title: Photography and placemaking

authors: Hill, Rodrigo

subjects: Photography

abstract: This essay delves into broad discussions around photography and place-making, with an emphasis on the photographs produced in the course of the A-Place project. As a starting point, the essay will introduce and discuss the intricate relationships between photography and place-making, establishing a historical timeline and contextual overview of pivotal moments. These contextual discussions serve as a foundation to subsequent discursive and visual analytical commentary on the photographs. In addition, the historical overview and contrasting views on place and ways of placemaking offer valuable points of reflection on how photography has become integrated into various projects, agendas, and modes of representing places. These reflections lead us to the present, a compelling period characterised by the interplay of various camera technologies and lens-based modes of representation which are in a constant state of visual flux and change, shaping our contemporary understandings and ways of perceiving the world.

From the outset, I explore key ideas related to the invention of photography and how it quickly became integrated into the agenda of place representation and making. Subsequently, I engage in discussions concerning the notions of place and placemaking. The term “placemaking” is critically examined in the context of photographic imagery and practice, emphasising the intrinsic connection to the subjective processes of perception and understanding. This exploration highlights how photographic practices and imagery are utilised to probe the various dimensions of place which are rooted in memory, affect, and cultural perception. I posit that photographic practices are inherent to our daily lives and also part of an agenda of understanding places as means to placemaking. In this context, placemaking encompasses various facets related to the process of developing, consolidating, and asserting understandings of a place through and with photography. In other words, placemaking intersects with photography through pathways of knowing, experiencing, disseminating, and making places. These contextual discussions serve as a foundation for subsequent analysis and commentary on the A-Place archive of photographs.

My focus is on a specific subset of images aiming to provide broader insights into particular aspects connected to the photographs, including their patterns, explorations, subject matter, approaches, and genres. Thus, the intention is not to critique every photograph but rather to present overarching critical reflections and discussions on a selected collection. I will begin by examining the relationship between photography, place representation, and placemaking processes.

text: Photography and placemaking This essay delves into broad discussions around photography and place-making, with an emphasis on the photographs produced in the course of the A-Place project. As a starting point, the essay will introduce and discuss the intricate relationships between photography and place-making, establishing a historical timeline and contextual overview of pivotal moments. These contextual discussions serve as a foundation to subsequent discursive and visual analytical commentary on the photographs. In addition, the historical overview and contrasting views on place and ways of placemaking offer valuable points of reflection on how photography has become integrated into various projects, agendas, and modes of representing places. These reflections lead us to the present, a compelling period characterised by the interplay of various camera technologies and lens-based modes of representation which are in a constant state of visual flux and change, shaping our contemporary understandings and ways of perceiving the world.

From the outset, I explore key ideas related to the invention of photography and how it quickly became integrated into the agenda of place representation and making. Subsequently, I engage in discussions concerning the notions of place and placemaking. The term “placemaking” is critically examined in the context of photographic imagery and practice, emphasising the intrinsic connection to the subjective processes of perception and understanding. This exploration highlights how photographic practices and imagery are utilised to probe the various dimensions of place which are rooted in memory, affect, and cultural perception. I posit that photographic practices are inherent to our daily lives and also part of an agenda of understanding places as means to placemaking. In this context, placemaking encompasses various facets related to the process of developing, consolidating, and asserting understandings of a place through and with photography. In other words, placemaking intersects with photography through pathways of knowing, experiencing, disseminating, and making places. These contextual discussions serve as a foundation for subsequent analysis and commentary on the A-Place archive of photographs.

My focus is on a specific subset of images aiming to provide broader insights into particular aspects connected to the photographs, including their patterns, explorations, subject matter, approaches, and genres. Thus, the intention is not to critique every photograph but rather to present overarching critical reflections and discussions on a selected collection. I will begin by examining the relationship between photography, place representation, and placemaking processes.

year: 2025

title: “It gave me a much more personal connection”: Student generated podcasting and assessment in teacher education

authors: Forbes, Dianne Leslie

subjects: teacher education

abstract: This paper reports on a qualitative case study of an online initial teacher education class in New Zealand, exploring the potential of student-generated podcasts as a form of interactive formative assessment. Findings from interviews with teaching staff indicate that podcasting was useful for supporting multimodal learning valuing student voice and reflections. Podcasting enhanced the affective and relational connections in the online class, and empowered students to develop technical skills and confidence relevant in their teaching careers. As such, this study positions educators as future makers and as leaders in a climate of change. We suggest implications for student-generated podcasts in similar contexts.

