title: Population Genetics and Autecology of the Endemic Shrub Epiphyte Pittosporum cornifolium

authors: Clarkson, Fiona Marie

subjects: autecology

abstract: A comprehensive investigation of the population genetics and autecology of the endemic New Zealand shrub epiphyte Pittosporum cornifolium (Pittosporaceae) is presented. Pittosporum cornifolium has a wide geographic range and is well adapted to a variety of lifestyles namely terrestrial, rupestral, and more commonly, epiphytic. The primary habitats of P. cornifolium are lowland and coastal ecosystems which, in recent times (<200 years) have been subjected to widespread clearance and fragmentation resulting in major reductions to the species potential population range. The study focused on five populations in the North Island from Coromandel to Taranaki where habitat loss of lowland and coastal ecosystems has been significant. Population-level genetic analysis using Inter-Simple Sequence Repeat (ISSR) markers revealed that while P. cornifolium exhibited high genetic diversity at the species-level, genetic diversity was relatively low at the population-level. The outcrossing dioecious breeding system and unique evolutionary history of P. cornifolium are likely to be key factors influencing the observed high intra-specific diversity whereas reduced genetic diversity at population-level is probably due to geographic isolation caused by recent habitat fragmentation. Ecological parameters were investigated to determine the current ecological status of the five populations and results did not reveal any substantial ecological impediments to regeneration and dispersal modes. Ecological data were incorporated with information from national data sets to provide a more comprehensive overview of P. cornifolium autecology and to develop a predicted environmental distribution map. Key findings indicate P. cornifolium is typically affiliated with old growth forest systems and well drained low nutrient substrates, while low mean daily temperatures (<0.6°C) restrict environmental distribution. Both genetic and autecological research was applied to determine levels of intra-specific divergence in cultivated P. cornifolium individuals from the Poor Knights Islands (outer Hauraki Gulf), which are morphologically distinct from mainland forms. The Poor Knights Islands individuals were the most genetically distinct as revealed by ISSR analysis, having higher pairwise levels of genetic distance than iii mainland populations as well as more unique loci. A single mutation in the sequence of the Internal Transcribed Spacer (ITS) region was revealed in the Poor Knights Islands individuals, distinguishing them from mainland P. cornifolium and additional members of a monophyletic clade which have shared ITS sequences. Furthermore, P. cornifolium from the Poor Knights Islands have significant morphological and anatomical differences such as larger leaves and leaf tissue depths. Long term isolation on the offshore islands is likely to have had the most significant effect on this population divergence. The differences in the Poor Knights Islands individuals may warrant the delineation of a new subspecies or even species. However, a more comprehensive examination of the taxon across its mainland range, the Poor Knights Island group, and other northern offshore islands where the species is present is recommended to clarify current inferences. The results of this research have provided a framework for the development of species specific conservation and restoration strategies for P. cornifolium and reveal the importance of provenance and microhabitat (lifestyle) when sourcing seed for reintroduction projects.

text: Population Genetics and Autecology of the Endemic Shrub Epiphyte Pittosporum cornifolium A comprehensive investigation of the population genetics and autecology of the endemic New Zealand shrub epiphyte Pittosporum cornifolium (Pittosporaceae) is presented. Pittosporum cornifolium has a wide geographic range and is well adapted to a variety of lifestyles namely terrestrial, rupestral, and more commonly, epiphytic. The primary habitats of P. cornifolium are lowland and coastal ecosystems which, in recent times (<200 years) have been subjected to widespread clearance and fragmentation resulting in major reductions to the species potential population range. The study focused on five populations in the North Island from Coromandel to Taranaki where habitat loss of lowland and coastal ecosystems has been significant. Population-level genetic analysis using Inter-Simple Sequence Repeat (ISSR) markers revealed that while P. cornifolium exhibited high genetic diversity at the species-level, genetic diversity was relatively low at the population-level. The outcrossing dioecious breeding system and unique evolutionary history of P. cornifolium are likely to be key factors influencing the observed high intra-specific diversity whereas reduced genetic diversity at population-level is probably due to geographic isolation caused by recent habitat fragmentation. Ecological parameters were investigated to determine the current ecological status of the five populations and results did not reveal any substantial ecological impediments to regeneration and dispersal modes. Ecological data were incorporated with information from national data sets to provide a more comprehensive overview of P. cornifolium autecology and to develop a predicted environmental distribution map. Key findings indicate P. cornifolium is typically affiliated with old growth forest systems and well drained low nutrient substrates, while low mean daily temperatures (<0.6°C) restrict environmental distribution. Both genetic and autecological research was applied to determine levels of intra-specific divergence in cultivated P. cornifolium individuals from the Poor Knights Islands (outer Hauraki Gulf), which are morphologically distinct from mainland forms. The Poor Knights Islands individuals were the most genetically distinct as revealed by ISSR analysis, having higher pairwise levels of genetic distance than iii mainland populations as well as more unique loci. A single mutation in the sequence of the Internal Transcribed Spacer (ITS) region was revealed in the Poor Knights Islands individuals, distinguishing them from mainland P. cornifolium and additional members of a monophyletic clade which have shared ITS sequences. Furthermore, P. cornifolium from the Poor Knights Islands have significant morphological and anatomical differences such as larger leaves and leaf tissue depths. Long term isolation on the offshore islands is likely to have had the most significant effect on this population divergence. The differences in the Poor Knights Islands individuals may warrant the delineation of a new subspecies or even species. However, a more comprehensive examination of the taxon across its mainland range, the Poor Knights Island group, and other northern offshore islands where the species is present is recommended to clarify current inferences. The results of this research have provided a framework for the development of species specific conservation and restoration strategies for P. cornifolium and reveal the importance of provenance and microhabitat (lifestyle) when sourcing seed for reintroduction projects.

year: 2011

title: Critical pedagogy in early childhood education: Four case studies in Aotearoa New Zealand

authors: Kahuroa, Raella

subjects: Critical pedagogy

abstract: Critical pedagogy provides a rigorous critical theory for teachers and children in early childhood education.  This study seeks to answer two questions.  Firstly, how might teachers enact critical pedagogy in an early childhood education setting, and secondly, how can critical pedagogy support the belonging and empowerment of young children.  

