title: Triumphant tides: The rise of Pacific midwifery research in Aotearoa New Zealand

authors: Jackson, Talei

abstract: As we present the 61st issue of the College Journal, which is in its 36th year, we are excited to be actively showcasing greater diversity in the research shared. This commitment enables us to amplify minority voices and introduce vital new perspectives. Ultimately, this serves to strengthen the entire profession, helping us evolve and provide increasingly culturally safe care to the whānau and communities we serve.
One of these key communities is Pacific peoples, and in this issue of the Journal, we are pleased to share research on Pasifika perspectives of mentoring in Aotearoa (Otukolo et al., 2025).

text: Triumphant tides: The rise of Pacific midwifery research in Aotearoa New Zealand As we present the 61st issue of the College Journal, which is in its 36th year, we are excited to be actively showcasing greater diversity in the research shared. This commitment enables us to amplify minority voices and introduce vital new perspectives. Ultimately, this serves to strengthen the entire profession, helping us evolve and provide increasingly culturally safe care to the whānau and communities we serve.
One of these key communities is Pacific peoples, and in this issue of the Journal, we are pleased to share research on Pasifika perspectives of mentoring in Aotearoa (Otukolo et al., 2025).

year: 2025

title: Risky spaces: Creating, contesting and communicating lines on environmental hazard maps

authors: Haughton, Graham

subjects: Social Sciences

abstract: This paper examines the tensions involved in the production, presentation and revision of hazard maps, focusing on the controversies that have become increasingly common when they are used to change government policy. Our scope includes all the major environmental hazards currently being mapped in New Zealand, one of the world's most exposed and hazard‐aware countries. Selecting one country also allowed a multi‐hazard approach to be taken that helps provide messages for other countries. Drawing on interviews with 24 key informants, the paper identifies a range of reasons for explaining the recent growth in hazard mapping and why hazard maps sometimes resulted in high‐profile controversies. Two themes emerged out of this analysis: an inconsistency in modelling and mapping hazards that created opportunity for challenge and the selective mobilisation of scientific uncertainty to dispute the legitimacy of official maps, particularly on developed land. The findings highlight the multiple roles of mapping, positioning maps as potentially instruments of both depoliticisation and repoliticisation. We emphasise how conflicts are most likely when maps are used as technocratic instruments of depoliticisation, and that creating maps in a more open way can generate valuable opportunities to engage with communities in more creative policy‐making regarding the threats they face and how they can respond. Mapping processes that open up the space for critical debate can act as important debate‐support tools as well as decision‐support tools, particularly when used to give voice to those not normally heard or treated as equal.

text: Risky spaces: Creating, contesting and communicating lines on environmental hazard maps This paper examines the tensions involved in the production, presentation and revision of hazard maps, focusing on the controversies that have become increasingly common when they are used to change government policy. Our scope includes all the major environmental hazards currently being mapped in New Zealand, one of the world's most exposed and hazard‐aware countries. Selecting one country also allowed a multi‐hazard approach to be taken that helps provide messages for other countries. Drawing on interviews with 24 key informants, the paper identifies a range of reasons for explaining the recent growth in hazard mapping and why hazard maps sometimes resulted in high‐profile controversies. Two themes emerged out of this analysis: an inconsistency in modelling and mapping hazards that created opportunity for challenge and the selective mobilisation of scientific uncertainty to dispute the legitimacy of official maps, particularly on developed land. The findings highlight the multiple roles of mapping, positioning maps as potentially instruments of both depoliticisation and repoliticisation. We emphasise how conflicts are most likely when maps are used as technocratic instruments of depoliticisation, and that creating maps in a more open way can generate valuable opportunities to engage with communities in more creative policy‐making regarding the threats they face and how they can respond. Mapping processes that open up the space for critical debate can act as important debate‐support tools as well as decision‐support tools, particularly when used to give voice to those not normally heard or treated as equal.

year: 2018

title: The effectiveness of the silent way method in the teaching of Maori as a second language

authors: Mataira, Katerina

abstract: The socio-linguistic survey of Benton (1979) provides evidence to show that the continued existence of the Maori language is seriously threatened.

The national Department of Education is implementing a policy of Maori language and culture studies in schools, but the scale and depth of this commitment is restricted by limited resources and expertise. The schools alone cannot stem the threat to the Maori language.

