title: Perspectives and experiences of female surf lifesavers in Aotearoa New Zealand

authors: Onken, Rachel Kai

abstract: This study aims to explore and understand the experiences of female surf lifesaver athletes in Aotearoa New Zealand. The popular image of lifeguards, particularly in the media, has long been based on a particular heroic masculinity, yet women have been active participants in surf lifesaving in Aotearoa New Zealand since 1911 (Harvey, 2010). Jaggard (1999) dubbed female lifeguards as the ‘forgotten members’ of surf lifesaving clubs, this research refocusses the narrative and seeks to highlight women’s experiences in SLS sport. This study is qualitative and used an interpretive approach grounded in feminist theory. The research consisted of semi-structured, one-on-one interviews with six women who competed in the Under 19 or Open categories of surf lifesaving sport in the summer of 2020/2021. Three guiding topics led the conversations: connections to blue space, female athlete experiences in surf lifesaving sport in Aotearoa New Zealand, and the significance of required volunteer patrol hours to athletes.

Thematic Analysis was used to analyse the data collected from interviews; three core themes were identified. The first theme explores participants' connections with blue coastal space, which was a key landscape for participants’ experiences in sport and leisure. The second theme identified highlights the complex and nuanced social culture of SLS sport. The final theme revealed the gender discourses around key topics such as embodiment, experiences of motherhood, inclusion, and marginalisation. This research explores the complex ways in which women navigate societal expectations around their bodies, their time, and what it means to be a female athlete.

text: Perspectives and experiences of female surf lifesavers in Aotearoa New Zealand This study aims to explore and understand the experiences of female surf lifesaver athletes in Aotearoa New Zealand. The popular image of lifeguards, particularly in the media, has long been based on a particular heroic masculinity, yet women have been active participants in surf lifesaving in Aotearoa New Zealand since 1911 (Harvey, 2010). Jaggard (1999) dubbed female lifeguards as the ‘forgotten members’ of surf lifesaving clubs, this research refocusses the narrative and seeks to highlight women’s experiences in SLS sport. This study is qualitative and used an interpretive approach grounded in feminist theory. The research consisted of semi-structured, one-on-one interviews with six women who competed in the Under 19 or Open categories of surf lifesaving sport in the summer of 2020/2021. Three guiding topics led the conversations: connections to blue space, female athlete experiences in surf lifesaving sport in Aotearoa New Zealand, and the significance of required volunteer patrol hours to athletes.

Thematic Analysis was used to analyse the data collected from interviews; three core themes were identified. The first theme explores participants' connections with blue coastal space, which was a key landscape for participants’ experiences in sport and leisure. The second theme identified highlights the complex and nuanced social culture of SLS sport. The final theme revealed the gender discourses around key topics such as embodiment, experiences of motherhood, inclusion, and marginalisation. This research explores the complex ways in which women navigate societal expectations around their bodies, their time, and what it means to be a female athlete.

year: 2022

title: [Review of Common ground: Islam, Christianity and religious pluralism by Paul L. Heck]

authors: Pratt, Douglas

subjects: Arts & Humanities

abstract: This article reviews the book, “Common ground: Islam, Christianity, and religious pluralism”, by Paul L. Heck.

text: [Review of Common ground: Islam, Christianity and religious pluralism by Paul L. Heck] This article reviews the book, “Common ground: Islam, Christianity, and religious pluralism”, by Paul L. Heck.

year: 2010

title: Toitū Te Whānau, Toitū Te Iwi: A Community Approach to English Transition

authors: Berryman, Mere

subjects: Maori

abstract: The research project presented in this thesis documents and describes the outcomes of effective whānau (immediate and extended family), kura (school), student, and researcher collaboration. The researcher became part of a whānau-of-interest (Bishop, 1996b) in 1998 and 1999 when she was invited by this community to help develop a suitable programme to assist highly competent Māori immersion students in their transition to a bi-lingual secondary school (the only option available in their community). The whānau wanted students to begin their secondary schooling with an improved competence in reading and writing in English but without compromising their competency in Maori language. Prior to this programme few of the students had received any formal instruction in the English language.
After a ten-week intervention implemented mainly outside the classroom, the researcher found that whānau tutors had effectively implemented the programmes and that all Year 8 students were able to read stories (in English) and talk about them (in English) at age appropriate reading levels. They also displayed improved rates of writing in English while maintaining their high fluency in reading and writing in Māori. The 10-week programme and results were replicated over a further three terms with the Year 7 and again with the Year 6 students. The study employed a multiple baseline across groups, design. A collaborative story gathered from participants at the end of the programme, together with these process and outcome data, strongly support the successful outcomes of this "participant driven" (Bishop, 1996b) programme.

text: Toitū Te Whānau, Toitū Te Iwi: A Community Approach to English Transition The research project presented in this thesis documents and describes the outcomes of effective whānau (immediate and extended family), kura (school), student, and researcher collaboration. The researcher became part of a whānau-of-interest (Bishop, 1996b) in 1998 and 1999 when she was invited by this community to help develop a suitable programme to assist highly competent Māori immersion students in their transition to a bi-lingual secondary school (the only option available in their community). The whānau wanted students to begin their secondary schooling with an improved competence in reading and writing in English but without compromising their competency in Maori language. Prior to this programme few of the students had received any formal instruction in the English language.
After a ten-week intervention implemented mainly outside the classroom, the researcher found that whānau tutors had effectively implemented the programmes and that all Year 8 students were able to read stories (in English) and talk about them (in English) at age appropriate reading levels. They also displayed improved rates of writing in English while maintaining their high fluency in reading and writing in Māori. The 10-week programme and results were replicated over a further three terms with the Year 7 and again with the Year 6 students. The study employed a multiple baseline across groups, design. A collaborative story gathered from participants at the end of the programme, together with these process and outcome data, strongly support the successful outcomes of this "participant driven" (Bishop, 1996b) programme.

year: 2001