title: The volcanic geology of the Mt Karioi region

authors: Matheson, Stephen

subjects: Volcanoes New Zealand

abstract: Mt Karioi is a 756 m high stratovolcano of Pliocene age (2.9 - 2.3 m.y. B.P.) situated south of Raglan, on the west coast of the North Island. Immediately surrounding Mt Karioi are a number of small low-lying volcanic centres of the Plio-Pleistocene Okete Volcanic Formation (3.79 – 1.80 m.y.B.P.) which can be separated from the Karioi Volcanic Formation by their volcanic form, petrology and petrochemistry.
The Karioi Volcanic Formation consists of basalt, basaltic andesite and andesite lavas, volcanic breccias and tuffs produced by strombolian eruptions, and lahar deposits initiated by heavy rain on the upper slopes of the volcano. The Okete Volcanic Formation, comprising olivine basalt lava flows, scoria cones and ash, was produced by strombolian and phrea­tomamgatic activity. Karioi lavas are generally coarse-grained porphyritic rocks with large phenocrysts of plagioclase, clinopyroxene and olivine. The Okete lavas are dominated by olivine phenocrysts set in a fine-grained pilotaxitic groundmass. 
Thirteen new analyses of lavas in the region are presented and discussed with ten previously published analyses. Chemically the Karioi lavas show a complete range from basanitoids to quartz tholeiites. The Okete lavas show less variation and are mainly basanitoids with minor alkali olivine basalts and olivine tholeiites. From the trace element data, strontium isotope information and restriction of ultramafic nodules to the Okete Volcanics, it is apparent that these two formations are not linked petrogenetically. The Karioi calc-alkaline rock series is largely the result of amphibole fractionation of a nepheline normative hydrous basaltic melt which produced a series of liquids which crossed the critical plane of undersaturation. The Okete Volcanics underwent little or no differentiation; each magma type is the result of varying degrees of 1-Jartial melting of mantle at different depths which produced a variety of melts with a range in saturation. 
The basalts of both volcanic formations are behind-arc basalts which show little pattern in relation to a subducting lithospheric slab and were probably derived from a source in the lower velocity zone of the upper mantle. The limited volumes of andesite having been derived by fractional crystallisation of a basalt cannot themselves be anyway related to the Benioff Zone. 
A summary of the volcanic history of the Mt Karioi region is discussed and shown in a series of schematic diagrams.

text: The volcanic geology of the Mt Karioi region Mt Karioi is a 756 m high stratovolcano of Pliocene age (2.9 - 2.3 m.y. B.P.) situated south of Raglan, on the west coast of the North Island. Immediately surrounding Mt Karioi are a number of small low-lying volcanic centres of the Plio-Pleistocene Okete Volcanic Formation (3.79 – 1.80 m.y.B.P.) which can be separated from the Karioi Volcanic Formation by their volcanic form, petrology and petrochemistry.
The Karioi Volcanic Formation consists of basalt, basaltic andesite and andesite lavas, volcanic breccias and tuffs produced by strombolian eruptions, and lahar deposits initiated by heavy rain on the upper slopes of the volcano. The Okete Volcanic Formation, comprising olivine basalt lava flows, scoria cones and ash, was produced by strombolian and phrea­tomamgatic activity. Karioi lavas are generally coarse-grained porphyritic rocks with large phenocrysts of plagioclase, clinopyroxene and olivine. The Okete lavas are dominated by olivine phenocrysts set in a fine-grained pilotaxitic groundmass. 
Thirteen new analyses of lavas in the region are presented and discussed with ten previously published analyses. Chemically the Karioi lavas show a complete range from basanitoids to quartz tholeiites. The Okete lavas show less variation and are mainly basanitoids with minor alkali olivine basalts and olivine tholeiites. From the trace element data, strontium isotope information and restriction of ultramafic nodules to the Okete Volcanics, it is apparent that these two formations are not linked petrogenetically. The Karioi calc-alkaline rock series is largely the result of amphibole fractionation of a nepheline normative hydrous basaltic melt which produced a series of liquids which crossed the critical plane of undersaturation. The Okete Volcanics underwent little or no differentiation; each magma type is the result of varying degrees of 1-Jartial melting of mantle at different depths which produced a variety of melts with a range in saturation. 
The basalts of both volcanic formations are behind-arc basalts which show little pattern in relation to a subducting lithospheric slab and were probably derived from a source in the lower velocity zone of the upper mantle. The limited volumes of andesite having been derived by fractional crystallisation of a basalt cannot themselves be anyway related to the Benioff Zone. 
A summary of the volcanic history of the Mt Karioi region is discussed and shown in a series of schematic diagrams.

year: 1981

title: Editorial: What lies beneath… confessional narratives; lessons from research.

authors: Fraser, Deborah

subjects: education

abstract: Presents an introduction to the January 2005 issue of the "Waikato Journal of Education."

text: Editorial: What lies beneath… confessional narratives; lessons from research. Presents an introduction to the January 2005 issue of the "Waikato Journal of Education."

year: 2005

title: Weaving Mātauranga Māori into climate change education with primary school students in New Zealand

authors: Jackson, Ryan

abstract: This thesis explores the integration of Indigenous knowledge, specifically mātauranga Māori, into climate change education for primary school children in Aotearoa (New Zealand). It engages with pūrākau (verbal narratives that encode knowledge) gifted by the local hapū (Rangitāne sub-tribe) to a kura (school). The study contributes to the growing body of research that addresses a gap in research and teaching practice, which, despite global calls for action, remains inconsistent in teaching at this age level or lacks direct curriculum guidance in Aotearoa.

