title: Letter from the Waikato

authors: Kelly, Janette

abstract: Because 2016 is the 20th anniversary of Te Whāriki and 12 years since the publication of the first 10 books of Kei Tua o te Pae (Ministry of Education, 1996; 2004), we have been reflecting on developments in teaching, particularly in assessment practices in early childhood services.

text: Letter from the Waikato Because 2016 is the 20th anniversary of Te Whāriki and 12 years since the publication of the first 10 books of Kei Tua o te Pae (Ministry of Education, 1996; 2004), we have been reflecting on developments in teaching, particularly in assessment practices in early childhood services.

year: 2016

title: Interpreting the mammal deposits of Cloggs Cave (SE Australia), GunaiKurnai Aboriginal Country, through community-led partnership research

authors: McDowell, Matthew

subjects: biogeographic change

abstract: Palaeontological animal bone deposits are rarely investigated through research partnerships where the local First Nations communities have a defining hand in both the research questions asked and the research processes. Here we report research undertaken through such a partnership approach at the iconic archaeological site of Cloggs Cave (GunaiKurnai Country, East Gippsland), in the southern foothills of SE Australia's Great Dividing Range. 
A new excavation was combined with detailed chronometric dating, high-resolution 3D mapping and geomorphological studies. This allowed interpretation of a sequence of stratigraphic layers spanning from a lowermost excavated mixed layer dated to between 25,640 and 48,470 cal BP, to a dense set of uppermost, ash layers dated to between 1460 and 3360 cal BP. This long and well-dated chronostratigraphic sequence enabled temporal trends in the abundant small mammal remains to be examined. 
The fossil assemblage consists of at least 31 taxa of mammals which change in proportions through time. Despite clear evidence that the Old Ancestors repeatedly carried vegetation into the cave to fuel cool fires (no visible vegetation grows in Cloggs Cave), we observed little to no evidence of cooking fires or calcined bone, suggesting that people had little involvement with the accumulation of the faunal remains. Small mammal bones were most likely deposited in the cave by large disc-faced owls, Tyto novaehollandae (Masked Owl) or Tyto tenebricosa (Sooty Owl). 
Despite being well dated and largely undisturbed, the Cloggs Cave assemblage does not appear to track known Late Quaternary environmental change. Instead, the complex geomorphology of the area fostered a vegetation mosaic that supported mammals with divergent habitat preferences. The faunal deposit suggests a local ancestral landscape characterised by a resilient mosaic of habitats that persisted over thousands of years, signalling that the Old Ancestors burned landscape fires to encourage and manage patches of different vegetation types and ages within and through periods of climate change.

text: Interpreting the mammal deposits of Cloggs Cave (SE Australia), GunaiKurnai Aboriginal Country, through community-led partnership research Palaeontological animal bone deposits are rarely investigated through research partnerships where the local First Nations communities have a defining hand in both the research questions asked and the research processes. Here we report research undertaken through such a partnership approach at the iconic archaeological site of Cloggs Cave (GunaiKurnai Country, East Gippsland), in the southern foothills of SE Australia's Great Dividing Range. 
A new excavation was combined with detailed chronometric dating, high-resolution 3D mapping and geomorphological studies. This allowed interpretation of a sequence of stratigraphic layers spanning from a lowermost excavated mixed layer dated to between 25,640 and 48,470 cal BP, to a dense set of uppermost, ash layers dated to between 1460 and 3360 cal BP. This long and well-dated chronostratigraphic sequence enabled temporal trends in the abundant small mammal remains to be examined. 
The fossil assemblage consists of at least 31 taxa of mammals which change in proportions through time. Despite clear evidence that the Old Ancestors repeatedly carried vegetation into the cave to fuel cool fires (no visible vegetation grows in Cloggs Cave), we observed little to no evidence of cooking fires or calcined bone, suggesting that people had little involvement with the accumulation of the faunal remains. Small mammal bones were most likely deposited in the cave by large disc-faced owls, Tyto novaehollandae (Masked Owl) or Tyto tenebricosa (Sooty Owl). 
Despite being well dated and largely undisturbed, the Cloggs Cave assemblage does not appear to track known Late Quaternary environmental change. Instead, the complex geomorphology of the area fostered a vegetation mosaic that supported mammals with divergent habitat preferences. The faunal deposit suggests a local ancestral landscape characterised by a resilient mosaic of habitats that persisted over thousands of years, signalling that the Old Ancestors burned landscape fires to encourage and manage patches of different vegetation types and ages within and through periods of climate change.

year: 2022-12

title: Exploring the experiences of Māori Wāhine in a STEM project-based secondary classroom: A relational and intersectional perspective

authors: Cheryl, Mitchell

abstract: Using phenomenology, an intersectional lens, and the principles of Kaupapa Māori research, this study investigates how young Māori (Indigenous) wāhine (women) ākonga (students) experience interdisciplinary project-based STEM education. Historical educational policies in Aotearoa New Zealand required Māori to assimilate into a Pākehā (European) school system, contributing to persistent academic underperformance, particularly in science. Māori have been more likely to leave school early, and those who remain often opt out of science subjects, especially Māori wāhine. International literature suggests that transdisciplinary STEM education grounded in social justice and equity can improve engagement and outcomes for underrepresented learners. The study was guided by two questions: (1) how Māori wāhine experienced the STEM programme, and (2) what their challenges were to succeed in STEM.

