title: The Aotearoa New Zealand early childhood education and care: A collaborative and democratic space and place for all members of the learning community

authors: Kamenarac, Olivera

subjects: the curriculum Te Whāriki

abstract: This article draws on the author’s doctoral research study that investigated how teachers’ professional identities have been re constructed in response to shifting discourses in early childhood education and care (ECEC) policies and practices in Aotearoa New Zealand over the last three decades. For the purpose of this article, the author shares a small piece of discourse-analysis of significant New Zealand’s policies, including Early Childhood Curriculum FrameworkTe Whāriki, Kei Tua o te Pae. Assessments for learning: Early childhood exemplars. Book 1-20, and Ngā Arohaehae Whai Hua: Self-review Guidelines for Early Childhood Education. The author argues that the policy documents constructed the Aotearoa New Zealand ECEC as a collaborative and democratic space and place for all members of the learning community (that is, the children, families/whānau1, ECEC staff, local community, and others associated with an early childhood setting). The article explores the concepts underpinning the policy documents (e.g. reciprocal and responsive relationships), which have promoted ethics of care and ethics of encounter in the learning community, and set a foundation for collaborative and democratic teaching and learning practices in the Aotearoa New Zealand ECEC. Key words:the curriculum Te Whāriki, discourse-analysis, ethics of care, ethics of encounter

text: The Aotearoa New Zealand early childhood education and care: A collaborative and democratic space and place for all members of the learning community This article draws on the author’s doctoral research study that investigated how teachers’ professional identities have been re constructed in response to shifting discourses in early childhood education and care (ECEC) policies and practices in Aotearoa New Zealand over the last three decades. For the purpose of this article, the author shares a small piece of discourse-analysis of significant New Zealand’s policies, including Early Childhood Curriculum FrameworkTe Whāriki, Kei Tua o te Pae. Assessments for learning: Early childhood exemplars. Book 1-20, and Ngā Arohaehae Whai Hua: Self-review Guidelines for Early Childhood Education. The author argues that the policy documents constructed the Aotearoa New Zealand ECEC as a collaborative and democratic space and place for all members of the learning community (that is, the children, families/whānau1, ECEC staff, local community, and others associated with an early childhood setting). The article explores the concepts underpinning the policy documents (e.g. reciprocal and responsive relationships), which have promoted ethics of care and ethics of encounter in the learning community, and set a foundation for collaborative and democratic teaching and learning practices in the Aotearoa New Zealand ECEC. Key words:the curriculum Te Whāriki, discourse-analysis, ethics of care, ethics of encounter

year: 2019

title: Epibiotic pressure contributes to biofouling invader success

authors: Leonard, Kaeden

abstract: Reduced competition is a frequent explanation for the success of many introduced species. In benthic marine biofouling communities, space limitation leads to high rates of overgrowth competition. Some species can utilise other living organisms as substrate (epibiosis), proffering a competitive advantage for the epibiont. Additionally, some species can prevent or reduce epibiotic settlement on their surfaces and avoid being basibionts. To test whether epibiotic pressure differs between native and introduced species, we undertook ex situ experiments comparing bryozoan larval settlement to determine if introduced species demonstrate a greater propensity to settle as epibionts, and a reduced propensity to be basibionts, than native species. Here we report that introduced species opportunistically settle on any space (bare, native, or introduced), whereas native species exhibit a strong tendency to settle on and near other natives, but avoid settling on or near introduced basibionts. In addition, larvae of native species experience greater larval wastage (mortality) than introduced species, both in the presence and absence of living substrates. Introduced species’ ability to settle on natives as epibionts, and in turn avoid epibiosis as basibionts, combined with significantly enhanced native larval wastage, provides a comprehensive suite of competitive advantages contributing to the invasion success of these biofouling species.

text: Epibiotic pressure contributes to biofouling invader success Reduced competition is a frequent explanation for the success of many introduced species. In benthic marine biofouling communities, space limitation leads to high rates of overgrowth competition. Some species can utilise other living organisms as substrate (epibiosis), proffering a competitive advantage for the epibiont. Additionally, some species can prevent or reduce epibiotic settlement on their surfaces and avoid being basibionts. To test whether epibiotic pressure differs between native and introduced species, we undertook ex situ experiments comparing bryozoan larval settlement to determine if introduced species demonstrate a greater propensity to settle as epibionts, and a reduced propensity to be basibionts, than native species. Here we report that introduced species opportunistically settle on any space (bare, native, or introduced), whereas native species exhibit a strong tendency to settle on and near other natives, but avoid settling on or near introduced basibionts. In addition, larvae of native species experience greater larval wastage (mortality) than introduced species, both in the presence and absence of living substrates. Introduced species’ ability to settle on natives as epibionts, and in turn avoid epibiosis as basibionts, combined with significantly enhanced native larval wastage, provides a comprehensive suite of competitive advantages contributing to the invasion success of these biofouling species.

