scholarly journals The pluralism of river rights in Aotearoa, New Zealand and Colombia

2020 ◽  
Author(s):  
Elizabeth Jane Macpherson ◽  
Felipe Clavijo Ospina
Keyword(s):  
New Zealand ◽  
Cultural Context ◽  
Water Law ◽  
Human Species ◽  
Collaborative Relationship ◽  
Legal Personality ◽  
Aotearoa New Zealand ◽  
The Subject ◽  
The Moment ◽  
River Communities

In this article we interrogate the recognition of rivers as legal persons in Aotearoa New Zealand (Whanganui River) and Colombia (Ri'o Atrato). Although the legal, political, historical and cultural context for recognition is different in each country, an analysis of the cases presents some interesting conceptual correlations, which help us to understand this emerging (and sometimes controversial) transnational idea that a river can be a person. In both cases recognising that the river is a person is an attempt to accommodate diverse legal and cultural interests in the river, in order to establish a new collaborative relationship between the state and river communities. Whether either model results in improved river outcomes, or increased indigenous or community jurisdiction to govern, turns not on the fiction that the river is a person but on the surrounding institutional framework, which has been carefully designed to engender enforceability. Thus, we argue, traditional dichotomies that draw lines between human-centred and earth-centred laws, or nature as the object versus the subject of property or rights fail to capture what legal personality entails. Ahora es el momento de comenzar a to mar las primeras medidas para proteger de forma eficaz al planeta y a sus recursos antes de que sea demasiado tarde o el dano sea irreversible, no solo para las futuras generaciones sino para la especie humana.2 Now is the moment to begin to take the first steps effectively to protect the planet and its resources before it is too late or the damage is irreversible, not just for future generations but for the human species. This is the author-produced PDF of an article, accepted for publication in [Journal of Water Law], following peer review. The Version of Record [Macpherson, E. & Ospina, F.C. 2015, "The pluralism of river rights in Aotearoa, New Zealand and Colombia", Journal of Water Law, vol. 25, no. 6, pp. 283-293] is available in [Journal of Water Law, vol 25, issue 6 at 283-293]. Licensed under CC BY-NC-ND 3.0.

Racism and silencing in the media in Aotearoa New Zealand

2021 ◽  
pp. 117718012110154
Author(s):  
Liana MacDonald ◽  
Adreanne Ormond
Keyword(s):  
New Zealand ◽  
Indigenous Peoples ◽  
Media Industry ◽  
Racial Discourse ◽  
European Descent ◽  
Aotearoa New Zealand ◽  
The Media ◽  
The Subject ◽  
New Zealanders

Racism in the Aotearoa New Zealand media is the subject of scholarly debate that examines how Māori (Indigenous Peoples of New Zealand) are broadcast in a negative and demeaning light. Literature demonstrates evolving understandings of how the industry places Pākehā (New Zealanders primarily of European descent) interests at the heart of broadcasting. We offer new insights by arguing that the media industry propagates a racial discourse of silencing that sustains widespread ignorance of the ways that Pākehā sensibilities mediate society. We draw attention to a silencing discourse through one televised story in 2018. On-screen interactions reproduce and safeguard a harmonious narrative of settler–Indigenous relations that support ignorance and denial of the structuring force of colonisation, and the Television Code of Broadcasting Practice upholds colour-blind perceptions of discrimination and injustice through liberal rhetoric. These processes ensure that the media industry is complicit in racism and the ongoing oppression of Indigenous peoples.

scholarly journals Asexuals negotiate the ‘onslaught of the heteronormative’

Sexualities ◽  
2021 ◽  
pp. 136346072199338
Author(s):  
Tiina Vares
Keyword(s):  
New Zealand ◽  
Everyday Life ◽  
Cultural Context ◽  
Emotional Responses ◽  
Emotional Impact ◽  
Individual Interviews ◽  
The Past ◽  
Aotearoa New Zealand ◽  
The Everyday ◽  
Research Gap

Although theorizing and research about asexuality have increased in the past decade, there has been minimal attention given to the emotional impact that living in a hetero- and amato-normative cultural context has on those who identify as asexual. In this paper, I address this research gap through an exploration of the ‘work that emotions do’ (Sara Ahmed) in the everyday lives of asexuals. The study is based on 15 individual interviews with self-identified asexuals living in Aotearoa New Zealand. One participant in the study used the phrase, ‘the onslaught of the heteronormative’ to describe how he experienced living as an aromantic identified asexual in a hetero- and amato-normative society. In this paper I consider what it means and feels like to experience aspects of everyday life as an ‘onslaught’. In particular, I look at some participants’ talk about experiencing sadness, loss, anger and/or shame as responses to/effects of hetero- and amato-normativity. However, I suggest that these are not only ‘negative’ emotional responses but that they might also be productive in terms of rethinking and disrupting hetero- and amato-normativity.