Harnessing the resources within Maori communities would appear to be a necessary step toward language maintenance. The most useful of these resources are the native speakers of the Maori language.
A community-based training programme aimed at equipping such people for the teaching of Maori as a second language would provide a much needed facility for both community and school.

The only teacher training programme presently available to native speakers of the language is a one year course offered through Teachers Colleges. Since only a select few can avail themselves of this opportunity, there is a need for an alternative training programme which will cater for greater numbers and release more teachers into the community.

A community-based, on the job, periodic training programme with minimal disruptions to family life and work commitments, would probably be preferred to a long-term, institutionalised, away-from-home programme. Initially, the training programme might need to be quite specific, i.e. native speakers might be initiated into the use of a particular language teaching method and programme which has been planned, tested and found to be suitable.

Given a highly specific programme, trainees might be able to start·teaching after an initial short course of a week. Thereafter, training sessions could be paced and spaced so that teachers could continue to grow in strength and expertise as their experience increased.

The quest for a suitable method has been the focus of my studies for four years. It has brought me to investigate both the conventional and unconventional approaches to foreign language teaching, along with their linguistic, psychological and pedagogical bases. Of these a method which strikes me as having considerable potential as a teaching tool in the hands of native speakers, is Gattegno's Silent Way approach.

The experiment described in this thesis is part of the total investigation. It is an attempt to evaluate the effectiveness of the Silent Way as a teaching/learning instrument for second language acquisition. The teaching strategies of the Silent Way are measured against the opposing strategies of an eclectic approach.

Two Form I classes of randomly assigned pupils were used for the experiment. The Maori language was taught to Class S.W. using the Silent Way method, and to Class E. using an Eclectic method.

A total of 30 hours was used for the experiment, 20 hours for the language component and 10 hours for a culture component. Tests were administered to measure the achievement of subjects in the language areas of listening, speaking, writing and reading.

Significant differences between the groups were noted on all measures except on the measure for fluency. The children taught through the Silent Way method made significantly greater gains than the children taught through the Eclectic method.

text: The effectiveness of the silent way method in the teaching of Maori as a second language The socio-linguistic survey of Benton (1979) provides evidence to show that the continued existence of the Maori language is seriously threatened.

The national Department of Education is implementing a policy of Maori language and culture studies in schools, but the scale and depth of this commitment is restricted by limited resources and expertise. The schools alone cannot stem the threat to the Maori language.

Harnessing the resources within Maori communities would appear to be a necessary step toward language maintenance. The most useful of these resources are the native speakers of the Maori language.
A community-based training programme aimed at equipping such people for the teaching of Maori as a second language would provide a much needed facility for both community and school.

The only teacher training programme presently available to native speakers of the language is a one year course offered through Teachers Colleges. Since only a select few can avail themselves of this opportunity, there is a need for an alternative training programme which will cater for greater numbers and release more teachers into the community.

A community-based, on the job, periodic training programme with minimal disruptions to family life and work commitments, would probably be preferred to a long-term, institutionalised, away-from-home programme. Initially, the training programme might need to be quite specific, i.e. native speakers might be initiated into the use of a particular language teaching method and programme which has been planned, tested and found to be suitable.

Given a highly specific programme, trainees might be able to start·teaching after an initial short course of a week. Thereafter, training sessions could be paced and spaced so that teachers could continue to grow in strength and expertise as their experience increased.

The quest for a suitable method has been the focus of my studies for four years. It has brought me to investigate both the conventional and unconventional approaches to foreign language teaching, along with their linguistic, psychological and pedagogical bases. Of these a method which strikes me as having considerable potential as a teaching tool in the hands of native speakers, is Gattegno's Silent Way approach.

The experiment described in this thesis is part of the total investigation. It is an attempt to evaluate the effectiveness of the Silent Way as a teaching/learning instrument for second language acquisition. The teaching strategies of the Silent Way are measured against the opposing strategies of an eclectic approach.

Two Form I classes of randomly assigned pupils were used for the experiment. The Maori language was taught to Class S.W. using the Silent Way method, and to Class E. using an Eclectic method.

A total of 30 hours was used for the experiment, 20 hours for the language component and 10 hours for a culture component. Tests were administered to measure the achievement of subjects in the language areas of listening, speaking, writing and reading.

Significant differences between the groups were noted on all measures except on the measure for fluency. The children taught through the Silent Way method made significantly greater gains than the children taught through the Eclectic method.

year: 1980