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

title: Lessons learned from the MV Rena: Reimagining maritime and resource management law

authors: Paul, Adrienne Joy

subjects: Resource Management Law - New Zealand

abstract: The main research question in this thesis is what lessons can Aotearoa New Zealand learn from the MV Rena grounding accident? This research is an historical account of the legal framework existing at the time of the MV Rena grounding. In addition, the thesis will outline the surrounding marine environment to examine the relevant regulatory system.
In the early morning of 5th October 2011, the MV Rena vessel struck Ōtāiti (Astrolabe Reef).  Initially, the accident concerned a response to the safety of the crew on board the MV Rena. However, the seriousness of the damage to the hull with part of Ōtāiti reef protruding through the keel, presented issues concerning the recovery strategy for the vessel and cargo from the coastal marine area.  The MV Rena grounding released oil, cargo, and equipment into the surrounding marine environment of Ōtāiti. The oil, cargo and equipment travelled by the ocean currents, spreading across large areas of the ocean. This caused environmental effects across the coastal marine area in the Bay of Plenty region. The grounding was the “worst maritime environmental disaster” Aotearoa New Zealand had ever seen. 

The government of the day and the MV Rena owner are committed to international obligations for preparing and responding to maritime disasters and marine pollution. However, the government of Aotearoa New Zealand was not a party to international obligations addressing groundings relative to bunker oil. In addition, when responding to environmental effects from the grounding the legal processes regulating the maritime and resource management system, caused distress to the local community in the Bay of Plenty region. Specifically, the people of Motiti Island (“Motiti”), relative to preserving and protecting their cultural and spiritual relationship with Ōtāiti and Motiti.

An analysis of maritime and resource management law at the international level and domestic level is explored in this thesis. Such as, marine pollution, and indigenous peoples’ rights (iwi Māori) in connection with the Maritime Transport Act 1994, the Resource Management Act 1991, the Waitangi Tribunal process and related planning and policy instruments.  The research concludes that, had the government of the day ratified relevant conventions prior to the MV Rena grounding incident, the outcome of the location of the ship may have been a completely different result, such as a full wreck removal, without opposition. Additionally, the research concludes that the gap in the laws regulating marine environments did not equip iwi Māori with protecting their interests, resulting in a spiritual injustice to the people of Motiti. This research reveals that maritime and resource management law still has a long way to go with supporting the indigenous people’s voice in Aotearoa New Zealand for sustainable marine solutions. This thesis conclude with recommendations directed at better maritime and resource management regulations and indigenous peoples’ involvement.

text: Lessons learned from the MV Rena: Reimagining maritime and resource management law The main research question in this thesis is what lessons can Aotearoa New Zealand learn from the MV Rena grounding accident? This research is an historical account of the legal framework existing at the time of the MV Rena grounding. In addition, the thesis will outline the surrounding marine environment to examine the relevant regulatory system.
In the early morning of 5th October 2011, the MV Rena vessel struck Ōtāiti (Astrolabe Reef).  Initially, the accident concerned a response to the safety of the crew on board the MV Rena. However, the seriousness of the damage to the hull with part of Ōtāiti reef protruding through the keel, presented issues concerning the recovery strategy for the vessel and cargo from the coastal marine area.  The MV Rena grounding released oil, cargo, and equipment into the surrounding marine environment of Ōtāiti. The oil, cargo and equipment travelled by the ocean currents, spreading across large areas of the ocean. This caused environmental effects across the coastal marine area in the Bay of Plenty region. The grounding was the “worst maritime environmental disaster” Aotearoa New Zealand had ever seen. 

The government of the day and the MV Rena owner are committed to international obligations for preparing and responding to maritime disasters and marine pollution. However, the government of Aotearoa New Zealand was not a party to international obligations addressing groundings relative to bunker oil. In addition, when responding to environmental effects from the grounding the legal processes regulating the maritime and resource management system, caused distress to the local community in the Bay of Plenty region. Specifically, the people of Motiti Island (“Motiti”), relative to preserving and protecting their cultural and spiritual relationship with Ōtāiti and Motiti.

An analysis of maritime and resource management law at the international level and domestic level is explored in this thesis. Such as, marine pollution, and indigenous peoples’ rights (iwi Māori) in connection with the Maritime Transport Act 1994, the Resource Management Act 1991, the Waitangi Tribunal process and related planning and policy instruments.  The research concludes that, had the government of the day ratified relevant conventions prior to the MV Rena grounding incident, the outcome of the location of the ship may have been a completely different result, such as a full wreck removal, without opposition. Additionally, the research concludes that the gap in the laws regulating marine environments did not equip iwi Māori with protecting their interests, resulting in a spiritual injustice to the people of Motiti. This research reveals that maritime and resource management law still has a long way to go with supporting the indigenous people’s voice in Aotearoa New Zealand for sustainable marine solutions. This thesis conclude with recommendations directed at better maritime and resource management regulations and indigenous peoples’ involvement.

year: 2022

title: Modelling attribute non-attendance in choice experiments for rural landscape valuation

authors: Scarpa, Riccardo

subjects: attribute non-attendance

abstract: Non-market effects of agriculture are often estimated using discrete choice models from stated preference surveys. In this context we propose two ways of modelling attribute non-attendance. The first involves constraining coefficients to zero in a latent class framework, whereas the second is based on stochastic attribute selection and grounded in Bayesian estimation. Their implications are explored in the context of a stated preference survey designed to value landscapes in Ireland. Taking account of attribute non-attendance with these data improves fit and tends to involve two attributes one of which is likely to be cost, thereby leading to substantive changes in derived welfare estimates.

text: Modelling attribute non-attendance in choice experiments for rural landscape valuation Non-market effects of agriculture are often estimated using discrete choice models from stated preference surveys. In this context we propose two ways of modelling attribute non-attendance. The first involves constraining coefficients to zero in a latent class framework, whereas the second is based on stochastic attribute selection and grounded in Bayesian estimation. Their implications are explored in the context of a stated preference survey designed to value landscapes in Ireland. Taking account of attribute non-attendance with these data improves fit and tends to involve two attributes one of which is likely to be cost, thereby leading to substantive changes in derived welfare estimates.

year: 2009