University Leadership for Sustainability: an Active Dendritic Framework for Enabling Connection and Collaboration

10.26686/wgtn.16946005.v1 ◽

2021 ◽

Author(s):

◽

Pamela Margaret Williams

Keyword(s):

New Zealand ◽

Education For Sustainability ◽

University Leadership ◽

Aotearoa New Zealand ◽

Sustainability Learning ◽

Research Findings ◽

Need For Support ◽

Sustainability Initiatives ◽

The University ◽

Depth Interviews

In a world with increasing environmental and social problems, education is widely accepted as being critical for meeting current and predicted sustainable development issues. This thesis explores possible reasons for the relatively low levels of education-for-sustainability programmes in universities in Aotearoa New Zealand, compared to selected international universities with coherent inter-disciplinary sustainability programmes of learning. The research involved qualitative in-depth interviews with two sub-sets of academic participants teaching in universities, twenty from selected international universities and ten from universities in Aotearoa New Zealand. A grounded theory methodology approach was chosen to analyse the extensive range of qualitative data. Analysis revealed generic essential themes underlying the experiences of the two sets of participants. Key themes included the importance of building connections between distributed sustainability leaders and the need for support from hierarchical university leadership for developing substantive sustainability learning initiatives. A theoretical model is proposed: an active dendritic framework for university leadership for sustainability, for improving collaborative learning within and across disciplinary areas, and building capacity for university-wide learning, leading to establishing coherent sustainability initiatives. Recommendations are offered for improving the uptake of education-forsustainability in universities in Aotearoa New Zealand, based on the research findings and the potential for using the dendritic framework for assisting connection and collaboration between transformational sustainability leaders within the university.

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Ka mura ka muri: understandings of organ donation and transplantation in Aotearoa New Zealand

Medical Humanities ◽

10.1136/medhum-2020-012038 ◽

2021 ◽

pp. medhum-2020-012038

Author(s):

Rhonda Shaw ◽

Robert Webb

Keyword(s):

New Zealand ◽

Organ Donation ◽

Well Being ◽

The Body ◽

Cultural Meanings ◽

Aotearoa New Zealand ◽

Values And Beliefs ◽

History Of ◽

Research Findings ◽

Interview Studies

In this article, we refer to the separation of solid organs from the body as bio-objects. We suggest that the transfer of these bio-objects is connected to emotions and affects that carry a range of different social and cultural meanings specific to the context of Aotearoa New Zealand. The discussion draws on research findings from a series of qualitative indepth interview studies conducted from 2008 to 2013 with Māori (the Indigenous people of Aotearoa New Zealand) and Pākehā (European settler New Zealanders) concerning their views on organ donation and transplantation. Our findings show both differences and similarities between Māori and Pākehā understandings of transplantation. Nevertheless, while many Māori draw on traditional principles, values and beliefs to reflect on their experiences in relation to embodiment, gift-giving, identity and well-being, Pākehā tend to subscribe to more Western understandings of identity in terms of health and well-being, in line with international literature on the topic. Rather than reflecting individualistic notions of the body and transplantation as the endpoint of healthcare as do Pākehā, Māori views are linked to wider conceptions of family, ancestry and belonging, demonstrating how different rationalities and ontologies affect practices and understandings surrounding organ transfer technology. In the article, we focus predominantly on Māori perspectives of organ transfer, contextualising the accounts and experiences of our research participants against the backdrop of a long history of settler colonialism and health inequalities in Aotearoa New Zealand.

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Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

Australian Journal of Environmental Education ◽

10.1017/aee.2018.13 ◽

2018 ◽

Vol 34 (1) ◽

pp. 95-96

Author(s):

Anita Croft

Keyword(s):

Teacher Education ◽

Early Childhood ◽

New Zealand ◽

Early Childhood Education ◽

Early Childhood Teachers ◽

Education For Sustainability ◽

Childhood Education ◽

Aotearoa New Zealand ◽

Sustainability Practices ◽

Preparedness To Teach

The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.