year: 2017

title: Ka hao te rangatahi: Rangatahi Māori experiences of climate change

authors: Areta, Ranginui Charlton

subjects: Rangatahi Māori

abstract: Ka pū te rūhā, ka hao te rangatahi - Climate change is well established as one of the earth’s most pressing global issues, whereby Māori and Indigenous communities are more vulnerable to its impacts. Internationally, youth have been participating in a range of climate activism, demanding rapid and adequate responses to climate change from decision makers; with Indigenous youth advocating for Indigenous rights to be centred in these responses. More often than not, research on youth involvement in climate change focusses on the general youth population and sidelines the experiences of minorities such as global Indigenous communities. Due to this inattention, there is a lack of research focussing on rangatahi Māori experiences and perceptions of climate change, leaving rangatahi Māori to advocate for their voices to be heard.
The purpose of this research is to amplify the voices of rangatahi Māori regarding climate change, beyond where rangatahi are already sharing their voices. It focusses on rangatahi perceptions of climate change, specifically exploring how being Māori, and youth, influence their experience. This includes investigating the role rangatahi have within climate change, and any challenges and supportive factors that rangatahi may experience related to climate change.
This thesis utilises Kaupapa Māori and its guiding principles to ground this research agenda, employing Pūrākau methodology to guide research methods. Specifically, semi-structured whakawhitinga kōrero were undertaken with five rangatahi Māori participants, who are passionate about climate change and the taiao, exploring each of their diverse experiences and understandings of climate change. Following a process involving thematic and Pūrākau methodology inspired analysis, key themes from each of the rangatahi whakawhitinga kōrero are presented within a case study, maintaining individual narratives for each rangatahi.
This research found that rangatahi experience is grounded in whakapapa, shaping connection to the taiao, motivations to care about climate change, and encompassed aspirations and hopes regarding climate change responses. These narratives highlight that the exclusion of rangatahi from research spaces leaves a gap in literature that explores youth understandings on climate change. Further findings established that the participants believe that being a rangatahi presents unique skills and perspective to offer to climate spaces. Lastly, through exploring participants experiences of specifically being a rangatahi Māori, the findings of this thesis offer tangible opportunities to support rangatahi in voicing their concerns regarding climate change, as this was an identified challenge.
Ultimately, exploring the rangatahi participants’ understandings contributes to: shaping the narratives of rangatahi Māori experience of climate change; further diversifying Māori understandings of climate change and responses; and amplifying the voices of Māori youth within the growing set of literature on youth engagement in climate change. This research lays a foundation for the voices of rangatahi Māori to be actively included in climate change research, and further contest Western misconceptions that rangatahi must gain more experience to contribute to changing the world.

text: Ka hao te rangatahi: Rangatahi Māori experiences of climate change Ka pū te rūhā, ka hao te rangatahi - Climate change is well established as one of the earth’s most pressing global issues, whereby Māori and Indigenous communities are more vulnerable to its impacts. Internationally, youth have been participating in a range of climate activism, demanding rapid and adequate responses to climate change from decision makers; with Indigenous youth advocating for Indigenous rights to be centred in these responses. More often than not, research on youth involvement in climate change focusses on the general youth population and sidelines the experiences of minorities such as global Indigenous communities. Due to this inattention, there is a lack of research focussing on rangatahi Māori experiences and perceptions of climate change, leaving rangatahi Māori to advocate for their voices to be heard.
The purpose of this research is to amplify the voices of rangatahi Māori regarding climate change, beyond where rangatahi are already sharing their voices. It focusses on rangatahi perceptions of climate change, specifically exploring how being Māori, and youth, influence their experience. This includes investigating the role rangatahi have within climate change, and any challenges and supportive factors that rangatahi may experience related to climate change.
This thesis utilises Kaupapa Māori and its guiding principles to ground this research agenda, employing Pūrākau methodology to guide research methods. Specifically, semi-structured whakawhitinga kōrero were undertaken with five rangatahi Māori participants, who are passionate about climate change and the taiao, exploring each of their diverse experiences and understandings of climate change. Following a process involving thematic and Pūrākau methodology inspired analysis, key themes from each of the rangatahi whakawhitinga kōrero are presented within a case study, maintaining individual narratives for each rangatahi.
This research found that rangatahi experience is grounded in whakapapa, shaping connection to the taiao, motivations to care about climate change, and encompassed aspirations and hopes regarding climate change responses. These narratives highlight that the exclusion of rangatahi from research spaces leaves a gap in literature that explores youth understandings on climate change. Further findings established that the participants believe that being a rangatahi presents unique skills and perspective to offer to climate spaces. Lastly, through exploring participants experiences of specifically being a rangatahi Māori, the findings of this thesis offer tangible opportunities to support rangatahi in voicing their concerns regarding climate change, as this was an identified challenge.
Ultimately, exploring the rangatahi participants’ understandings contributes to: shaping the narratives of rangatahi Māori experience of climate change; further diversifying Māori understandings of climate change and responses; and amplifying the voices of Māori youth within the growing set of literature on youth engagement in climate change. This research lays a foundation for the voices of rangatahi Māori to be actively included in climate change research, and further contest Western misconceptions that rangatahi must gain more experience to contribute to changing the world.

year: 2023