title: Maldivian primary teachers activate and shape their Social Studies pedagogies through reflection

authors: Saeed, Sharuda

subjects: social studies

abstract: This study emerges from a deep-seated concern about the potential erosion of Maldivian cultural heritage and identity, reflected in the diminishing prominence of traditional cultural practices, language, beliefs, which are often threatened by tourism and foreign influences. The research investigates how Maldivian primary teachers perceive and teach social studies, a subject crucial for preserving cultural identity and for promoting sustainable development. As a Maldivian social studies educator, I view social studies education as an empowering force for fostering critical thinking, empathy, and global citizenship among future leaders.   

The research explores how primary teachers activate and shape their social studies pedagogy through reflection, with a focus on Key Stage 1 and 2 levels. Some findings indicate that teachers face challenges due to limited access to specialised professional learning, resulting pedagogical approaches that are often teacher-led and exam focused, rather than being inquiry-based and student-centred. This thesis sheds light on these dynamics and contributes to critical need for educational reform conversations in the Maldives on the quality of social studies education.   

Conducted during the COVID-19 pandemic, this largely qualitative study initially adopted a Participatory Action Research [PAR] methodology and later transitioned to Online Participatory Action Research [OPAR]. Data was collected from ten participants via a Qualtrics questionnaire and online workshops, with four teachers contributing reflective narrative texts and participating in online interviews. Thematic analysis and grounded theory guided the analysis, which uncovered key themes and generating theoretical insights drawn from the firsthand experiences of the participants within the realm of social studies education in the Maldives.  

The findings highlight the crucial role of reflective practice in shaping pedagogy and fostering professional growth. Analysis of teachers’ experiences suggested how reflective practice influences their social studies teaching, helping them adapt to the evolving educational landscape in the Maldives. The study also highlights strategies teachers employ to navigate challenges, and illustrated the practical impact of reflective practice on improving teaching, learning, and ongoing professional development for Maldivian social studies teachers.  

Four key implications arise from this study. First, the study highlights the importance of understanding teachers’ perceptions of social studies within the National Curriculum Framework, and the need for more targeted exploration of its significance. Second, it underscores the need to address challenges in professional learning, with recommending tailored interventions to enhance teachers’ social studies pedagogy being necessary. Third, the research emphasises the role of reflective practice in shaping teaching methods and urges educational institutions, including the Maldives National University, to integrate reflective strategies into teacher training. Finally, the findings advocate for policy initiatives and support structures to create an environment that fosters reflective practices, enhancing social studies education in primary schools.

text: Maldivian primary teachers activate and shape their Social Studies pedagogies through reflection This study emerges from a deep-seated concern about the potential erosion of Maldivian cultural heritage and identity, reflected in the diminishing prominence of traditional cultural practices, language, beliefs, which are often threatened by tourism and foreign influences. The research investigates how Maldivian primary teachers perceive and teach social studies, a subject crucial for preserving cultural identity and for promoting sustainable development. As a Maldivian social studies educator, I view social studies education as an empowering force for fostering critical thinking, empathy, and global citizenship among future leaders.   

The research explores how primary teachers activate and shape their social studies pedagogy through reflection, with a focus on Key Stage 1 and 2 levels. Some findings indicate that teachers face challenges due to limited access to specialised professional learning, resulting pedagogical approaches that are often teacher-led and exam focused, rather than being inquiry-based and student-centred. This thesis sheds light on these dynamics and contributes to critical need for educational reform conversations in the Maldives on the quality of social studies education.   

Conducted during the COVID-19 pandemic, this largely qualitative study initially adopted a Participatory Action Research [PAR] methodology and later transitioned to Online Participatory Action Research [OPAR]. Data was collected from ten participants via a Qualtrics questionnaire and online workshops, with four teachers contributing reflective narrative texts and participating in online interviews. Thematic analysis and grounded theory guided the analysis, which uncovered key themes and generating theoretical insights drawn from the firsthand experiences of the participants within the realm of social studies education in the Maldives.  

