title: Schooling of labouring migrants, Surrey to Wellington 1841-1844

authors: Middleton, Sue

subjects: 1840s

abstract: Purpose – In the early 1840s Edward Gibbon Wakefield's New Zealand Company recruited “emigrants of the labouring classes” promising: “every one of them who is industrious and thrifty, may be sure to become not merely an owner of land, but also in his turn an employer of hired labourers, a master of servants.” Letters sent “Home” to Ham (a village in Surrey, UK) from Wellington between 1841-1844, by a group of labouring families, project textual personae consistent with this liberal image. The purpose of this paper is to explore educational processes involved in the production of these colonial identities. 
Design/methodology/approach – The letters are read in relation to archival resources: the curriculum of the National School and alternative educational models in Ham, records of schools provided in Wellington, and pedagogical intentions signalled in the records of the New Zealand Company. 
Findings – Arguing that migration resulted in a radical change in the subjectivity of these labouring class families, this paper contrasts the curricula of the “National School” attended by these children in Ham with the more secular offerings in Wellington. Their “National School” taught Ham's lower orders to accept their God-given “stations” in life. Radical critique was suppressed. In Wellington the first schools, such as the Mechanics’ Institute, were non-denominational, prioritising practical knowledge. Foundations for a secular society based on liberal values were laid. 
Originality/value – There is little educational research on how participation in the Wakefield scheme transformed those who, in rural England, were required to remain subservient members of the power orders, into the enterprising independent subjects required in the new colony.

text: Schooling of labouring migrants, Surrey to Wellington 1841-1844 Purpose – In the early 1840s Edward Gibbon Wakefield's New Zealand Company recruited “emigrants of the labouring classes” promising: “every one of them who is industrious and thrifty, may be sure to become not merely an owner of land, but also in his turn an employer of hired labourers, a master of servants.” Letters sent “Home” to Ham (a village in Surrey, UK) from Wellington between 1841-1844, by a group of labouring families, project textual personae consistent with this liberal image. The purpose of this paper is to explore educational processes involved in the production of these colonial identities. 
Design/methodology/approach – The letters are read in relation to archival resources: the curriculum of the National School and alternative educational models in Ham, records of schools provided in Wellington, and pedagogical intentions signalled in the records of the New Zealand Company. 
Findings – Arguing that migration resulted in a radical change in the subjectivity of these labouring class families, this paper contrasts the curricula of the “National School” attended by these children in Ham with the more secular offerings in Wellington. Their “National School” taught Ham's lower orders to accept their God-given “stations” in life. Radical critique was suppressed. In Wellington the first schools, such as the Mechanics’ Institute, were non-denominational, prioritising practical knowledge. Foundations for a secular society based on liberal values were laid. 
Originality/value – There is little educational research on how participation in the Wakefield scheme transformed those who, in rural England, were required to remain subservient members of the power orders, into the enterprising independent subjects required in the new colony.

year: 2011

title: Taranaki Biodiversity Priorities Forum discussion report

authors: Kirby, Catherine Louise

abstract: On February 26th 2016 the Taranaki Biodiversity forum for regional priority setting was attended by around 75 people who represented Taranaki Biodiversity Trust members and interested parties. The objective of the forum was to identify priority areas for, and approaches to, the protection and enhancement of native biodiversity in the Taranaki region on a landscape scale. These priorities will inform and direct the work of the Taranaki Biodiversity Trust members.
The forum discussions were framed by the four following focus questions and responses were
analysed using a basic framework analysis.
1. What are our priority places/locations in Taranaki?
2. What types of ecosystems are a priority in Taranaki?
3. Where and how can we make connections?
4. Project ideas
The number of recorded responses for each question ranged from 28 to 96 with many common themes. The key recommendation from analysis of these responses is that the Taranaki Biodiversity Trust coordinates a regional, collaborative project that protects and enhances native biodiversity in a range of ecosystems, links existing projects across the landscape, and connects with local people and communities.

text: Taranaki Biodiversity Priorities Forum discussion report On February 26th 2016 the Taranaki Biodiversity forum for regional priority setting was attended by around 75 people who represented Taranaki Biodiversity Trust members and interested parties. The objective of the forum was to identify priority areas for, and approaches to, the protection and enhancement of native biodiversity in the Taranaki region on a landscape scale. These priorities will inform and direct the work of the Taranaki Biodiversity Trust members.
The forum discussions were framed by the four following focus questions and responses were
analysed using a basic framework analysis.
1. What are our priority places/locations in Taranaki?
2. What types of ecosystems are a priority in Taranaki?
3. Where and how can we make connections?
4. Project ideas
The number of recorded responses for each question ranged from 28 to 96 with many common themes. The key recommendation from analysis of these responses is that the Taranaki Biodiversity Trust coordinates a regional, collaborative project that protects and enhances native biodiversity in a range of ecosystems, links existing projects across the landscape, and connects with local people and communities.

year: 2016

title: Te Raupatu o Tauranga Moana = The confiscation of Tauranga lands. [Volume 1]

authors: Stokes, Evelyn

subjects: Tauranga lands

abstract: A report providing a historical and geographical overview on the confiscation of Tauranga lands. In two volumes, volume one comprises a narrative of the events described as the raupatu, the confiscation of lands in the Tauranga Moana tribal area under the New Zealand Settlements Act 1863.  Volume two is a collection of documents, edited and annotated which were compiled in support of the report. These documents include personal accounts, tribal history, land purchases, lands returned and crown transactions.

text: Te Raupatu o Tauranga Moana = The confiscation of Tauranga lands. [Volume 1] A report providing a historical and geographical overview on the confiscation of Tauranga lands. In two volumes, volume one comprises a narrative of the events described as the raupatu, the confiscation of lands in the Tauranga Moana tribal area under the New Zealand Settlements Act 1863.  Volume two is a collection of documents, edited and annotated which were compiled in support of the report. These documents include personal accounts, tribal history, land purchases, lands returned and crown transactions.

year: 1990