title: Stronger together: Holistic learning through Education for Sustainability

authors: Wood, Benjamin Alexander

subjects: Education for Sustainability

abstract: Students in New Zealand secondary schools are more stressed and anxious about assessments than any other nation in the Organisation for Economic Co-operation and Development (OECD). There is also low engagement and enjoyment in learning leading to negative repercussions on behaviour, health and achievement. In previous studies, Education for Sustainability (EfS) has shown strong potential as an engaging and enjoyable education system, in ways that align with the values of the New Zealand Curriculum. It is possible that EfS could also have potential to reduce stress in secondary assessment and yet engage students to achieve. 

This piece of action research explored the student experience of learning through EfS using a theoretical framework drawn from Outdoor Learning, Place Responsive Education and Issues Based Education. The framework puts emphasis on student wellbeing, embedding confidence in students, engaging students in democracy and providing avenues for them to participate within their culture, society, environment and economy in a positive way. 

The framework was manifest in an intervention: a 10-day ‘Sustainability camp’ in the context of a local mining issue within the Kaimai-Mamaku Forest Park, New Zealand. On the camp were 13 Year 10 students (14-15 years old) and three teachers. An interpretive methodology was engaged to explore the student experiences and outcomes of the camp. The forms of data collection used were: pre-post questionnaires, a post focus group interview and participant observations. Data analysis consisted of collating, averaging and graphing data from the questionnaire and coding data from focus group interviews and observations into seven categories (Sustainability values, Sustainability intentions, Knowledge, Connection to place, Social connections, Engagement & Enjoyment of learning).

Findings indicated that the intervention resulted in a stress free, enjoyable and engaging learning experience for students. An ethic of care for the area was indicated by many students, as was a connection to the place itself. Strong friendships were cultivated due to the breaking down of social barriers and the communal nature of camp living. Student knowledge of the context increased and achievement was retained at a high level. Sustainability Literacy increased in a number of areas and there was a marginal increase in Action Competence indicators. A worrying finding was that students commented on their low confidence in democracy within society. Ways to improve the student experience, student achievement, Sustainability Literacy and Action Competence via modifications to the intervention are put forth for the consideration of EfS practitioners.

text: Stronger together: Holistic learning through Education for Sustainability Students in New Zealand secondary schools are more stressed and anxious about assessments than any other nation in the Organisation for Economic Co-operation and Development (OECD). There is also low engagement and enjoyment in learning leading to negative repercussions on behaviour, health and achievement. In previous studies, Education for Sustainability (EfS) has shown strong potential as an engaging and enjoyable education system, in ways that align with the values of the New Zealand Curriculum. It is possible that EfS could also have potential to reduce stress in secondary assessment and yet engage students to achieve. 

This piece of action research explored the student experience of learning through EfS using a theoretical framework drawn from Outdoor Learning, Place Responsive Education and Issues Based Education. The framework puts emphasis on student wellbeing, embedding confidence in students, engaging students in democracy and providing avenues for them to participate within their culture, society, environment and economy in a positive way. 

The framework was manifest in an intervention: a 10-day ‘Sustainability camp’ in the context of a local mining issue within the Kaimai-Mamaku Forest Park, New Zealand. On the camp were 13 Year 10 students (14-15 years old) and three teachers. An interpretive methodology was engaged to explore the student experiences and outcomes of the camp. The forms of data collection used were: pre-post questionnaires, a post focus group interview and participant observations. Data analysis consisted of collating, averaging and graphing data from the questionnaire and coding data from focus group interviews and observations into seven categories (Sustainability values, Sustainability intentions, Knowledge, Connection to place, Social connections, Engagement & Enjoyment of learning).

Findings indicated that the intervention resulted in a stress free, enjoyable and engaging learning experience for students. An ethic of care for the area was indicated by many students, as was a connection to the place itself. Strong friendships were cultivated due to the breaking down of social barriers and the communal nature of camp living. Student knowledge of the context increased and achievement was retained at a high level. Sustainability Literacy increased in a number of areas and there was a marginal increase in Action Competence indicators. A worrying finding was that students commented on their low confidence in democracy within society. Ways to improve the student experience, student achievement, Sustainability Literacy and Action Competence via modifications to the intervention are put forth for the consideration of EfS practitioners.

year: 2019

title: Identifying dissolved oxygen variability and stress in tidal freshwater streams of northern New Zealand

authors: Wilding, Thomas K.

subjects: dissolved oxygen

abstract: Tidal streams are ecologically important components of lotic network, and we identify dissolved oxygen (DO) depletion as a potentially important stressor in freshwater tidal streams of northern New Zealand. Other studies have examined temporal DO variability within rivers and we build on this by examining variability between streams as a basis for regional-scale predictors of risk for DO stress. Diel DO variability in these streams was driven by: (1) photosynthesis by aquatic plants and community respiration which produced DO maxima in the afternoon and minima early morning (range, 0.6–4.7 g/m³) as a product of the solar cycle and (2) tidal variability as a product of the lunar cycle, including saline intrusions with variable DO concentrations plus a small residual effect on freshwater DO for low-velocity streams. The lowest DO concentrations were observed during March (early autumn) when water temperatures and macrophyte biomass were high. Spatial comparisons indicated that lowgradient tidal streams were at greater risk of DO depletions harmful to aquatic life. Tidal influence was stronger in low-gradient streams, which typically drain more developed catchments, have lower reaeration potential and offer conditions more suitable for aquatic plant proliferation. Combined, these characteristics supported a simple method based on the extent of low-gradient channel for identifying coastal streams at risk of DO depletion. High-risk streams can then be targeted for riparian planting, nutrient limits and water allocation controls to reduce potential ecological stress.

text: Identifying dissolved oxygen variability and stress in tidal freshwater streams of northern New Zealand Tidal streams are ecologically important components of lotic network, and we identify dissolved oxygen (DO) depletion as a potentially important stressor in freshwater tidal streams of northern New Zealand. Other studies have examined temporal DO variability within rivers and we build on this by examining variability between streams as a basis for regional-scale predictors of risk for DO stress. Diel DO variability in these streams was driven by: (1) photosynthesis by aquatic plants and community respiration which produced DO maxima in the afternoon and minima early morning (range, 0.6–4.7 g/m³) as a product of the solar cycle and (2) tidal variability as a product of the lunar cycle, including saline intrusions with variable DO concentrations plus a small residual effect on freshwater DO for low-velocity streams. The lowest DO concentrations were observed during March (early autumn) when water temperatures and macrophyte biomass were high. Spatial comparisons indicated that lowgradient tidal streams were at greater risk of DO depletions harmful to aquatic life. Tidal influence was stronger in low-gradient streams, which typically drain more developed catchments, have lower reaeration potential and offer conditions more suitable for aquatic plant proliferation. Combined, these characteristics supported a simple method based on the extent of low-gradient channel for identifying coastal streams at risk of DO depletion. High-risk streams can then be targeted for riparian planting, nutrient limits and water allocation controls to reduce potential ecological stress.

year: 2012

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