title: Men's re-placement: Social practices in a Men's Shed

authors: Anstiss, David

subjects: Science & Technology

abstract: Transitions into retirement can be difficult at the best of times. Many men find themselves having to reflect on who they are and what their lives are about. Their access to social supports and material resources are often disrupted. Men's Sheds offer a space where retired men can actively pursue wellbeing, and respond to disruption and loneliness through emplaced community practices. This paper draws on ethnographic research in a Men's Shed in Auckland, New Zealand in order to explore the social practices through which men create a shared space for themselves in which they can engage in meaningful relationships with each other. We document how participants work in concert to create a space in which they can be together through collective labour. Their emplacement in the shed affords opportunities for supported transitions into retirement and for engaging healthy lives beyond paid employment.

text: Men's re-placement: Social practices in a Men's Shed Transitions into retirement can be difficult at the best of times. Many men find themselves having to reflect on who they are and what their lives are about. Their access to social supports and material resources are often disrupted. Men's Sheds offer a space where retired men can actively pursue wellbeing, and respond to disruption and loneliness through emplaced community practices. This paper draws on ethnographic research in a Men's Shed in Auckland, New Zealand in order to explore the social practices through which men create a shared space for themselves in which they can engage in meaningful relationships with each other. We document how participants work in concert to create a space in which they can be together through collective labour. Their emplacement in the shed affords opportunities for supported transitions into retirement and for engaging healthy lives beyond paid employment.

year: 2018

title: Competing discourses of conservation and sustainability in state-sponsored tourism development: A critical analysis of the Lake Toba case in Indonesia

authors: Mujib, Taufiqul

subjects: Critical discourse analysis

abstract: The Indonesian government has an ambitious project to develop the tourism sector and to increase the state's foreign exchange: the National Tourism Strategic Area (KSPN).
The project has been prioritised in ten regions, one of which is Lake Toba in the province of North Sumatera. In promoting this project, the government has claimed that the Lake Toba tourism development programme will conserve nature and contribute positively to the economic development of the local community of North Sumatera province. The project has, however, faced resistance from the locals, and in particular the community of Sigapiton village in the Tobasa regency, because the land claimed by the Lake Toba Tourism Authority or Badan Otorita Pariwisata Danau Toba (BOPDT) is customary land belonging to local clans. In examining this conflict, this study investigates how the discourses of conservation and sustainability have been deployed by the government and challenged by the local community in the struggle for control over natural resources in the Lake Toba region.

This study uses the critical discourse analysis (CDA) approach to uncover and analyse the discourses used by the government to control natural resources in the context of
ecotourism in Lake Toba. Specifically, the study adopts Fairclough's (2012) notion of three domains that must be analysed, namely text (speech, writing, visual images, or a combination of all three); discursive practices that include the production and consumption of texts; and
social practices.

The analysis demonstrates that the government not only uses the discourses of sustainability and conservation to govern the natural resources at Lake Toba but also
optimises policy setting and development incentives to implement an institutional arrangement through the establishment of the forestry estate as a process of
"territorialisation" of land claimed as state forest. The arrangement requires the existence of binding agreements and regulations to determine who has the right to and control over natural resources, as well as formulate their conditions to access it. 

Furthermore, the government uses two issues to promote the Lake Toba tourism project, namely environment (nature conservation) and social-economic welfare. The
government argues that the project aims to conserve nature and improve the local economy.The government also claims that the project can stimulate local awareness of the need for nature conservation. Civil society has countered government arguments by advancing the concept of “green grabbing”. They believe that in fact Lake Toba represents a new model of community exclusion, where communities are excluded from their traditional lands and living space on the grounds of ecotourism.