The findings highlight the crucial role of reflective practice in shaping pedagogy and fostering professional growth. Analysis of teachers’ experiences suggested how reflective practice influences their social studies teaching, helping them adapt to the evolving educational landscape in the Maldives. The study also highlights strategies teachers employ to navigate challenges, and illustrated the practical impact of reflective practice on improving teaching, learning, and ongoing professional development for Maldivian social studies teachers.  

Four key implications arise from this study. First, the study highlights the importance of understanding teachers’ perceptions of social studies within the National Curriculum Framework, and the need for more targeted exploration of its significance. Second, it underscores the need to address challenges in professional learning, with recommending tailored interventions to enhance teachers’ social studies pedagogy being necessary. Third, the research emphasises the role of reflective practice in shaping teaching methods and urges educational institutions, including the Maldives National University, to integrate reflective strategies into teacher training. Finally, the findings advocate for policy initiatives and support structures to create an environment that fosters reflective practices, enhancing social studies education in primary schools.

year: 2024

title: Non-suicidal self-injury: Suicide risk or social activity?

authors: Curtis, Cate

subjects: NSSI

abstract: Deliberate self-harm (DSH) has been conceptualised as indicative of mental illness, on a continuum ending with suicide. Recently our understanding of DSH has become more nuanced, with distinctions made between suicidal behaviour and non-suicidal self-injury (NSSI). Indeed, there is some evidence that NSSI may be consciously countersuicidal. Moreover, NSSI appears to have recently increased markedly among young women. This research explores the motivations, meanings and functions of NSSI in young New Zealand women through 19 in-depth interviews. The results show that precursors range from serious anguish including suicidality, to purely social, with functions from the alleviation of distress to participation in a social activity. Often minimal physical or psychological harm is involved, either preceding NSSI, or as a result. Previous beliefs about the dynamics and the social contexts in which NSSI occurs are thus problematic, as are assumptions about the appropriate support. Though a potential indicator of mental ill-health, NSSI may be a harm-reduction technique, or a relatively normalised teenage activity within the peer group.

text: Non-suicidal self-injury: Suicide risk or social activity? Deliberate self-harm (DSH) has been conceptualised as indicative of mental illness, on a continuum ending with suicide. Recently our understanding of DSH has become more nuanced, with distinctions made between suicidal behaviour and non-suicidal self-injury (NSSI). Indeed, there is some evidence that NSSI may be consciously countersuicidal. Moreover, NSSI appears to have recently increased markedly among young women. This research explores the motivations, meanings and functions of NSSI in young New Zealand women through 19 in-depth interviews. The results show that precursors range from serious anguish including suicidality, to purely social, with functions from the alleviation of distress to participation in a social activity. Often minimal physical or psychological harm is involved, either preceding NSSI, or as a result. Previous beliefs about the dynamics and the social contexts in which NSSI occurs are thus problematic, as are assumptions about the appropriate support. Though a potential indicator of mental ill-health, NSSI may be a harm-reduction technique, or a relatively normalised teenage activity within the peer group.

year: 2017

title: Local values and the promotion and restoration of wetlands and their ecosystem services in Aotearoa-New Zealand: a case study of Tauranga’s planning regime

authors: Peat, Helen Ann

subjects: Environmental planning

abstract: Aligning wetlands restoration planning mechanisms with public perceptions and values can help gain support for and assistance with restoration. Using Tauranga as a case study, this thesis is an exploratory study that applies the Millennium Ecosystem Assessment (MEA) framework to examine the extent to which New Zealand's planning regime incorporates local values in the promotion and restoration of wetlands and their ecosystem services.

This thesis used multiple qualitative research methods in a two-pronged process. A narrative literature review and systematic statutory analysis in phase one helped identify values associated with wetland ecosystem services and how New Zealand’s, and more specifically Tauranga’s, resource management system promotes and enables the restoration of wetlands and their ecosystem services. A case study approach with analysis of primary and secondary data in phase two helped identify what Tauranga local residents value as important wetland ecosystem services and the extent to which the local policy mechanisms reflect these values. 

