scholarly journals Opportunities for education in a changing climate: Themes from key informant interviews

2020 ◽  
Author(s):  
Rachel Bolstad
Keyword(s):  
Climate Change ◽  
New Zealand ◽  
Young People ◽  
Education System ◽  
Academic Education ◽  
Low Carbon ◽  
Scope For Growth ◽  
Children And Young People ◽  
Aotearoa New Zealand ◽  
Diverse Children

How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.

scholarly journals Autism Spectrum Disorder in Aotearoa New Zealand: Strategies for teachers.

Teachers Work ◽  
2018 ◽  
Vol 15 (2) ◽  
pp. 89-93
Author(s):  
Penelope Baines ◽  
Anne Yates
Keyword(s):  
Autism Spectrum Disorder ◽  
New Zealand ◽  
Young People ◽  
Inclusive Education ◽  
Educational Experience ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Ministry Of Education ◽  
Children And Young People ◽  
Aotearoa New Zealand

  According to Autism New Zealand (n.d.) there are approximately 65,000 New Zealanders with an Autism Spectrum Disorder (ASD).  Despite this prevalence, Goodall (2014) notes that “…teachers are still on a long journey to full acceptance of students on the autism spectrum as learners with potential” (p. 133).  This is concerning as one of the principles that form the foundation of the New Zealand Curriculum (NZC) (Ministry of Education, 2007) is inclusion.  The NZC states these principles “embody the beliefs about the nature of the educational experience and the entitlement of the student” (p. 37) and Te Kete Ipurangi (n.d.) describes inclusive education as all children and young people being engaged and achieving through participating, learning and belonging.  These principles, in addition to the prevalence of people with ASD in New Zealand, mean that teachers must possess an understanding of ASD as well as knowledge of teaching strategies to assist these learners.

scholarly journals Neoliberalism, political action on climate change and the youth of Aotearoa New Zealand: a space for radical activism

2021 ◽  
Author(s):  
◽  
Emma Moon
Keyword(s):  
Climate Change ◽  
New Zealand ◽  
Young People ◽  
Political Action ◽  
Radical Change ◽  
Climate Justice ◽  
Climate Change Issue ◽  
Aotearoa New Zealand ◽  
The Impact ◽  
Radical Activism

<p>Climate change exists both as a symptom and as a cause of many social ills. It is as urgent as it is complex. Climate change is being addressed internationally through mechanisms heavily influenced by neoliberal globalisation and based around market mechanisms for the trading of carbon dioxide as a commodity, such as the Kyoto Protocol. This has contributed to increasing de-politicisation of the climate change issue. Contestation of neoliberal solutions to climate change has resulted in the birth of climate justice principles which unite action against the systemic causes of climate change. At the heart of action on climate change are young people- historically active citizens and advocates for radical change. In the context of de-politicisation and a post-political carbon consensus, young activists have been influenced by dominant neoliberal discourse. This research will explore the repercussions of a post-political carbon consensus in producing youth-led spaces of contestation in Aotearoa New Zealand. The case study for this research, youth-driven organisation Generation Zero, advocates for post-political carbon consensus by running campaigns on changes to the national Emissions Trading Scheme and other policy-based work. In this thesis, I will describe the extent to which young people within Generation Zero are influenced by the neoliberal discourse and the implications this has for the role of climate justice and radical activism. This research will contribute to the literature around the de-politicisation of climate change as it describes the impact that this has on youth activism and thus the opportunity for future spaces of dissent.</p>

scholarly journals Neoliberalism, political action on climate change and the youth of Aotearoa New Zealand: a space for radical activism

2021 ◽  
Author(s):  
◽  
Emma Moon
Keyword(s):  
Climate Change ◽  
New Zealand ◽  
Young People ◽  
Political Action ◽  
Radical Change ◽  
Climate Justice ◽  
Climate Change Issue ◽  
Aotearoa New Zealand ◽  
The Impact ◽  
Radical Activism

<p>Climate change exists both as a symptom and as a cause of many social ills. It is as urgent as it is complex. Climate change is being addressed internationally through mechanisms heavily influenced by neoliberal globalisation and based around market mechanisms for the trading of carbon dioxide as a commodity, such as the Kyoto Protocol. This has contributed to increasing de-politicisation of the climate change issue. Contestation of neoliberal solutions to climate change has resulted in the birth of climate justice principles which unite action against the systemic causes of climate change. At the heart of action on climate change are young people- historically active citizens and advocates for radical change. In the context of de-politicisation and a post-political carbon consensus, young activists have been influenced by dominant neoliberal discourse. This research will explore the repercussions of a post-political carbon consensus in producing youth-led spaces of contestation in Aotearoa New Zealand. The case study for this research, youth-driven organisation Generation Zero, advocates for post-political carbon consensus by running campaigns on changes to the national Emissions Trading Scheme and other policy-based work. In this thesis, I will describe the extent to which young people within Generation Zero are influenced by the neoliberal discourse and the implications this has for the role of climate justice and radical activism. This research will contribute to the literature around the de-politicisation of climate change as it describes the impact that this has on youth activism and thus the opportunity for future spaces of dissent.</p>

