title: Harnessing the temporal and projective attributes of human agency to promote anticipatory climate change adaptation

authors: Serrao-Neumann, Silvia

abstract: Human agency is seen as a critical component of adaptive capacity concerning environmental change. This capacity may entail social actor's ability to learn from past experience, and create opportunities in the present for dealing with uncertainty and change in the future. However, it also means that actors need to be able to overturn structural barriers that impede anticipatory adaptation to climate change such as lack of political leadership, power imbalances, acceptance of climate risks and willingness to act. While scholarship around questions of structural barriers is common in environmental studies literature, there is less understanding about how future thinking could help to strengthen human agency. Harnessing the temporal and projective attributes of human agency by which social actors can exert influence over the future and create solutions may comprise a promising way forward. This paper investigates how social actors understand past social and environmental change and explores how scenario planning may help actors apply their understanding of changes over time to devise policies for climate change adaptation. The paper applies this exploratory lens to an Australian coastal local government area engaged in scenario planning and adaptation pathways planning. Findings indicate that the temporality aspect of agency applied to solving complex issues and overcoming structural barriers manifests differently from an individual to a collective perspective. This means that while scenario planning and adaptation pathways planning helps with anticipatory identification and experimentation, this may not be sufficient to overturn structural barriers to adaptation in the short-term.

text: Harnessing the temporal and projective attributes of human agency to promote anticipatory climate change adaptation Human agency is seen as a critical component of adaptive capacity concerning environmental change. This capacity may entail social actor's ability to learn from past experience, and create opportunities in the present for dealing with uncertainty and change in the future. However, it also means that actors need to be able to overturn structural barriers that impede anticipatory adaptation to climate change such as lack of political leadership, power imbalances, acceptance of climate risks and willingness to act. While scholarship around questions of structural barriers is common in environmental studies literature, there is less understanding about how future thinking could help to strengthen human agency. Harnessing the temporal and projective attributes of human agency by which social actors can exert influence over the future and create solutions may comprise a promising way forward. This paper investigates how social actors understand past social and environmental change and explores how scenario planning may help actors apply their understanding of changes over time to devise policies for climate change adaptation. The paper applies this exploratory lens to an Australian coastal local government area engaged in scenario planning and adaptation pathways planning. Findings indicate that the temporality aspect of agency applied to solving complex issues and overcoming structural barriers manifests differently from an individual to a collective perspective. This means that while scenario planning and adaptation pathways planning helps with anticipatory identification and experimentation, this may not be sufficient to overturn structural barriers to adaptation in the short-term.

year: 2022

title: Cycles of negotiation and reflection: a negotiated intervention to promote online teacher development

authors: Khoo, Elaine G.L.

subjects: online teaching

abstract: This paper reports on the use and impact of a negotiated intervention for teacher development adopted for facilitating the teaching and learning in a semester-long fully online graduate course in a tertiary institution in New Zealand. The negotiated intervention strategy, while it begins by exploring teachers’ current practice, is explicit in acknowledging that teachers can expect to change their practice albeit in negotiation with a researcher. This approach therefore moves beyond that of one-off workshops and technical training sessions, which are of questionable value in promoting deep conceptual and practice change. Cycles of formative negotiation assisted the experienced, face-to-face teacher to develop and teach his existing graduate course as an asynchronous online course through ongoing reflection on curriculum, pedagogical practice and assessment. Data were collected through daily observations of the teaching-learning processes, weekly teacher reflective interviews and student interviews. Reflective conversations with the teacher revealed the complexities of working with an experienced teacher to reconceptualise and transform his pedagogical practice and the intellectual, social and emotional changes he faced. The negotiated intervention strategy is relevant in technologically innovative learning environments where the teacher is concerned with responding to a diversity of student knowledge, interests and needs. Implications for employing a negotiated intervention in guiding online teacher action enquiry as development are presented.

text: Cycles of negotiation and reflection: a negotiated intervention to promote online teacher development This paper reports on the use and impact of a negotiated intervention for teacher development adopted for facilitating the teaching and learning in a semester-long fully online graduate course in a tertiary institution in New Zealand. The negotiated intervention strategy, while it begins by exploring teachers’ current practice, is explicit in acknowledging that teachers can expect to change their practice albeit in negotiation with a researcher. This approach therefore moves beyond that of one-off workshops and technical training sessions, which are of questionable value in promoting deep conceptual and practice change. Cycles of formative negotiation assisted the experienced, face-to-face teacher to develop and teach his existing graduate course as an asynchronous online course through ongoing reflection on curriculum, pedagogical practice and assessment. Data were collected through daily observations of the teaching-learning processes, weekly teacher reflective interviews and student interviews. Reflective conversations with the teacher revealed the complexities of working with an experienced teacher to reconceptualise and transform his pedagogical practice and the intellectual, social and emotional changes he faced. The negotiated intervention strategy is relevant in technologically innovative learning environments where the teacher is concerned with responding to a diversity of student knowledge, interests and needs. Implications for employing a negotiated intervention in guiding online teacher action enquiry as development are presented.

year: 2011

title: Is the web being used to speak our language?

authors: Keegan, Te Taka Adrian Gregory

subjects: WWW

abstract: This paper presents results from extensive surveys of the usage of Maori language on the World Wide Web(www, Web) conducted in 1998 and 2002. Issues both supportive and detrimental relating to the use and publication of indigenous languages in the WWW will be highlighted. Specifically: how is the WWW being used to articulate the Maori language?

text: Is the web being used to speak our language? This paper presents results from extensive surveys of the usage of Maori language on the World Wide Web(www, Web) conducted in 1998 and 2002. Issues both supportive and detrimental relating to the use and publication of indigenous languages in the WWW will be highlighted. Specifically: how is the WWW being used to articulate the Maori language?

year: 2004