title: Review of Mareikura-Messengers of Io

authors: Crawford, Terri Ripeka

subjects: Mareikura-Messengers of Io

abstract: Review of Tru Paraha's "Mareikura - Messages of Io", Soundings Theatre, Te Papa Tongarewa, Wellington, 6 June 2008.

text: Review of Mareikura-Messengers of Io Review of Tru Paraha's "Mareikura - Messages of Io", Soundings Theatre, Te Papa Tongarewa, Wellington, 6 June 2008.

year: 2009

title: Teachers’ perspectives on incorporating aspects of Mātauranga Māori in year 9-10 secondary school science classrooms.

authors: Hermanns, Christina Leilani

subjects: science

abstract: Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised.  The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners.  This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. 

I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools.  Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori.  Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. 

The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy.  Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. 

The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.

text: Teachers’ perspectives on incorporating aspects of Mātauranga Māori in year 9-10 secondary school science classrooms. Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised.  The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners.  This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. 

I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools.  Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori.  Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. 

The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy.  Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. 

The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.

year: 2025-05-29

title: Groundwater management in coastal areas through landscape scale planning: A systematic literature review

authors: Braga, Armando César Rodrigues

subjects: Science & Technology

abstract: Groundwater is one of the main resources for social-ecological systems. As part of the total water cycle and deeply connected with land use, groundwater management faces many challenges, especially in coastal areas. Landscape Scale Planning is an emerging approach for land use planning providing a framework for management based on evidence, given that landscapes have physical and information flows. Landscape Scale Planning embraces the following three dimensions: (i) the spatial dimension centres on the recognition of distinct landscape units; (ii) the temporal dimension entails past, current and future uses of a landscape; and (iii) the modification dimension involves the anthropogenic alterations that affected and will affect the landscape and its features along the spatial and temporal dimensions. Through a systematic literature review of 28 selected publications, this paper explores how groundwater management can be improved through a Landscape Scale Planning approach. The results show that Landscape Scale Planning can be applied as an integrative framework for groundwater management. Landscape units based on, but not limited to, geology, topography, cultural and socio-economic aspects can aid groundwater management to consider the differing spatial and temporal characteristics of the aquifer. Landscape Scale Planning can also favour the inclusion of land use change dynamics in groundwater management processes. To this end, the paper proposes guidelines for applying Landscape Scale Planning to inform groundwater management and consider land use changes.

text: Groundwater management in coastal areas through landscape scale planning: A systematic literature review Groundwater is one of the main resources for social-ecological systems. As part of the total water cycle and deeply connected with land use, groundwater management faces many challenges, especially in coastal areas. Landscape Scale Planning is an emerging approach for land use planning providing a framework for management based on evidence, given that landscapes have physical and information flows. Landscape Scale Planning embraces the following three dimensions: (i) the spatial dimension centres on the recognition of distinct landscape units; (ii) the temporal dimension entails past, current and future uses of a landscape; and (iii) the modification dimension involves the anthropogenic alterations that affected and will affect the landscape and its features along the spatial and temporal dimensions. Through a systematic literature review of 28 selected publications, this paper explores how groundwater management can be improved through a Landscape Scale Planning approach. The results show that Landscape Scale Planning can be applied as an integrative framework for groundwater management. Landscape units based on, but not limited to, geology, topography, cultural and socio-economic aspects can aid groundwater management to consider the differing spatial and temporal characteristics of the aquifer. Landscape Scale Planning can also favour the inclusion of land use change dynamics in groundwater management processes. To this end, the paper proposes guidelines for applying Landscape Scale Planning to inform groundwater management and consider land use changes.

year: 2020