Co-Design and Open Trial of Starship Rescue, a Cognitive Behavior Therapy, Biofeedback, and Game-Based eHealth Intervention to Treat Anxiety in Children and Young People with Long-Term Physical Conditions (Preprint)

2020 ◽  
Author(s):  
Hiran Thabrew ◽  
Karolina Stasiak ◽  
Harshali Kumar ◽  
Tarique Naseem ◽  
Christopher Frampton ◽  
...  
Keyword(s):  
Quality Of Life ◽  
New Zealand ◽  
Young People ◽  
Preliminary Evidence ◽  
Children And Young People ◽  
Physical Conditions ◽  
System Usability Scale ◽  
Ehealth Intervention

BACKGROUND Approximately 10% to 12% of New Zealand children and young people have long-term physical conditions (also known as chronic illnesses) and are more likely to develop psychological problems, particularly anxiety and depression. Delayed treatment leads to worse physical and mental healthcare, school absence, and poorer long-term outcomes. Recently, electronic health (eHealth) interventions, especially those based on the principles of Cognitive Behavior Therapy (CBT), have been shown to be as good as face-to-face therapy. Biofeedback techniques have also been shown to enhance relaxation during the treatment of anxiety. However, these modalities have rarely been combined. Young people with long-term physical conditions have expressed a preference for well-designed and technologically-based support to deal with psychological issues, especially anxiety. OBJECTIVE This study aimed to co-design and evaluate the (i) acceptability and (ii) usability of a CBT and biofeedback-based, 5-module eHealth game called ‘Starship Rescue’ and (iii) to provide preliminary evidence regarding its effectiveness in addressing anxiety and quality of life in young people with long-term physical conditions. METHODS Starship Rescue was co-designed with children and young people from a tertiary hospital in Auckland, New Zealand. Following this, 24 young people aged 10 to 17 years were enrolled in an open trial, during which they were asked to use the game for an 8-week period. Acceptability of the game to all participants was assessed using a brief, open-ended questionnaire, and more detailed feedback was obtained from a subset of 10 participants via semi-structured interviews. Usability was evaluated via the System Usability Scale (SUS) and device-recorded frequency and duration of access on completion of the game. Anxiety levels were measured prior to commencement, on completion of the game, and 3 months later using the Generalized Anxiety Disorder 7-item scale (GAD-7) and Spence Child Anxiety Scales (SCAS), and at the start of each module and at the end of the game using an embedded Likert/visual analog scale. Quality of life was measured prior to commencement and on completion of the game using the Pediatric Quality of Life Scale (PEDS-QL). RESULTS Users gave Starship Rescue an overall rating of 5.9 out of 10 (range 3-10 and a mean score of 71 out of 100 (SD 11.7; min 47.5; max 90) on the System Usability Scale (SUS). The mean time period for use of the game was just over 11-weeks (78.8 days, 13.5 hours, 40 minutes). Significant reductions in anxiety were noted between the start and end of the game on the GAD-7 (-4.6 (p=0.000)), SCAS (-9.6 (p=0.005)), and the Likert/visual analogue scales (-2.4 (p=0.001)). Quality of life also improved on the PedsQL scale (+4.3 (p=0.042)). All changes were sustained at 3-month follow-up. CONCLUSIONS This study provides preliminary evidence for Starship Rescue being an acceptable, usable and effective eHealth intervention for addressing anxiety in young people with long-term physical conditions. Further evaluation is planned via a more formal randomized controlled trial. CLINICALTRIAL Australian New Zealand Clinical Trials Network Registry (ANZCTR): ACTRN12616001253493p;https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=371443 (Archived by WebCite at http://www.webcitation.org/6sYB716lf)

scholarly journals Zero Carbon Building Practices in Aotearoa New Zealand

Energies ◽  
2021 ◽  
Vol 14 (15) ◽  
pp. 4455
Author(s):  
Thao Thi Phuong Bui ◽  
Suzanne Wilkinson ◽  
Niluka Domingo ◽  
Casimir MacGregor
Keyword(s):  
Climate Change ◽  
New Zealand ◽  
Construction Industry ◽  
Local Governments ◽  
Early Stage ◽  
Policy Implications ◽  
Structured Interviews ◽  
Building Projects ◽  
Aotearoa New Zealand ◽  
Zero Carbon

In the light of climate change, the drive for zero carbon buildings is known as one response to reduce greenhouse gas emissions. Within New Zealand, research on climate change mitigation and environmental impacts of buildings has received renewed attention. However, there has been no detailed investigation of zero carbon building practices. This paper undertakes an exploratory study through the use of semi-structured interviews with government representatives and construction industry experts to examine how the New Zealand construction industry plans and implements zero carbon buildings. The results show that New Zealand’s construction industry is in the early stage of transiting to a net-zero carbon built environment. Key actions to date are focused on devising a way for the industry to develop and deliver zero carbon building projects. Central and local governments play a leading role in driving zero carbon initiatives. Leading construction firms intend to maximise the carbon reduction in building projects by developing a roadmap to achieve the carbon target by 2050 and rethinking the way of designing and constructing buildings. The research results provide an insight into the initial practices and policy implications for the uptake of zero carbon buildings in Aotearoa New Zealand.

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