysis of the data generated three main themes around how public health services could encourage more SMW to engage in cervical screening: Inclusive health services, clarity of information, and targeted health promotion. Conclusion: The analysis showed that the inherent heteronormativity among health care professionals and the lack of clear and consistent information specific to SMW may be key factors contributing to lower rates of engagement in screening. So What?: Given that not engaging in screening is the main risk factor for cervical cancer, it is imperative that active consideration is given to these issues with a view to increasing participation rates among SMW.

year: 2024

title: Civilisation, settlers and wanderers: Law, politics and mobility in nineteenth century New Zealand and Australia

authors: Seuffert, Nan

subjects: colonization

abstract: Mobility was constitutive of the 19th century British colonial period in the Pacific. The circulation of capital and commodities, technologies of transportation and communication, travelling ideologies and systems of governance and surveillance, as well as the movement of explorers, whalers, labourers, settlers, missionaries, colonial administrators, convicts, soldiers, sojourners, immigrants, and transnational and displaced indigenous peoples, all shaped the politics and the period (see Ballantyne 2009: 7-8; Seuffert 2006: 7-8; Arrighi 1994: 48-58). Highly mobile British and European immigrants with money or skills were termed 'settlers', with associated connotations of stabilising and civilising influences. Missionaries and colonial officials who were integral to colonisation were also often highly mobile, carrying policies and regulatory regimes with them, and their colonial roles as 'civilising' influences included 'settling' and advancing the position of indigenous and other colonised peoples. In contrast, the mobility of poor whites and racialised populations - such as 'Melanesian' indentured labourers (Banivanua-Mar 2007: 3-4)2, Indian workers, displaced indigenous peoples and 'sojourner' Chinese - attracted the attention of law (and policy) makers and institutional authorities and were subjected to various forms of surveillance, regulation and policing designed to constrain and contain them.

text: Civilisation, settlers and wanderers: Law, politics and mobility in nineteenth century New Zealand and Australia Mobility was constitutive of the 19th century British colonial period in the Pacific. The circulation of capital and commodities, technologies of transportation and communication, travelling ideologies and systems of governance and surveillance, as well as the movement of explorers, whalers, labourers, settlers, missionaries, colonial administrators, convicts, soldiers, sojourners, immigrants, and transnational and displaced indigenous peoples, all shaped the politics and the period (see Ballantyne 2009: 7-8; Seuffert 2006: 7-8; Arrighi 1994: 48-58). Highly mobile British and European immigrants with money or skills were termed 'settlers', with associated connotations of stabilising and civilising influences. Missionaries and colonial officials who were integral to colonisation were also often highly mobile, carrying policies and regulatory regimes with them, and their colonial roles as 'civilising' influences included 'settling' and advancing the position of indigenous and other colonised peoples. In contrast, the mobility of poor whites and racialised populations - such as 'Melanesian' indentured labourers (Banivanua-Mar 2007: 3-4)2, Indian workers, displaced indigenous peoples and 'sojourner' Chinese - attracted the attention of law (and policy) makers and institutional authorities and were subjected to various forms of surveillance, regulation and policing designed to constrain and contain them.

year: 2011