text: “It gave me a much more personal connection”: Student generated podcasting and assessment in teacher education This paper reports on a qualitative case study of an online initial teacher education class in New Zealand, exploring the potential of student-generated podcasts as a form of interactive formative assessment. Findings from interviews with teaching staff indicate that podcasting was useful for supporting multimodal learning valuing student voice and reflections. Podcasting enhanced the affective and relational connections in the online class, and empowered students to develop technical skills and confidence relevant in their teaching careers. As such, this study positions educators as future makers and as leaders in a climate of change. We suggest implications for student-generated podcasts in similar contexts.

year: 2012

title: "Takahi ngā takahanga o ngā tūpuna" - Tramp the pathways of our ancestors

authors: Williams, Taniwha

subjects: Māori health and wellbeing

abstract: The rise of reconnecting to holistic approaches to health to improve wellbeing outcomes for Māori has become increasingly prominent in recent years. Such developments have highlighted the need to introduce traditional Māori concepts, values and practices within whānau, hapū and iwi as vehicles for promoting and improving Māori health. This research had two objectives. Firstly, it aimed to explore the process of reclaiming mātauranga Māori (Māori knowledge systems) with my whānau who had limited access to te ao Māori (the Māori world). The second objective sought to explore the experiences of my whānau reconnecting with te reo me ōna tikanga (Māori language and culture). Using the Whiti Te Rā as a guide informed the design and structure of the wānanga (workshops). The Whiti Te Rā is a therapeutic model designed to improve health and wellbeing outcomes for Māori by developing and enhancing a cultural identity. Central to this model are six Māori customary practices and values that provide pathways to wellbeing and flourishing mauri. These dimensions also have synergies with other models of health – Te Whare Tapa Whā, Te Wheke. Four tāne (men) from my whānau took part in this research. We used the Pūrākau Method to record, explore, and analyse the narratives that emerged following each wānanga. The key findings from this research included connection to history, whakapapa and wairua; connection to pepeha and cultural practices; connection to self as a Māori; connection through whanaungatanga; and connection to taiao (the environment). This study showed that Māori models of health and wellbeing are consistent in demonstrating their effectiveness in connecting Māori to their language and culture. Despite the impact of colonisation, reconnection to customary practices and values was meaningful and valuable to my whānau. Future research is needed to revitalise, regenerate and reclaim a thriving Māori identity.

text: "Takahi ngā takahanga o ngā tūpuna" - Tramp the pathways of our ancestors The rise of reconnecting to holistic approaches to health to improve wellbeing outcomes for Māori has become increasingly prominent in recent years. Such developments have highlighted the need to introduce traditional Māori concepts, values and practices within whānau, hapū and iwi as vehicles for promoting and improving Māori health. This research had two objectives. Firstly, it aimed to explore the process of reclaiming mātauranga Māori (Māori knowledge systems) with my whānau who had limited access to te ao Māori (the Māori world). The second objective sought to explore the experiences of my whānau reconnecting with te reo me ōna tikanga (Māori language and culture). Using the Whiti Te Rā as a guide informed the design and structure of the wānanga (workshops). The Whiti Te Rā is a therapeutic model designed to improve health and wellbeing outcomes for Māori by developing and enhancing a cultural identity. Central to this model are six Māori customary practices and values that provide pathways to wellbeing and flourishing mauri. These dimensions also have synergies with other models of health – Te Whare Tapa Whā, Te Wheke. Four tāne (men) from my whānau took part in this research. We used the Pūrākau Method to record, explore, and analyse the narratives that emerged following each wānanga. The key findings from this research included connection to history, whakapapa and wairua; connection to pepeha and cultural practices; connection to self as a Māori; connection through whanaungatanga; and connection to taiao (the environment). This study showed that Māori models of health and wellbeing are consistent in demonstrating their effectiveness in connecting Māori to their language and culture. Despite the impact of colonisation, reconnection to customary practices and values was meaningful and valuable to my whānau. Future research is needed to revitalise, regenerate and reclaim a thriving Māori identity.

year: 2024