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Cessation strategies used successfully by individuals in recovery from methamphetamine addiction

Aotearoa New Zealand Social Work ◽

10.11157/anzswj-vol33iss2id863 ◽

2021 ◽

Vol 33 (2) ◽

pp. 32-44

Author(s):

Yvonne Gordon ◽

Christine Stephens

Keyword(s):

New Zealand ◽

Lived Experience ◽

Interpretative Phenomenological Analysis ◽

Health Issue ◽

Aotearoa New Zealand ◽

Appropriate Treatment ◽

Important Health ◽

Important Health Issue ◽

Depth Interviews ◽

Insight Into

INTRODUCTION: Methamphetamine (MA) misuse is a recognised health issue in Aotearoa New Zealand, and there is a lack of appropriate treatment available for individuals who are methamphetamine dependent. This exploratory study, undertaken in 2019, sought to gain insight from individuals in Aotearoa who have experienced MA dependence and now identify as being in recovery, to discover which strategies, approaches or treatment appeared helpful in their recovery.METHODS: The participants in the study were seven adults (New Zealand European, Samoan and Māori ethnicity) who had abstained from methamphetamine for six months or more. In-depth interviews were audiotaped and transcribed before being analysed. The data were analysed using interpretative phenomenological analysis, which has its theoretical origins in phenomenology and hermeneutics.FINDINGS: Four themes emerged to describe the lived experience of recovery from methamphetamine misuse: Getting Away, Support, Personal Sources of Strength, and Treatment. Each theme held importance in the participants’ recovery from MA and provided insight into their journey in abstaining and being in recovery.CONCLUSIONS: These findings may be used to assist others entering recovery. The present findings are limited by the size of the sample; however, they provide valuable information on this important health issue as a basis for further research, which is urgently needed in Aotearoa.

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Reflecting on a second-migration experience: Issues and implications for social work practice

International Social Work ◽

10.1177/0020872820962180 ◽

2020 ◽

pp. 002087282096218

Author(s):

Wook-Mo Kang ◽

Jeongmi Lim ◽

Hong-Jae Park

Keyword(s):

Social Work ◽

New Zealand ◽

Critical Reflection ◽

Work Practice ◽

Social Work Practice ◽

Fluid Migration ◽

Soft Landing ◽

Migration Experience ◽

Research Findings ◽

Depth Interviews

The purpose of this article is to present the research findings from a qualitative study on a type of second migration experienced by Korean-New Zealand immigrants in Australia. Data were collected from 16 in-depth interviews with those people who initially moved from South Korea to New Zealand, and then migrated to Australia. The study findings show that the participants were likely to experience ‘soft-landing’ relocation, ethnically internal belonging and identity flexibility. A critical reflection on this second-migration phenomenon is presented in order to help social work professionals broaden their perspectives on today’s fluid migration and its implications for practice.

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A Saturated Time: Three Festivals in Poland, 2007

New Theatre Quarterly ◽

10.1017/s0266464x08000468 ◽

2008 ◽

Vol 24 (4) ◽

pp. 307-321

Author(s):

Murray Edmond

Keyword(s):

New Zealand ◽

Associate Professor ◽

Contemporary Theatre ◽

Avant Garde ◽

Aotearoa New Zealand ◽

Theatre Company ◽

Street Performance ◽

The University ◽

Special Time

What different kinds of festival are to be found on the ever-expanding international circuit? What companies are invited or gatecrash the events? What is the role of festivals and festival-going in a global theatrical economy? In this article Murray Edmond describes three festivals which he attended in Poland in the summer of 2007 – the exemplary Malta Festival, held in Poznan; the Warsaw Festival of Street Performance; and the Brave Festival (‘Against Cultural Exile’) in Wroclaw – and through an analysis of specific events and productions suggests ways of distinguishing and assessing their aims, success, and role in what Barthes called the ‘special time’ which festivals have occupied since the Ancient Greeks dedicated such an occasion to Dionysus. Murray Edmond is Associate Professor of Drama at the University of Auckland, New Zealand. His recent publications include Noh Business (Berkeley: Atelos Press, 2005), a study, via essay, diary, and five short plays, of the influence of Noh theatre on the Western avant-garde, and articles in Contemporary Theatre Review (2006), Australasian Drama Studies (April 2007), and Performing Aotearoa: New Zealand Theatre and Drama in an Age of Transition (2007). He works professionally as a dramaturge, notably for Indian Ink Theatre Company, and has also published ten volumes of poetry, of which the most recent is Fool Moon (Auckland: Auckland University Press, 2004).

