title: Te Mātaiaho as curricular justice?

authors: Shafer, Derek

abstract: Te Mātaiaho produces a version of curricular justice which aims to give effect to Te Tiriti and address long-standing inequities in education in Aotearoa New Zealand. We examine Te Mātaiaho’s vision for subject English and its construction of students’ identities as fundamental to a curriculum that advances both bicultural nationhood and just outcomes for all students. We draw on Raewyn Connell’s (2010) model of curricular justice, and Nancy Fraser's (2017) notion of progressive neoliberalism to explore the opportunities and implications for subject English within Te Mātaiaho's vision. How might these frameworks for justice help to critique the development of educational policy and support the implementation of Te Mātaiaho's vision for biculturalnationhood and just outcomes for all students.

text: Te Mātaiaho as curricular justice? Te Mātaiaho produces a version of curricular justice which aims to give effect to Te Tiriti and address long-standing inequities in education in Aotearoa New Zealand. We examine Te Mātaiaho’s vision for subject English and its construction of students’ identities as fundamental to a curriculum that advances both bicultural nationhood and just outcomes for all students. We draw on Raewyn Connell’s (2010) model of curricular justice, and Nancy Fraser's (2017) notion of progressive neoliberalism to explore the opportunities and implications for subject English within Te Mātaiaho's vision. How might these frameworks for justice help to critique the development of educational policy and support the implementation of Te Mātaiaho's vision for biculturalnationhood and just outcomes for all students.

year: 2023-11-22

title: Local values and the promotion and restoration of wetlands and their ecosystem services in Aotearoa-New Zealand: a case study of Tauranga’s planning regime

authors: Peat, Helen Ann

subjects: Environmental planning

abstract: Aligning wetlands restoration planning mechanisms with public perceptions and values can help gain support for and assistance with restoration. Using Tauranga as a case study, this thesis is an exploratory study that applies the Millennium Ecosystem Assessment (MEA) framework to examine the extent to which New Zealand's planning regime incorporates local values in the promotion and restoration of wetlands and their ecosystem services.

This thesis used multiple qualitative research methods in a two-pronged process. A narrative literature review and systematic statutory analysis in phase one helped identify values associated with wetland ecosystem services and how New Zealand’s, and more specifically Tauranga’s, resource management system promotes and enables the restoration of wetlands and their ecosystem services. A case study approach with analysis of primary and secondary data in phase two helped identify what Tauranga local residents value as important wetland ecosystem services and the extent to which the local policy mechanisms reflect these values. 

Through thematic analysis of semi-structured interviews and summaries of submissions, this thesis identifies six dimensions that represent values towards wetland ecosystem services and their restoration in Tauranga. Other than one dimension that consists of a single value on education from the cultural services category of the MEA framework, the remaining five dimensions comprise services from within and between the framework categories. These dimensions are wetlands as nutrient- and mineral-rich areas that support biodiversity and provide habitat; that regulate water, act as natural flood plains and sequester carbon to help protect against climate change and natural hazards; that maintain Māori cultural practices; that remove nutrients and contaminants in water; and provide recreational and aesthetic experiences. Therefore, identified dimensions could form the basis of educational programmes and toolkits that promote wetlands restoration.

The systematic policy analysis and cross-comparison with the results of the thematic analysis found that Tauranga’s planning regime partially provides for each of the six dimensions. However, the nuances and complexities of the values, including the interconnected nature of wetlands values and services, are not captured. This means Tauranga’s planning regime does not fully incorporate local values in the promotion and restoration of wetlands and their ecosystem services. Bridging the gap between wetlands restoration provisions and wetland ecosystem service values is likely to be supported by enacting the current resource management reforms. Enacting the reforms would help reduce the number of policies and plans, implement regional spatial planning, and develop outcomes-based policy mechanisms that encompass ecological, social, cultural and spiritual values, including those associated with wetlands.

text: Local values and the promotion and restoration of wetlands and their ecosystem services in Aotearoa-New Zealand: a case study of Tauranga’s planning regime Aligning wetlands restoration planning mechanisms with public perceptions and values can help gain support for and assistance with restoration. Using Tauranga as a case study, this thesis is an exploratory study that applies the Millennium Ecosystem Assessment (MEA) framework to examine the extent to which New Zealand's planning regime incorporates local values in the promotion and restoration of wetlands and their ecosystem services.