The critical inquiry framework in this study is framed by Paulo Freire (1970/2018).  The study used an action research approach, and was undertaken as four case studies of teachers in the same kindergarten, with each teacher implementing a separate critical pedagogy inquiry.   

The findings of the study showed the possibilities that exist for children and teachers through a critical pedagogy approach.  Using Freirean concepts, informed by bicultural practices and supported by early childhood approaches (such as working theories, wait time, and open-ended dialogue), teachers were able to successfully implement critical pedagogy inquiries.  These inquiries also led to an expansion of children’s critical consciousness as they explored multiple perspectives.  Praxis supported the empowerment of children as they worked with teachers to act on issues that were important to them.  Belonging for children was also supported through opportunities to practise critical skills, negotiate challenges, solve problems, and collaborate for a common good. 

The study found that critical pedagogy was not only possible, but also valuable for children and teachers, supporting them to interrogate and transform the world around them.

text: Critical pedagogy in early childhood education: Four case studies in Aotearoa New Zealand Critical pedagogy provides a rigorous critical theory for teachers and children in early childhood education.  This study seeks to answer two questions.  Firstly, how might teachers enact critical pedagogy in an early childhood education setting, and secondly, how can critical pedagogy support the belonging and empowerment of young children.  

The critical inquiry framework in this study is framed by Paulo Freire (1970/2018).  The study used an action research approach, and was undertaken as four case studies of teachers in the same kindergarten, with each teacher implementing a separate critical pedagogy inquiry.   

The findings of the study showed the possibilities that exist for children and teachers through a critical pedagogy approach.  Using Freirean concepts, informed by bicultural practices and supported by early childhood approaches (such as working theories, wait time, and open-ended dialogue), teachers were able to successfully implement critical pedagogy inquiries.  These inquiries also led to an expansion of children’s critical consciousness as they explored multiple perspectives.  Praxis supported the empowerment of children as they worked with teachers to act on issues that were important to them.  Belonging for children was also supported through opportunities to practise critical skills, negotiate challenges, solve problems, and collaborate for a common good. 

The study found that critical pedagogy was not only possible, but also valuable for children and teachers, supporting them to interrogate and transform the world around them.

year: 2021

title: Conscientisation and Resistance: Experiences from implementing a culturally responsive pedagogy of relations

authors: Lawrence, Dawn Cherie

subjects: culturally responsive pedagogy of relations

abstract: Consciousness of being part of a particular hegemonic force (that is to say,political consciousness) is the first stage towards a further progressive self –conscious in which theory and practice will finally be one. (Hoare & Smith,1971, p. 333)

Bishop, Berryman, Tiakiwai and Richardson, (2003) state that effective teachers of Māori students “positively and vehemently reject deficit theorizing as a means of explaining Māori students’ educational achievement” (p.95). This fundamental tenet of the Te Kotahitanga Effective Teaching Profile (ETP) moves beyond simply refraining from publicly articulating discourses that pathologise Māori students and their whānau (Bishop et al., 2003; Bishop & Berryman, 2006; Bishop, Berryman, Cavanagh, & Teddy. 2007). For many teachers it is a challenging, ongoing transformative process of critical self-reflection, which touches the very core of their own culture and identity.

This thesis contends that by working to discursively position themselves within a culturally responsive pedagogy of relations, teachers develop classroom practices that have been shown to positively affect outcomes for Māori students. It goes on to suggest that such discursive repositioning might be seen as praxis, with the potential to transform the inequities experienced by Māori within mainstream educational settings. With this understanding, the culture and leadership approach of the school context becomes a greater influence on teachers’ capacity to realize their agency within this pedagogy than any characteristic of the individual.

text: Conscientisation and Resistance: Experiences from implementing a culturally responsive pedagogy of relations Consciousness of being part of a particular hegemonic force (that is to say,political consciousness) is the first stage towards a further progressive self –conscious in which theory and practice will finally be one. (Hoare & Smith,1971, p. 333)

Bishop, Berryman, Tiakiwai and Richardson, (2003) state that effective teachers of Māori students “positively and vehemently reject deficit theorizing as a means of explaining Māori students’ educational achievement” (p.95). This fundamental tenet of the Te Kotahitanga Effective Teaching Profile (ETP) moves beyond simply refraining from publicly articulating discourses that pathologise Māori students and their whānau (Bishop et al., 2003; Bishop & Berryman, 2006; Bishop, Berryman, Cavanagh, & Teddy. 2007). For many teachers it is a challenging, ongoing transformative process of critical self-reflection, which touches the very core of their own culture and identity.

This thesis contends that by working to discursively position themselves within a culturally responsive pedagogy of relations, teachers develop classroom practices that have been shown to positively affect outcomes for Māori students. It goes on to suggest that such discursive repositioning might be seen as praxis, with the potential to transform the inequities experienced by Māori within mainstream educational settings. With this understanding, the culture and leadership approach of the school context becomes a greater influence on teachers’ capacity to realize their agency within this pedagogy than any characteristic of the individual.

year: 2014