In 2016, while teaching at a low-decile (socioeconomic disadvantaged), urban, co-educational English-medium high school, I trialled an integrated, interdisciplinary project-based STEM class that incorporated meaningful phenomena and culturally responsive pedagogy. The class’s success led to STEM becoming a core component of a broader school initiative. In 2018, the seven Māori wāhine ākonga enrolled in the Year 11 (age 15–16) STEM class were invited to become “Story Sharers” and reflect on their experiences. As a teacher-researcher (insider), I used reflexive practices and clear role delineation to leverage contextual knowledge while minimising bias. Narrative data were collected over two years (2018–2019) through six semi-structured discussion groups and one individual interview. Quantitative data included tracking attendance records, retention, and academic achievement.

Findings indicate that the Story Sharers valued co-constructed topics and tasks, a supportive whānau (family/community) class format, and authentic project work undertaken over extended learning periods. They consistently identified strengthened relationships, particularly among peers as central to engagement, wellbeing, motivation to learn, and as the most salient indicator of success. Academic performance increased relative to prior Year-10 e-asTTle (Electronic Assessment Tool for Teaching and Learning in mathematics, reading, and writing) benchmarks, alongside improved STEM class attendance, retention in school, and intentions to continue in STEM.

Interpretive thematic analysis using an intersectional lens revealed that racism, stereotyping, and impacts on wellbeing were significant barriers to learning. These discriminatory experiences were pervasive across school, community, and online spaces and were compounded by gendered and intergenerational dynamics. The Story Sharers described complex, fluid, and intersecting identities shaped by lived experiences, including witnessing discrimination against Māori wāhine in their whānau and the legacy of colonial schooling practices such as the suppression of te reo Māori.

In this study, STEM project-based learning was shaped by two interwoven design elements: relational pedagogy and relational thinking. Relational pedagogy prioritised relationships and co-construction within a whānau-formatted classroom. Relational thinking described the interdisciplinary logic of the programme itself, connecting disciplinary knowledge to place, context, and community so that learning is organised around meaningful phenomena rather than siloed subjects. Together, these elements functioned as a counterspace that fostered inclusive engagement, affirmed identities, and supported belonging for Māori wāhine. Grounded in culturally responsive and whānau-based approaches, this model enabled learners to challenge deficit narratives and engage meaningfully in STEM. The outcomes offer assurance that integrated, project-based STEM education, underpinned by these relational frameworks, can improve outcomes for learners whose identities and experiences have been marginalised in traditional schooling. However, policymakers must remain attentive to historical policy barriers and intersectional factors that continue to perpetuate inequities within the education system.

text: Exploring the experiences of Māori Wāhine in a STEM project-based secondary classroom: A relational and intersectional perspective Using phenomenology, an intersectional lens, and the principles of Kaupapa Māori research, this study investigates how young Māori (Indigenous) wāhine (women) ākonga (students) experience interdisciplinary project-based STEM education. Historical educational policies in Aotearoa New Zealand required Māori to assimilate into a Pākehā (European) school system, contributing to persistent academic underperformance, particularly in science. Māori have been more likely to leave school early, and those who remain often opt out of science subjects, especially Māori wāhine. International literature suggests that transdisciplinary STEM education grounded in social justice and equity can improve engagement and outcomes for underrepresented learners. The study was guided by two questions: (1) how Māori wāhine experienced the STEM programme, and (2) what their challenges were to succeed in STEM.

In 2016, while teaching at a low-decile (socioeconomic disadvantaged), urban, co-educational English-medium high school, I trialled an integrated, interdisciplinary project-based STEM class that incorporated meaningful phenomena and culturally responsive pedagogy. The class’s success led to STEM becoming a core component of a broader school initiative. In 2018, the seven Māori wāhine ākonga enrolled in the Year 11 (age 15–16) STEM class were invited to become “Story Sharers” and reflect on their experiences. As a teacher-researcher (insider), I used reflexive practices and clear role delineation to leverage contextual knowledge while minimising bias. Narrative data were collected over two years (2018–2019) through six semi-structured discussion groups and one individual interview. Quantitative data included tracking attendance records, retention, and academic achievement.

Findings indicate that the Story Sharers valued co-constructed topics and tasks, a supportive whānau (family/community) class format, and authentic project work undertaken over extended learning periods. They consistently identified strengthened relationships, particularly among peers as central to engagement, wellbeing, motivation to learn, and as the most salient indicator of success. Academic performance increased relative to prior Year-10 e-asTTle (Electronic Assessment Tool for Teaching and Learning in mathematics, reading, and writing) benchmarks, alongside improved STEM class attendance, retention in school, and intentions to continue in STEM.

Interpretive thematic analysis using an intersectional lens revealed that racism, stereotyping, and impacts on wellbeing were significant barriers to learning. These discriminatory experiences were pervasive across school, community, and online spaces and were compounded by gendered and intergenerational dynamics. The Story Sharers described complex, fluid, and intersecting identities shaped by lived experiences, including witnessing discrimination against Māori wāhine in their whānau and the legacy of colonial schooling practices such as the suppression of te reo Māori.

In this study, STEM project-based learning was shaped by two interwoven design elements: relational pedagogy and relational thinking. Relational pedagogy prioritised relationships and co-construction within a whānau-formatted classroom. Relational thinking described the interdisciplinary logic of the programme itself, connecting disciplinary knowledge to place, context, and community so that learning is organised around meaningful phenomena rather than siloed subjects. Together, these elements functioned as a counterspace that fostered inclusive engagement, affirmed identities, and supported belonging for Māori wāhine. Grounded in culturally responsive and whānau-based approaches, this model enabled learners to challenge deficit narratives and engage meaningfully in STEM. The outcomes offer assurance that integrated, project-based STEM education, underpinned by these relational frameworks, can improve outcomes for learners whose identities and experiences have been marginalised in traditional schooling. However, policymakers must remain attentive to historical policy barriers and intersectional factors that continue to perpetuate inequities within the education system.

year: 2025-10-17