title: Fostering a capacity for connectedness: The contribution of “humanness” in hybrid early childhood initial teacher education programmes

authors: Archard, Sara

subjects: online human connectedness

abstract: This thesis provides an in-depth understanding of human connections between lecturers and ECE student teachers in one hybrid early childhood initial teacher education programme in Aotearoa New Zealand. More specifically, the focus of the research is the ECE student teachers’ perspective of their experiences of human connections with their lecturers in the online component of the programme, and the role that digital technologies play in enabling or constraining the human connection.
This research is informed by socio-cultural theory and adopts a phenomenographic approach to gather qualitative data. Data were collected from nine ECE student teachers by means of semi-structured interviews, focus groups and the ECE student teacher contributions to asynchronous online discussions. By analysing data from three different sources, I was able to gain a more in-depth understanding of ECE student teachers’ experience of human connections in the online learning environment with their lecturers and the ways that digital technologies mediated a connection.
Key findings from this study suggest ECE student teachers can experience human connections with their lecturers in the online learning environment, which are mediated by the pedagogical use of digital technologies. The four main themes generated from the data analysis that were useful in nurturing a human connection between ECE student teacher and their lecturers were: knowing their lecturer as a real person, informal communication, lecturers’ feedback and feedforward and a sense of community. However, ECE student teachers had different perceptions of the human connections they experienced, how they experienced them, the value of those connections and the place digital technologies played in mediating such connections. Therefore, lecturers need time and space to employ a range of socio-cultural pedagogical strategies that align with the use of appropriate digital technologies to ensure that they respond to the diverse preferences of ECE student teachers when nurturing human connections. 
This thesis contributes new understanding to the growing body of scholarship advocating for community focussed online learning design and practice, particularly in relational qualifications such as hybrid initial teacher education in Aotearoa New Zealand. The new information from this study supports the argument that policy and practice for hybrid initial teacher education programmes in Aotearoa New Zealand should be grounded in relational, socio-cultural theory challenging the neo-liberal standardisation of hybrid learning.

text: Fostering a capacity for connectedness: The contribution of “humanness” in hybrid early childhood initial teacher education programmes This thesis provides an in-depth understanding of human connections between lecturers and ECE student teachers in one hybrid early childhood initial teacher education programme in Aotearoa New Zealand. More specifically, the focus of the research is the ECE student teachers’ perspective of their experiences of human connections with their lecturers in the online component of the programme, and the role that digital technologies play in enabling or constraining the human connection.
This research is informed by socio-cultural theory and adopts a phenomenographic approach to gather qualitative data. Data were collected from nine ECE student teachers by means of semi-structured interviews, focus groups and the ECE student teacher contributions to asynchronous online discussions. By analysing data from three different sources, I was able to gain a more in-depth understanding of ECE student teachers’ experience of human connections in the online learning environment with their lecturers and the ways that digital technologies mediated a connection.
Key findings from this study suggest ECE student teachers can experience human connections with their lecturers in the online learning environment, which are mediated by the pedagogical use of digital technologies. The four main themes generated from the data analysis that were useful in nurturing a human connection between ECE student teacher and their lecturers were: knowing their lecturer as a real person, informal communication, lecturers’ feedback and feedforward and a sense of community. However, ECE student teachers had different perceptions of the human connections they experienced, how they experienced them, the value of those connections and the place digital technologies played in mediating such connections. Therefore, lecturers need time and space to employ a range of socio-cultural pedagogical strategies that align with the use of appropriate digital technologies to ensure that they respond to the diverse preferences of ECE student teachers when nurturing human connections. 
This thesis contributes new understanding to the growing body of scholarship advocating for community focussed online learning design and practice, particularly in relational qualifications such as hybrid initial teacher education in Aotearoa New Zealand. The new information from this study supports the argument that policy and practice for hybrid initial teacher education programmes in Aotearoa New Zealand should be grounded in relational, socio-cultural theory challenging the neo-liberal standardisation of hybrid learning.

year: 2025-10-12

title: Centrality and continuity: ASEAN and regional security since 1967

authors: Rolls, Mark G.

subjects: ASEAN

abstract: Security has undoubtedly been a central and continuous feature of ASEAN since its establishment. While it has modified its basic thinking on security and adapted elements of the attendant principles, aims and ways of operation to meet changed circumstances, the level of consistency is still readily observable. Centrality of a different sort has been evident, too, during the post-Cold War period. ASEAN has consciously sought to position itself at the heart of the developing security architecture in both East Asia and the wider Asia-Pacific. The Association has been largely successful at limiting competition and preventing inter-state conflict among its members and at fostering a stable regional order in Southeast Asia (and an incipient one outside of the boundaries of Southeast Asia). Broadly speaking, this stability has been aided and abetted by the policies of the major external powers in whose interests it has been, up until now. The extent to which a stable regional order remains in the interests of the major powers will be one of the great questions for the next phase of ASEAN's life.