Through thematic analysis of semi-structured interviews and summaries of submissions, this thesis identifies six dimensions that represent values towards wetland ecosystem services and their restoration in Tauranga. Other than one dimension that consists of a single value on education from the cultural services category of the MEA framework, the remaining five dimensions comprise services from within and between the framework categories. These dimensions are wetlands as nutrient- and mineral-rich areas that support biodiversity and provide habitat; that regulate water, act as natural flood plains and sequester carbon to help protect against climate change and natural hazards; that maintain Māori cultural practices; that remove nutrients and contaminants in water; and provide recreational and aesthetic experiences. Therefore, identified dimensions could form the basis of educational programmes and toolkits that promote wetlands restoration.

The systematic policy analysis and cross-comparison with the results of the thematic analysis found that Tauranga’s planning regime partially provides for each of the six dimensions. However, the nuances and complexities of the values, including the interconnected nature of wetlands values and services, are not captured. This means Tauranga’s planning regime does not fully incorporate local values in the promotion and restoration of wetlands and their ecosystem services. Bridging the gap between wetlands restoration provisions and wetland ecosystem service values is likely to be supported by enacting the current resource management reforms. Enacting the reforms would help reduce the number of policies and plans, implement regional spatial planning, and develop outcomes-based policy mechanisms that encompass ecological, social, cultural and spiritual values, including those associated with wetlands.

text: Local values and the promotion and restoration of wetlands and their ecosystem services in Aotearoa-New Zealand: a case study of Tauranga’s planning regime Aligning wetlands restoration planning mechanisms with public perceptions and values can help gain support for and assistance with restoration. Using Tauranga as a case study, this thesis is an exploratory study that applies the Millennium Ecosystem Assessment (MEA) framework to examine the extent to which New Zealand's planning regime incorporates local values in the promotion and restoration of wetlands and their ecosystem services.

This thesis used multiple qualitative research methods in a two-pronged process. A narrative literature review and systematic statutory analysis in phase one helped identify values associated with wetland ecosystem services and how New Zealand’s, and more specifically Tauranga’s, resource management system promotes and enables the restoration of wetlands and their ecosystem services. A case study approach with analysis of primary and secondary data in phase two helped identify what Tauranga local residents value as important wetland ecosystem services and the extent to which the local policy mechanisms reflect these values. 

Through thematic analysis of semi-structured interviews and summaries of submissions, this thesis identifies six dimensions that represent values towards wetland ecosystem services and their restoration in Tauranga. Other than one dimension that consists of a single value on education from the cultural services category of the MEA framework, the remaining five dimensions comprise services from within and between the framework categories. These dimensions are wetlands as nutrient- and mineral-rich areas that support biodiversity and provide habitat; that regulate water, act as natural flood plains and sequester carbon to help protect against climate change and natural hazards; that maintain Māori cultural practices; that remove nutrients and contaminants in water; and provide recreational and aesthetic experiences. Therefore, identified dimensions could form the basis of educational programmes and toolkits that promote wetlands restoration.

The systematic policy analysis and cross-comparison with the results of the thematic analysis found that Tauranga’s planning regime partially provides for each of the six dimensions. However, the nuances and complexities of the values, including the interconnected nature of wetlands values and services, are not captured. This means Tauranga’s planning regime does not fully incorporate local values in the promotion and restoration of wetlands and their ecosystem services. Bridging the gap between wetlands restoration provisions and wetland ecosystem service values is likely to be supported by enacting the current resource management reforms. Enacting the reforms would help reduce the number of policies and plans, implement regional spatial planning, and develop outcomes-based policy mechanisms that encompass ecological, social, cultural and spiritual values, including those associated with wetlands.

year: 2022