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The Eco-Classroom Project: Fostering Student Participation Through Education for Sustainability

Australian Journal of Environmental Education ◽

10.1017/aee.2013.7 ◽

2012 ◽

Vol 28 (2) ◽

pp. 160-161

Author(s):

Susan J. Wake ◽

Chris Eames

Keyword(s):

New Zealand ◽

Key Management ◽

Working Party ◽

Education For Sustainability ◽

Psychomotor Skills ◽

Sustainability Learning ◽

Project Sustainability ◽

Set Up ◽

Action Competence ◽

Classroom Project

AbstractThis thesis investigated learning and other outcomes in participants, particularly students (9–11 years), as a result of their involvement in an education for sustainability (EfS) co-design and build project at their primary school in New Zealand, within the Enviroschools Programme. The research focused on four areas that distinguished the project: sustainability learning as the issue, participatory practice as the method, design as the process, and community partnerships as the sphere of involvement. Each of these was considered in terms of its influence on learning that was either cognitively based (knowledge), psychomotor (skills) or affective (attitudes and values). This led to the set-up of a matrix to collect qualitative data that was gathered using a narrative inquiry method around participants’ stories. This included focus groups with students who were part of the Eco-building Working Party, interviews with key adults from the school and the wider community, survey questionnaires to parents of the focus group students, plus classroom observations and analysis of visual diaries made by the teacher.Findings revealed student learning occurred in all three learning domains. This included EfS learning (particularly related to architecture and the built environment), understanding a design and build process, and cross-disciplinary learning that included skills such as leadership, teamwork and public speaking. Adult participants also gained from their involvement in the project. A correlation was made between the set-up and execution of the eco-classroom project and the Danish concept of Action Competence. This was indicated through the authentic, relevant and democratic action-taking focus of the eco-classroom project, which is linked to learning transformations. Also in agreement with an action competence approach was the strong focus in the project on both individual and collective learning. This was due to the process-focused nature of the project, itself related to the learning mandate and commitment to a democratic process with students. The project ran for a number of years with annually changing groups of students, who all had different experiences. The teacher used ‘peer education’ and reflective tools to manage the changeover of students positively. This gave depth and breadth to learning and ensured the project was truly collaborative. The embedding of learning in the project within the New Zealand Curriculum provided evidence of the flexible and multidisciplinary nature of EfS. Finally, a number of key management aspects were identified by the findings as contributing significantly to learning in the project and these are discussed.

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Co-Management in Theory and Practice: Co-Managing the Waipaˉ River

Decolonising Blue Spaces in the Anthropocene ◽

10.1007/978-3-030-61071-5_8 ◽

2021 ◽

pp. 325-357

Author(s):

Meg Parsons ◽

Karen Fisher ◽

Roa Petra Crease

Keyword(s):

Decision Making ◽

New Zealand ◽

Environmental Justice ◽

Sustainable Management ◽

Theory And Practice ◽

River Catchment ◽

Aotearoa New Zealand ◽

Equitable Sharing ◽

Research Findings ◽

Formal Recognition

AbstractIn Aotearoa New Zealand, co-management initiatives are increasingly commonplace and are intended to improve sustainable management of environments as well as foster more equitable sharing of power between the settler-state and Indigenous Māori iwi (tribes). In this chapter we examine one such co-management arrangement that recognises and includes Ngāti Maniapoto iwi in decision-making about their ancestral river (the upper section of the Waipā River Catchment) and whether the implementation of initiative translated into tangible benefits for the iwi. Our research findings highlight how co-management agreement is perceived as overwhelming positive by both government and Ngāti Maniapoto representatives. However iwi note that they still face substantive barriers to achieving environmental justice (including the lack of formal recognition of their authority and power, and limited resourcing).