text: Centrality and continuity: ASEAN and regional security since 1967 Security has undoubtedly been a central and continuous feature of ASEAN since its establishment. While it has modified its basic thinking on security and adapted elements of the attendant principles, aims and ways of operation to meet changed circumstances, the level of consistency is still readily observable. Centrality of a different sort has been evident, too, during the post-Cold War period. ASEAN has consciously sought to position itself at the heart of the developing security architecture in both East Asia and the wider Asia-Pacific. The Association has been largely successful at limiting competition and preventing inter-state conflict among its members and at fostering a stable regional order in Southeast Asia (and an incipient one outside of the boundaries of Southeast Asia). Broadly speaking, this stability has been aided and abetted by the policies of the major external powers in whose interests it has been, up until now. The extent to which a stable regional order remains in the interests of the major powers will be one of the great questions for the next phase of ASEAN's life.

year: 2012

title: Decolonising Midwifery Education in Aotearoa: A Case Study Approach

authors: Cleaver,  Deanne Lesley

subjects: Decolonisation

abstract: The bicultural nature of Aotearoa (New Zealand) creates a strong foundation for the unique environment that supports the weaving of indigenous knowledge throughout midwifery education, and in turn creating a platform for decolonisation. Te Tiriti o Waitangi/ The Treaty of Waitangi serves to inform the direction that midwifery education and midwifery practice must take by underpinning these frameworks.
The revised midwifery curriculum and reaccreditation that supported the immersion of Indigenous knowledge throughout the midwifery degree at Wintec is currently in its fifth year. It was identified that there needed to be a more explicit focus of cultural safety and responsiveness, therefore in support of this Mātauranga Māori (Māori knowledge) was carefully embedded and linked to learning outcomes. This is in direct support of Te Tiriti o Waitangi and a move towards a Te Tiriti honouring programme. Topics that relate to tikanga Māori (customs), Te Ao Māori (Māori worldview) and Te Reo Māori (language) are respectfully taught, providing opportunities for understanding and growing competencies for midwifery tauira.  
Understanding colonisation in its global context alongside its role in the history of Aotearoa supported by Te Tiriti o Waitangi knowledge, is vital in the process of decolonisation. Tauira are encouraged to explore and reflect on these factors throughout their degree, supporting their growing cultural safety and awareness of relationships.  An anti-racism workshop in the final year of the degree adds another layer to the work of decolonisation and equips tauira with tools to be active in their allyship.
This personal and curricula journey empowers tauira to become culturally safe and responsive midwives, positively impacting the health of whānau Māori.
Through a case study approach the effectiveness of the interweaving of indigenous knowledge, Te Tiriti o Waitangi and Anti-Racism praxis will be explored, with the purpose of unpacking the learnings as a tool for social transformation within the process of decolonisation.
These changes promote the professional development of educators and the empowerment of tauira to uphold Indigenous rights, while providing care in partnership that is respectful. Decolonising Midwifery Education in Aotearoa: A Case Study approach’ will be explored and unpacked.

text: Decolonising Midwifery Education in Aotearoa: A Case Study Approach The bicultural nature of Aotearoa (New Zealand) creates a strong foundation for the unique environment that supports the weaving of indigenous knowledge throughout midwifery education, and in turn creating a platform for decolonisation. Te Tiriti o Waitangi/ The Treaty of Waitangi serves to inform the direction that midwifery education and midwifery practice must take by underpinning these frameworks.
The revised midwifery curriculum and reaccreditation that supported the immersion of Indigenous knowledge throughout the midwifery degree at Wintec is currently in its fifth year. It was identified that there needed to be a more explicit focus of cultural safety and responsiveness, therefore in support of this Mātauranga Māori (Māori knowledge) was carefully embedded and linked to learning outcomes. This is in direct support of Te Tiriti o Waitangi and a move towards a Te Tiriti honouring programme. Topics that relate to tikanga Māori (customs), Te Ao Māori (Māori worldview) and Te Reo Māori (language) are respectfully taught, providing opportunities for understanding and growing competencies for midwifery tauira.  
Understanding colonisation in its global context alongside its role in the history of Aotearoa supported by Te Tiriti o Waitangi knowledge, is vital in the process of decolonisation. Tauira are encouraged to explore and reflect on these factors throughout their degree, supporting their growing cultural safety and awareness of relationships.  An anti-racism workshop in the final year of the degree adds another layer to the work of decolonisation and equips tauira with tools to be active in their allyship.
This personal and curricula journey empowers tauira to become culturally safe and responsive midwives, positively impacting the health of whānau Māori.
Through a case study approach the effectiveness of the interweaving of indigenous knowledge, Te Tiriti o Waitangi and Anti-Racism praxis will be explored, with the purpose of unpacking the learnings as a tool for social transformation within the process of decolonisation.
These changes promote the professional development of educators and the empowerment of tauira to uphold Indigenous rights, while providing care in partnership that is respectful. Decolonising Midwifery Education in Aotearoa: A Case Study approach’ will be explored and unpacked.

year: 2023