title: Crying over Spilt Milk: A Critical Assessment of the Ecological Modernisation of New Zealand’s Dairy Industry

authors: Jay, Grace Mairi M.

subjects: ecological modernization

abstract: Ecological modernization theory holds that capitalist economic structures can be transformed to avoid long-term environmental damage, through the introduction of modern environmental technologies and reforming modern institutions. Empirical evidence, drawing on ecological modernization practices in some European and North American contexts, lends support to this view. However, it is not clear yet whether the practices of ecological modernization can be applied with equal success to agricultural industries (such New Zealand's dairy sector), based on farmers as multiple producers. The New Zealand dairy industry faces political and commercial pressure to improve its environmental performance while maintaining commercial competitiveness in a global marketplace. In response to such pressures, the industry's main umbrella organization (Fonterra) has taken steps to improve the environmental management practices of the farmers who supply milk. The New Zealand dairy industry offers an example from which to assess the relevance of economical modernization theory.

text: Crying over Spilt Milk: A Critical Assessment of the Ecological Modernisation of New Zealand’s Dairy Industry Ecological modernization theory holds that capitalist economic structures can be transformed to avoid long-term environmental damage, through the introduction of modern environmental technologies and reforming modern institutions. Empirical evidence, drawing on ecological modernization practices in some European and North American contexts, lends support to this view. However, it is not clear yet whether the practices of ecological modernization can be applied with equal success to agricultural industries (such New Zealand's dairy sector), based on farmers as multiple producers. The New Zealand dairy industry faces political and commercial pressure to improve its environmental performance while maintaining commercial competitiveness in a global marketplace. In response to such pressures, the industry's main umbrella organization (Fonterra) has taken steps to improve the environmental management practices of the farmers who supply milk. The New Zealand dairy industry offers an example from which to assess the relevance of economical modernization theory.

year: 2006

title: Development of action competence using Education for Sustainability in a New Zealand school

authors: Arthur, Margaret

subjects: action competence

abstract: This thesis explores whether an intervention carried out with a senior secondary school Environmental Science class was able to develop action competence in Education for Sustainability (EfS) in the students. The concept of action competence was initially proposed by Danish researchers who were dissatisfied with a focus on behavioural change by other researchers in the field. I was particularly interested in using a New Zealand model of action competence in my classroom and examining the role that the culture of the student played in that model. The United Nations literature includes culture as part of Education for Sustainability but international educational research has not to date. In designing the intervention, examined a range of learning theories and matched them with the needs of students in a city in New Zealand with a very multicultural population. Links were also made between The New Zealand Curriculum and Best Evidence Synthesis from the Ministry of Education here in New Zealand. The resulting intervention had a student centered approach and an emphasis on recognising the culture of students that was based around an action competence model developed for New Zealand. The aim was to see if this combination would enable the students in the intervention to make progress towards being action competent during an EfS unit on action –taking. The intervention was carried out with a class of seventeen students who were undertaking an Education for Sustainability Achievement Standard involving taking an action towards becoming more sustainable. I used an action research approach whereby I taught and supported students through the process. I used their log books, reports, journals and informal conversations to provide my research data. This data was analysed using a continuum I developed that was based on the work of a New Zealand team that adapted the concept of action competence for the New Zealand situation. The research findings indicate that the framework developed by the New Zealand team with the addition of starting from the culture of the students can lead to development of student action competence in EfS.

text: Development of action competence using Education for Sustainability in a New Zealand school This thesis explores whether an intervention carried out with a senior secondary school Environmental Science class was able to develop action competence in Education for Sustainability (EfS) in the students. The concept of action competence was initially proposed by Danish researchers who were dissatisfied with a focus on behavioural change by other researchers in the field. I was particularly interested in using a New Zealand model of action competence in my classroom and examining the role that the culture of the student played in that model. The United Nations literature includes culture as part of Education for Sustainability but international educational research has not to date. In designing the intervention, examined a range of learning theories and matched them with the needs of students in a city in New Zealand with a very multicultural population. Links were also made between The New Zealand Curriculum and Best Evidence Synthesis from the Ministry of Education here in New Zealand. The resulting intervention had a student centered approach and an emphasis on recognising the culture of students that was based around an action competence model developed for New Zealand. The aim was to see if this combination would enable the students in the intervention to make progress towards being action competent during an EfS unit on action –taking. The intervention was carried out with a class of seventeen students who were undertaking an Education for Sustainability Achievement Standard involving taking an action towards becoming more sustainable. I used an action research approach whereby I taught and supported students through the process. I used their log books, reports, journals and informal conversations to provide my research data. This data was analysed using a continuum I developed that was based on the work of a New Zealand team that adapted the concept of action competence for the New Zealand situation. The research findings indicate that the framework developed by the New Zealand team with the addition of starting from the culture of the students can lead to development of student action competence in EfS.

year: 2011

title: Research note: Empirical analysis of ethnic pay gaps in New Zealand

authors: Cochrane, William

abstract: This research note explores the factors contributing to ethnic pay gaps in New Zealand. The emphasis here is on description, as a causal analysis is beyond the capability of the methods used. The gaps between the average (as well as median) hourly wages for the European workforce relative to Māori and Pacific workers are substantial. A statistical analysis by Treasury in 2018 also showed that the ratio in average hourly wages (based on published survey estimates by Stats NZ) for both ethnic groups relative to European had stayed at a similar level for the last decade; as they state “there has been movement from year to year but no consistent upward or downward trend” (Treasury, 2018, p.1).

text: Research note: Empirical analysis of ethnic pay gaps in New Zealand This research note explores the factors contributing to ethnic pay gaps in New Zealand. The emphasis here is on description, as a causal analysis is beyond the capability of the methods used. The gaps between the average (as well as median) hourly wages for the European workforce relative to Māori and Pacific workers are substantial. A statistical analysis by Treasury in 2018 also showed that the ratio in average hourly wages (based on published survey estimates by Stats NZ) for both ethnic groups relative to European had stayed at a similar level for the last decade; as they state “there has been movement from year to year but no consistent upward or downward trend” (Treasury, 2018, p.1).

year: 2023-10-19