The main question for this study was: In what ways can Rangitāne pūrākau engage and further the understanding of Year five and six ākonga (learners) in learning about climate change within a kura in the lower North Island of Aotearoa?

This research used a mix of different research methods to explore this question. A learning intervention wove a pūrākau, climate change concepts and kai (food) together to create a ten-week learning programme. This learning intervention was then implemented by a kaiako (teacher) with a group of 21 Year five and six ākonga. Data were collected using pre- and post-tests to assess what students learned during the learning intervention, a group interview with the ākonga to hear their voices in the study, and an interview with their kaiako to gain insights into how engaged the ākonga were, their opinion on their understandings, and how aspects of the intervention went.

Analysis of the findings shows that the use of pūrākau and other forms of mātauranga Māori helped ākonga connect deeply with the material, which contributed positively to their engagement and to them gaining a sound understanding of complex climate change concepts. The research suggests that presenting scientific information through a familiar cultural lens contributed to making the topic less confusing and easier for the ākonga to grasp. This approach not only helped to improve their understanding but also enhanced the mana of ākonga Māori and their connection to the whenua (the land).

This research has several main implications. The findings provide evidence that incorporating Indigenous knowledge has wider educational benefits in climate change education, supporting the body of research that states what works well for ākonga Māori works well for all learners. The research also highlighted the importance of the concept of ako, literally meaning ‘to teach and learn,’ as the kaiako showed strength in being able to learn alongside ākonga. The thesis supports the use of Indigenous knowledge systems such as pūrākau alongside Western knowledge systems to develop holistic learning experiences. A recommendation from this thesis is to further explore the development of a climate change education model, relevant to the context of Aotearoa, which would centralise Indigenous knowledge. This could be modelled in the form of a waka hourua (double hulled ocean voyaging canoe) with the tohunga (knowledge holder and expert) on board signifying the use of Indigenous knowledge systems, with narratives such as pūrākau, playing a part in climate change education.

text: Weaving Mātauranga Māori into climate change education with primary school students in New Zealand This thesis explores the integration of Indigenous knowledge, specifically mātauranga Māori, into climate change education for primary school children in Aotearoa (New Zealand). It engages with pūrākau (verbal narratives that encode knowledge) gifted by the local hapū (Rangitāne sub-tribe) to a kura (school). The study contributes to the growing body of research that addresses a gap in research and teaching practice, which, despite global calls for action, remains inconsistent in teaching at this age level or lacks direct curriculum guidance in Aotearoa.

The main question for this study was: In what ways can Rangitāne pūrākau engage and further the understanding of Year five and six ākonga (learners) in learning about climate change within a kura in the lower North Island of Aotearoa?

This research used a mix of different research methods to explore this question. A learning intervention wove a pūrākau, climate change concepts and kai (food) together to create a ten-week learning programme. This learning intervention was then implemented by a kaiako (teacher) with a group of 21 Year five and six ākonga. Data were collected using pre- and post-tests to assess what students learned during the learning intervention, a group interview with the ākonga to hear their voices in the study, and an interview with their kaiako to gain insights into how engaged the ākonga were, their opinion on their understandings, and how aspects of the intervention went.

Analysis of the findings shows that the use of pūrākau and other forms of mātauranga Māori helped ākonga connect deeply with the material, which contributed positively to their engagement and to them gaining a sound understanding of complex climate change concepts. The research suggests that presenting scientific information through a familiar cultural lens contributed to making the topic less confusing and easier for the ākonga to grasp. This approach not only helped to improve their understanding but also enhanced the mana of ākonga Māori and their connection to the whenua (the land).

This research has several main implications. The findings provide evidence that incorporating Indigenous knowledge has wider educational benefits in climate change education, supporting the body of research that states what works well for ākonga Māori works well for all learners. The research also highlighted the importance of the concept of ako, literally meaning ‘to teach and learn,’ as the kaiako showed strength in being able to learn alongside ākonga. The thesis supports the use of Indigenous knowledge systems such as pūrākau alongside Western knowledge systems to develop holistic learning experiences. A recommendation from this thesis is to further explore the development of a climate change education model, relevant to the context of Aotearoa, which would centralise Indigenous knowledge. This could be modelled in the form of a waka hourua (double hulled ocean voyaging canoe) with the tohunga (knowledge holder and expert) on board signifying the use of Indigenous knowledge systems, with narratives such as pūrākau, playing a part in climate change education.

year: 2025