title: Afterword: Kinship Possibilities in Water Futures

authors: McCormack, Fiona

abstract: This special issue of Oceania interrogates the material and cultural factors underpinning water socio‐economies in Australia; a critical project given the wet and dry crises now unfolding in theAnthropocene. Three themes inform the collection–materialities, imaginaries and temporalities–each of which animates a diverse array of ethnographic inquiry into transformative water futures. Theradical potential of kinship is also a cross‐cutting theme, with the articles collectively revealing howkin relatedness works to disrupt the categorical framing of‘modern water’as an extractive resource.

text: Afterword: Kinship Possibilities in Water Futures This special issue of Oceania interrogates the material and cultural factors underpinning water socio‐economies in Australia; a critical project given the wet and dry crises now unfolding in theAnthropocene. Three themes inform the collection–materialities, imaginaries and temporalities–each of which animates a diverse array of ethnographic inquiry into transformative water futures. Theradical potential of kinship is also a cross‐cutting theme, with the articles collectively revealing howkin relatedness works to disrupt the categorical framing of‘modern water’as an extractive resource.

year: 2023

title: A Distant Star: Creative writing thesis: speculative science fiction

authors: Childs, Rachel Jade

subjects: Creative writing

abstract: When Humanity left a ruined Earth, they vowed to leave behind everything that brought them to that bleak choice. It was the end of the world; if they could not change, they weren’t worthy of a second chance on another planet. Tearing down unliveable cities, they built kilometres-long space-ships, able to support generations of travellers on their Migration to the most likely habitable exoplanets. A Distant Star opens at the end of the city-ship La Sesa’s journey, as it comes into orbit around their new homeworld. 
However, the planet is already inhabited by a native sapient species. Acknowledging that Humanity doesn’t have a great track record with such situations, La Sesa sends a historian, Lirit Sanget, and her team – medic Anahera and comm-tech Hikoa – to open communication with the local peoples. 
Lirit has Ehlers-Danlos Syndrome, a connective tissue disorder and the common comorbid condition Postural Orthostatic Tachycardia Syndrome. Her limitations change the way she navigates a dangerous environment, but she forges her own path on an uncharted world. 
Lirit, Ana, and Hikoa are pulled into a parallel world even less familiar than their new home. In this polarized reality, they find two species in a generational war. The three realize that their own biases affect their perception of the conflict: whose side they believe, which species they relate to, how they interact with warriors when all they know of war is a historical footnote. As the three piece the two species’ stories together, they struggle with the realization that they have to watch their ancestors’ mistakes play out all over again, and they cannot step in to stop it. They can only see their own choices in new light and find a way to change the trajectory of their future. 

Positive, forward-looking, scientifically sound speculative science fiction is crucial right now. The trends in our modern-cycle news, media, fiction reflect the bleak dystopia of our global reality. We need stories that show us ways of pulling us out of the hell we’re heading for, of fixing what is broken, of reaching Humanity’s potential. Sci-Fi is so much more than escapist popular drivel or cool futuristic aesthetic; sci-fi is, and always has been, a way to tell such stories. 
I was largely inspired to write this book by reading the Wayfarers Trilogy by Becky Chambers, especially the last book in the trilogy, Record of a Spaceborn Few. It was the first time I had a clear example of how a “post-inequity” society could function, what issues might arise in that society, and how to address those issues. It gave a tangible goal for activist work, and it gave me hope in our future. With this thesis, I aim to illustrate an equitable society; to use my lived experience to increase accurate, meaningful representation of people with disabilities in fiction; and redefine who can be considered a “science fiction action hero”. Writing this manuscript is a way I can help others the same way stories like the Wayfarers have helped me.

text: A Distant Star: Creative writing thesis: speculative science fiction When Humanity left a ruined Earth, they vowed to leave behind everything that brought them to that bleak choice. It was the end of the world; if they could not change, they weren’t worthy of a second chance on another planet. Tearing down unliveable cities, they built kilometres-long space-ships, able to support generations of travellers on their Migration to the most likely habitable exoplanets. A Distant Star opens at the end of the city-ship La Sesa’s journey, as it comes into orbit around their new homeworld. 
However, the planet is already inhabited by a native sapient species. Acknowledging that Humanity doesn’t have a great track record with such situations, La Sesa sends a historian, Lirit Sanget, and her team – medic Anahera and comm-tech Hikoa – to open communication with the local peoples. 
Lirit has Ehlers-Danlos Syndrome, a connective tissue disorder and the common comorbid condition Postural Orthostatic Tachycardia Syndrome. Her limitations change the way she navigates a dangerous environment, but she forges her own path on an uncharted world. 
Lirit, Ana, and Hikoa are pulled into a parallel world even less familiar than their new home. In this polarized reality, they find two species in a generational war. The three realize that their own biases affect their perception of the conflict: whose side they believe, which species they relate to, how they interact with warriors when all they know of war is a historical footnote. As the three piece the two species’ stories together, they struggle with the realization that they have to watch their ancestors’ mistakes play out all over again, and they cannot step in to stop it. They can only see their own choices in new light and find a way to change the trajectory of their future. 

Positive, forward-looking, scientifically sound speculative science fiction is crucial right now. The trends in our modern-cycle news, media, fiction reflect the bleak dystopia of our global reality. We need stories that show us ways of pulling us out of the hell we’re heading for, of fixing what is broken, of reaching Humanity’s potential. Sci-Fi is so much more than escapist popular drivel or cool futuristic aesthetic; sci-fi is, and always has been, a way to tell such stories. 
I was largely inspired to write this book by reading the Wayfarers Trilogy by Becky Chambers, especially the last book in the trilogy, Record of a Spaceborn Few. It was the first time I had a clear example of how a “post-inequity” society could function, what issues might arise in that society, and how to address those issues. It gave a tangible goal for activist work, and it gave me hope in our future. With this thesis, I aim to illustrate an equitable society; to use my lived experience to increase accurate, meaningful representation of people with disabilities in fiction; and redefine who can be considered a “science fiction action hero”. Writing this manuscript is a way I can help others the same way stories like the Wayfarers have helped me.

year: 2022

title: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education

authors: Rathore, Devika

abstract: An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

text: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

year: 2024