This thesis used multiple qualitative research methods in a two-pronged process. A narrative literature review and systematic statutory analysis in phase one helped identify values associated with wetland ecosystem services and how New Zealand’s, and more specifically Tauranga’s, resource management system promotes and enables the restoration of wetlands and their ecosystem services. A case study approach with analysis of primary and secondary data in phase two helped identify what Tauranga local residents value as important wetland ecosystem services and the extent to which the local policy mechanisms reflect these values. 

Through thematic analysis of semi-structured interviews and summaries of submissions, this thesis identifies six dimensions that represent values towards wetland ecosystem services and their restoration in Tauranga. Other than one dimension that consists of a single value on education from the cultural services category of the MEA framework, the remaining five dimensions comprise services from within and between the framework categories. These dimensions are wetlands as nutrient- and mineral-rich areas that support biodiversity and provide habitat; that regulate water, act as natural flood plains and sequester carbon to help protect against climate change and natural hazards; that maintain Māori cultural practices; that remove nutrients and contaminants in water; and provide recreational and aesthetic experiences. Therefore, identified dimensions could form the basis of educational programmes and toolkits that promote wetlands restoration.

The systematic policy analysis and cross-comparison with the results of the thematic analysis found that Tauranga’s planning regime partially provides for each of the six dimensions. However, the nuances and complexities of the values, including the interconnected nature of wetlands values and services, are not captured. This means Tauranga’s planning regime does not fully incorporate local values in the promotion and restoration of wetlands and their ecosystem services. Bridging the gap between wetlands restoration provisions and wetland ecosystem service values is likely to be supported by enacting the current resource management reforms. Enacting the reforms would help reduce the number of policies and plans, implement regional spatial planning, and develop outcomes-based policy mechanisms that encompass ecological, social, cultural and spiritual values, including those associated with wetlands.

year: 2022

title: Should personal therapy be mandatory for psychologist trainees? Perspectives from Australian practicing psychologists

authors: Raga, MF

subjects: personal therapy

abstract: There is a growing focus on the training needs of future psychologists and exploring methods to support their professional development and ensure long-term sustainability in their careers and practice within the field. Whether or not personal therapy could be relevant for trainee psychologists has been considered in the clinical literature; however, empirical research examining this topic within psychology as a distinct professional group is limited. Drawing upon a qualitative design, the present study conducted semistructured interviews with a sample of 20 Australian practicing psychologists who had engaged in personal therapy. The aim was to explore their perspectives on personal therapy during training and, in addition, their views on mandatory personal therapy for trainees. Thematic analysis of the transcribed interviews resulted in several unique themes. First, therapy during training was perceived as an optimal and critical period for learning before entering the profession. Second, personal therapy was perceived as offering unique value to trainees in its capacity to reach beyond the scope of supervision. Psychologists also reported that personal therapy can facilitate unique learning/development opportunities in areas of self and professional development and in promoting self-care with a focus on future sustainability. Views on whether personal therapy should be mandated during training varied across psychologists; however, most supported the idea that educators and training institutions play an important role in normalizing and promoting personal therapy usage among trainee psychologists, particularly to reduce stigma around utilization. These findings are informative for future practice and training recommendations for psychologists.

text: Should personal therapy be mandatory for psychologist trainees? Perspectives from Australian practicing psychologists There is a growing focus on the training needs of future psychologists and exploring methods to support their professional development and ensure long-term sustainability in their careers and practice within the field. Whether or not personal therapy could be relevant for trainee psychologists has been considered in the clinical literature; however, empirical research examining this topic within psychology as a distinct professional group is limited. Drawing upon a qualitative design, the present study conducted semistructured interviews with a sample of 20 Australian practicing psychologists who had engaged in personal therapy. The aim was to explore their perspectives on personal therapy during training and, in addition, their views on mandatory personal therapy for trainees. Thematic analysis of the transcribed interviews resulted in several unique themes. First, therapy during training was perceived as an optimal and critical period for learning before entering the profession. Second, personal therapy was perceived as offering unique value to trainees in its capacity to reach beyond the scope of supervision. Psychologists also reported that personal therapy can facilitate unique learning/development opportunities in areas of self and professional development and in promoting self-care with a focus on future sustainability. Views on whether personal therapy should be mandated during training varied across psychologists; however, most supported the idea that educators and training institutions play an important role in normalizing and promoting personal therapy usage among trainee psychologists, particularly to reduce stigma around utilization. These findings are informative for future practice and training recommendations for psychologists.

year: 2025