text: Competing discourses of conservation and sustainability in state-sponsored tourism development: A critical analysis of the Lake Toba case in Indonesia The Indonesian government has an ambitious project to develop the tourism sector and to increase the state's foreign exchange: the National Tourism Strategic Area (KSPN).
The project has been prioritised in ten regions, one of which is Lake Toba in the province of North Sumatera. In promoting this project, the government has claimed that the Lake Toba tourism development programme will conserve nature and contribute positively to the economic development of the local community of North Sumatera province. The project has, however, faced resistance from the locals, and in particular the community of Sigapiton village in the Tobasa regency, because the land claimed by the Lake Toba Tourism Authority or Badan Otorita Pariwisata Danau Toba (BOPDT) is customary land belonging to local clans. In examining this conflict, this study investigates how the discourses of conservation and sustainability have been deployed by the government and challenged by the local community in the struggle for control over natural resources in the Lake Toba region.

This study uses the critical discourse analysis (CDA) approach to uncover and analyse the discourses used by the government to control natural resources in the context of
ecotourism in Lake Toba. Specifically, the study adopts Fairclough's (2012) notion of three domains that must be analysed, namely text (speech, writing, visual images, or a combination of all three); discursive practices that include the production and consumption of texts; and
social practices.

The analysis demonstrates that the government not only uses the discourses of sustainability and conservation to govern the natural resources at Lake Toba but also
optimises policy setting and development incentives to implement an institutional arrangement through the establishment of the forestry estate as a process of
"territorialisation" of land claimed as state forest. The arrangement requires the existence of binding agreements and regulations to determine who has the right to and control over natural resources, as well as formulate their conditions to access it. 

Furthermore, the government uses two issues to promote the Lake Toba tourism project, namely environment (nature conservation) and social-economic welfare. The
government argues that the project aims to conserve nature and improve the local economy.The government also claims that the project can stimulate local awareness of the need for nature conservation. Civil society has countered government arguments by advancing the concept of “green grabbing”. They believe that in fact Lake Toba represents a new model of community exclusion, where communities are excluded from their traditional lands and living space on the grounds of ecotourism.

year: 2020

title: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana

authors: Woller, Paul Robert

subjects: Ngāi Tamarāwaho

abstract: Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

text: Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education. Whakapūmautia te tangata i tōna ake mana Throughout history, colonisation has deliberately suppressed and subordinated the knowledge, languages and identities of indigenous peoples. Colonial education policies were designed, at best, to domesticate indigenous children to create subjugated and compliant labouring classes.  These historical policies have intentionally consigned successive generations of indigenous families and communities to the socio-economic margins of the societies created by colonisation (Shields, Bishop & Masawi, 2005).
This thesis explores the intergenerational educational experiences of Ngāi Tamarāwaho, an indigenous Māori community in New Zealand, their relationship with Pākehā (colonial settlers of European descent) and their place, as Māori, in the society created by colonialism.  At the heart of this story is the inter-generational societal abuse of a small indigenous community and the active resistance of that community to colonisation. To survive as a people, Ngāi Tamarāwaho created a space at the intercultural interface between Māori and Pākehā by maintaining and revitalising their cultural identity and language. The intergenerational struggles of the whānau (families) of Ngāi Tamarāwaho, to engage with an imposed system of western education, are related through the narratives of hapū whānau (sub-tribal families) and from archival records. These stories demonstrate that educational failure was not because of the limitations of hapū whānau, but rather a result of the limiting conditions imposed on them. 
Despite these limitations, over the past 180 years, hapū leadership has focussed on maintaining the independent identity of the hapū and their mana motuhake, i.e. their right to be self-determining; seen as critical for whānau and hapū development and successful participation in wider society. To enable the success of future generations, Ngāi Tamarāwaho have accommodated new ideas and learning into their existing cultural framework by weaving together elements of learning from both Māori and Pākehā funds of knowledge. This hapū story has implications for current education settings intended to engage indigenous and minority students in learning and improve academic achievement. Strong cultural identities, and the ability to be self-determining, promote indigenous students’ self-esteem and the confidence to accommodate new learning into their existing cultural frameworks, thereby providing a platform for education success.

year: 2016