title: The role of coastal marae in natural hazard response and climate change adaptation

authors: Bailey-Winiata, Akuhata

abstract: Marae are much more than infrastructure. They are spiritual places and community hubs. Marae are often positioned in places that are known to be safe based on mātauranga a whānau/hapū/iwi (often more generally referred to as mātauranga Māori - Māori knowledge), and often near waterbodies including rivers/streams, estuaries, and the ocean. Although there are many advantages to living near waterbodies, such features are prone to natural hazards such as flooding and erosion. The impact of these hazards is being exacerbated by climate change and sea level rise.

Hapū and iwi in the past adapted to the impact of natural hazards, and continue to do so, and are now adapting to climate change through a carefully considered process informed by mātauranga Māori developed through generations of observations. Coastal adaptation is generally categorised into three broad types: 1) Protect, 2) Accommodate and 3) Retreat, and many coastal marae are already adapting across all these responses.

Heading into the future, marae are likely to play an increasingly important role for communities in Aotearoa New Zealand. They are examples of mātauranga in action and will continue to protect and shelter people from hazards and following disasters.

text: The role of coastal marae in natural hazard response and climate change adaptation Marae are much more than infrastructure. They are spiritual places and community hubs. Marae are often positioned in places that are known to be safe based on mātauranga a whānau/hapū/iwi (often more generally referred to as mātauranga Māori - Māori knowledge), and often near waterbodies including rivers/streams, estuaries, and the ocean. Although there are many advantages to living near waterbodies, such features are prone to natural hazards such as flooding and erosion. The impact of these hazards is being exacerbated by climate change and sea level rise.

Hapū and iwi in the past adapted to the impact of natural hazards, and continue to do so, and are now adapting to climate change through a carefully considered process informed by mātauranga Māori developed through generations of observations. Coastal adaptation is generally categorised into three broad types: 1) Protect, 2) Accommodate and 3) Retreat, and many coastal marae are already adapting across all these responses.

Heading into the future, marae are likely to play an increasingly important role for communities in Aotearoa New Zealand. They are examples of mātauranga in action and will continue to protect and shelter people from hazards and following disasters.

year: 2022-11

title: From colonial categories to local culture: Evolving state practices of ethnic enumeration in Oceania, 1965-2014

authors: Kukutai, Tahu

subjects: Social Sciences

abstract: Numerous scholars have examined how governments in particular times and places have classified their populations by ethnicity, but studies that are both cross-national and longitudinal are rare. Using a unique database of census questionnaires, we examine state practices of ethnic enumeration over a 50-year period (1965–2014) in the 24 countries and areas that comprise Oceania. The region’s extraordinary linguistic and cultural diversity, combined with its complex colonial history and indigenous politics, make it an ideal site for comparative analyses. We find a shift from biological conceptions of difference to a more cultural understanding of group identity, exemplified by a sharp rise in language questions and the decline of race-based inquiries. While local identity labels have largely displaced colonial categories, the imprimatur of previous regimes still lingers, particularly in Melanesia. These shifts in official constructions of ethnoracial differences reflect a gradual lessening of colonial influences on demographic practices.

text: From colonial categories to local culture: Evolving state practices of ethnic enumeration in Oceania, 1965-2014 Numerous scholars have examined how governments in particular times and places have classified their populations by ethnicity, but studies that are both cross-national and longitudinal are rare. Using a unique database of census questionnaires, we examine state practices of ethnic enumeration over a 50-year period (1965–2014) in the 24 countries and areas that comprise Oceania. The region’s extraordinary linguistic and cultural diversity, combined with its complex colonial history and indigenous politics, make it an ideal site for comparative analyses. We find a shift from biological conceptions of difference to a more cultural understanding of group identity, exemplified by a sharp rise in language questions and the decline of race-based inquiries. While local identity labels have largely displaced colonial categories, the imprimatur of previous regimes still lingers, particularly in Melanesia. These shifts in official constructions of ethnoracial differences reflect a gradual lessening of colonial influences on demographic practices.

year: 2016

title: Learning dispositions and the role of mutual engagement: factors for consideration in educational settings

authors: Duncan, Judith

subjects: education

abstract: This article describes an emerging theoretical framework for examining relationships between learning dispositions and learning architecture. Three domains of learning dispositions - resilience, reciprocity and imagination - are discussed in relation to the structures and processes of early childhood education settings and new entrant classrooms. This framework was developed during the analysis of the data collected for the Dispositions in Social Context project, funded by the Royal Society of New Zealand Marsden Fund and headed by Anne B. Smith and Margaret Carr. This article includes examples from this research project, which explored the relationship between learning architecture and the dispositions of children within these education contexts.

text: Learning dispositions and the role of mutual engagement: factors for consideration in educational settings This article describes an emerging theoretical framework for examining relationships between learning dispositions and learning architecture. Three domains of learning dispositions - resilience, reciprocity and imagination - are discussed in relation to the structures and processes of early childhood education settings and new entrant classrooms. This framework was developed during the analysis of the data collected for the Dispositions in Social Context project, funded by the Royal Society of New Zealand Marsden Fund and headed by Anne B. Smith and Margaret Carr. This article includes examples from this research project, which explored the relationship between learning architecture and the dispositions of children within these education contexts.

year: 2008