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Non-Core Business? An examination of university art galleries in New Zealand Aotearoa

10.26686/wgtn.17012729.v1 ◽

2021 ◽

Author(s):

◽

Penelope Baines

Keyword(s):

New Zealand ◽

Case Studies ◽

Academic Goals ◽

Art Galleries ◽

Core Business ◽

Aotearoa New Zealand ◽

Wide Range ◽

University Communities ◽

The University ◽

Museum Practice

University art galleries are the most common form of campus museum in New Zealand and are increasingly viewed as alternative and innovative interdisciplinary teaching tools. Much of the literature concerning university art galleries discusses the potential of these organisations to act as forums, laboratories and portals for the presentation of diverse ideas within institutions of higher education. Yet these organisations are often overlooked by their parent organisation and considered superfluous to the university’s core business. Despite the ubiquity of university art galleries, little research has been undertaken regarding these organisations within the context of Aotearoa New Zealand. This dissertation explores this issue by examining the ways in which university art galleries have integrated themselves into their university communities. This dissertation provides a general and concise overview of university art galleries in New Zealand and then presents two in-depth case studies, examining first the Gus Fisher Gallery and then the George Fraser Gallery at the University of Auckland. By utilising a wide range of sources including international and local theoretical literature, interviews, and documentation of public programmes and exhibition histories, these two case studies demonstrate that university art galleries contribute to their parent organisation in a variety of ways. These include serving as an important public interface for the university by showcasing academic and creative scholarship undertaken by the institution’s staff, students, and alumni; acting as a vehicle through which the university can achieve strategic and academic goals and objectives, and assisting the university in fulfilling its duty to act as the “critic and conscience of society”. This dissertation makes a contribution to museum studies and current museum practice by addressing a gap in the New Zealand literature on this topic. It is the first critical academic analysis of university art galleries in this country situated in relation to British and American theory. In particular, it builds upon and refines Janet Marstine’s argument that university art galleries can lead in the development of the Post-Museum and questions whether Marstine’s theories can apply to the New Zealand context.

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Non-Core Business? An examination of university art galleries in New Zealand Aotearoa

10.26686/wgtn.17012729 ◽

2021 ◽

Author(s):

◽

Penelope Baines

Keyword(s):

New Zealand ◽

Case Studies ◽

Academic Goals ◽

Art Galleries ◽

Core Business ◽

Aotearoa New Zealand ◽

Wide Range ◽

University Communities ◽

The University ◽

Museum Practice

University art galleries are the most common form of campus museum in New Zealand and are increasingly viewed as alternative and innovative interdisciplinary teaching tools. Much of the literature concerning university art galleries discusses the potential of these organisations to act as forums, laboratories and portals for the presentation of diverse ideas within institutions of higher education. Yet these organisations are often overlooked by their parent organisation and considered superfluous to the university’s core business. Despite the ubiquity of university art galleries, little research has been undertaken regarding these organisations within the context of Aotearoa New Zealand. This dissertation explores this issue by examining the ways in which university art galleries have integrated themselves into their university communities. This dissertation provides a general and concise overview of university art galleries in New Zealand and then presents two in-depth case studies, examining first the Gus Fisher Gallery and then the George Fraser Gallery at the University of Auckland. By utilising a wide range of sources including international and local theoretical literature, interviews, and documentation of public programmes and exhibition histories, these two case studies demonstrate that university art galleries contribute to their parent organisation in a variety of ways. These include serving as an important public interface for the university by showcasing academic and creative scholarship undertaken by the institution’s staff, students, and alumni; acting as a vehicle through which the university can achieve strategic and academic goals and objectives, and assisting the university in fulfilling its duty to act as the “critic and conscience of society”. This dissertation makes a contribution to museum studies and current museum practice by addressing a gap in the New Zealand literature on this topic. It is the first critical academic analysis of university art galleries in this country situated in relation to British and American theory. In particular, it builds upon and refines Janet Marstine’s argument that university art galleries can lead in the development of the Post-Museum and questions whether Marstine’s theories can apply to the New Zealand context.

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