title: Voice, body, movement, ‘space’:  Perspectives and pedagogical endeavours of three New Zealand secondary drama teachers in their new build spaces

authors: Thomson, Annette Margaret

subjects: Drama pedagogy

abstract: Space is important to drama teachers and as Benade (2017a) suggests physical space can support their relational pedagogy. Historically New Zealand secondary drama teachers have had to ‘make do’ (Wright, 2021) with less than ideal, shared traditional auditoriums, and ad hoc spaces. 
Motivated by earlier practitioner research (Coleman & Thomson, 2021), this inquiry aims to understand the perspectives of New Zealand secondary drama teachers in their new build spaces. This research examines the new physical spaces being built in our schools and asks are they meeting the needs of these teachers?
Qualitative in nature the research examines the narratives of three participants: Sue, Neta and Denise.  Aligning with similar studies into the complex world of drama teachers (Ackroyd, 2007) three unique case studies were undertaken to address questions and gather evidence. Photographs were submitted by participants; two semi structured interviews were carried out and observations of a drama lesson were conducted concurrently.  The thesis is written with a metaphorical framework familiar to drama teachers, the acting techniques of: Voice, Body, Movement and Space.
Three key findings suggest that location, architecture and personal space of the physical areas affected the collaborative, relational and performative nature of the secondary subject ‘Drama’. These physical elements affected both participants pedagogy and the ability to deliver New Zealand secondary curriculum and assessments.
The physical location of the drama space within the school affected the ability to find private creative space and collaborate with other learning disciplines. The architecture of the spaces, particularly the size, flexibility and style of the performance area contributed to participants capacity to do the work of drama and deliver curriculum. Participants that had agency in their new builds had positive perspectives about their spaces to assist in developing a safe and supportive environment for secondary drama teaching.

text: Voice, body, movement, ‘space’:  Perspectives and pedagogical endeavours of three New Zealand secondary drama teachers in their new build spaces Space is important to drama teachers and as Benade (2017a) suggests physical space can support their relational pedagogy. Historically New Zealand secondary drama teachers have had to ‘make do’ (Wright, 2021) with less than ideal, shared traditional auditoriums, and ad hoc spaces. 
Motivated by earlier practitioner research (Coleman & Thomson, 2021), this inquiry aims to understand the perspectives of New Zealand secondary drama teachers in their new build spaces. This research examines the new physical spaces being built in our schools and asks are they meeting the needs of these teachers?
Qualitative in nature the research examines the narratives of three participants: Sue, Neta and Denise.  Aligning with similar studies into the complex world of drama teachers (Ackroyd, 2007) three unique case studies were undertaken to address questions and gather evidence. Photographs were submitted by participants; two semi structured interviews were carried out and observations of a drama lesson were conducted concurrently.  The thesis is written with a metaphorical framework familiar to drama teachers, the acting techniques of: Voice, Body, Movement and Space.
Three key findings suggest that location, architecture and personal space of the physical areas affected the collaborative, relational and performative nature of the secondary subject ‘Drama’. These physical elements affected both participants pedagogy and the ability to deliver New Zealand secondary curriculum and assessments.
The physical location of the drama space within the school affected the ability to find private creative space and collaborate with other learning disciplines. The architecture of the spaces, particularly the size, flexibility and style of the performance area contributed to participants capacity to do the work of drama and deliver curriculum. Participants that had agency in their new builds had positive perspectives about their spaces to assist in developing a safe and supportive environment for secondary drama teaching.

year: 2022

title: Depleted Uranium and Human Health

authors: Smith, Ron C.

subjects: Depleted Uranium

abstract: Persistent public anxiety about the use of depleted uranium munitions since the early 1990s has been underpinned by claims of serious health consequences for both veterans and exposed civilians, alike.  Whatever grounds there may have seemed to be in the aftermath of the Gulf War have been thoroughly discredited by a series of reports from various independent and expert organisations, such as the World Health Organisation and the British Royal Society.

text: Depleted Uranium and Human Health Persistent public anxiety about the use of depleted uranium munitions since the early 1990s has been underpinned by claims of serious health consequences for both veterans and exposed civilians, alike.  Whatever grounds there may have seemed to be in the aftermath of the Gulf War have been thoroughly discredited by a series of reports from various independent and expert organisations, such as the World Health Organisation and the British Royal Society.

year: 2005

title: Whanaungatanga: an illustration of the importance of cultural context

authors: McNatty, William

subjects: Te reo Māori

abstract: The word 'whanaungatanga' is often used by people who lack an intimate understanding of the philosophical base in Māori culture out of which it emerges. Thus, it is sometimes used simply to describe the camaraderie that can be associated with team sports or with reference to the 'glue' that connects people to one another socially. This is not necessarily a problem in itself. After all, change and development in the lexicon is a characteristic of living languages. However, real problems can emerge where words become divorced from their cultural roots to such an extent that two speakers using the same word can completely fail to understand one another. It is argued here that this is what can happen when Māori words, such as 'whanaungatanga', are used in the context of modelling in the social sciences, particularly where that modelling is conducted in the context of Western social and cultural values. In particular, the essential spiritual dimension of whanaungatanga may be overlooked or misunderstood.

text: Whanaungatanga: an illustration of the importance of cultural context The word 'whanaungatanga' is often used by people who lack an intimate understanding of the philosophical base in Māori culture out of which it emerges. Thus, it is sometimes used simply to describe the camaraderie that can be associated with team sports or with reference to the 'glue' that connects people to one another socially. This is not necessarily a problem in itself. After all, change and development in the lexicon is a characteristic of living languages. However, real problems can emerge where words become divorced from their cultural roots to such an extent that two speakers using the same word can completely fail to understand one another. It is argued here that this is what can happen when Māori words, such as 'whanaungatanga', are used in the context of modelling in the social sciences, particularly where that modelling is conducted in the context of Western social and cultural values. In particular, the essential spiritual dimension of whanaungatanga may be overlooked or misunderstood.

year: 2002-02