Takina te Kawa: Laying the Foundation, a Research Engagement Methodology in Aotearoa (New Zealand)

2009 ◽  
Vol 39 (1) ◽  
pp. 110-117 ◽  
Author(s):  
Marama Taiwhati ◽  
Rawiri Toia ◽  
Pania Te Maro ◽  
Hiria McRae ◽  
Tabitha McKenzie
Keyword(s):  
New Zealand ◽  
Educational Research ◽  
Cultural Context ◽  
Culturally Responsive ◽  
Knowledge Development ◽  
Research Framework ◽  
Research Participants ◽  
Research Engagement ◽  
Aotearoa New Zealand ◽  
Engagement Process

AbstractIn the bi-cultural context of Aotearoa (New Zealand), engagement with stakeholders that is transparent and culturally responsive is a priority for educational research. More common research approaches in New Zealand have followed a Western euro-centric model of engagement with research participants resulting in interventions and initiatives that have not necessarily served the needs of the education sector. The authors critically analyse the researcher relationship with research participants to provide a Māori perspective to guide the engagement process as researchers enter educational communities to conduct research. Embedded with Māori ideology and knowledge, the Hei Korowai ethical research framework is a platform for insider positionality that acknowledges partnership between the researcher and the researched for the benefit of knowledge development and the educational sector.

scholarly journals Early childhood care and education in the cultural context of aotearoa (New Zealand)

2020 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Cultural Context ◽  
Ministry Of Education ◽  
Cultural Constructs ◽  
Narrative Assessment ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Te Whāriki

© 2018 Taylor and Francis. Early childhood care and education in Aotearoa (New Zealand) has been celebrated through the international interest in the innovative sociocultural curriculum, Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa (New Zealand Ministry of Education, 1996). This document is now 20 years old, and is at the time of writing being updated by the New Zealand Ministry of Education. 1 In this chapter, a brief overview of the historical and cultural contexts of early childhood care and education leads into a discussion of some key cultural constructs and values that are recognised in Te Whāriki; in particular, those of the Indigenous people, the Māori. Discussion of the narrative assessment models that were developed to support the implementation of Te Whāriki is followed by an outline of implications for teacher education. The chapter ends with some reflections on aspirations for the future of early childhood care and education in Aotearoa.

scholarly journals Heather’s Homestead/Marotahei: The Invasion of the Waikato and Ways of Knowing Our Past in Aotearoa New Zealand

Genealogy ◽  
2021 ◽  
Vol 5 (4) ◽  
pp. 101
Author(s):  
Hugh Campbell ◽  
William Kainana Cuthers
Keyword(s):  
New Zealand ◽  
Ways Of Knowing ◽  
The Political ◽  
Relational Ontology ◽  
Pivotal Moments ◽  
Aotearoa New Zealand ◽  
Personal Histories ◽  
History Of ◽  
The Subject ◽  
Historical Moment

The British invasion of the Māori region of the Waikato in 1863 was one of the most pivotal moments in the colonisation of Aotearoa New Zealand. It has been the subject of multiple authoritative histories and sits at the centre of historical discussions of sovereignty, colonial politics and the dire consequences of colonisation. This article approaches this complex historical moment through the personal histories of a Māori/Pākehā homestead located at the political and geographic epicentre of the invasion. This mixed whanau/family provides the opportunity to explore a more kinship-based ontology of the invisible lines of influence that influenced particular actions before and during the invasion. It does so by mobilising two genealogical approaches, one by author Hugh Campbell which explores the British/Pākehā individuals involved in this family and uses formal documentation and wider historical writing to explain key dynamics—but also to expose a particular limitation of reliance on Western ontologies and formal documentation alone to explain histories of colonisation. In parallel to this approach, the other author—William Kainana Cuthers—uses both formal/Western and a Māori/Pasifika relational ontology of enquiry, and in doing so, allows both authors to open up a set of key insights into this pivotal moment in the history of Aotearoa New Zealand and into the micro-dynamics of colonisation.

Putting assemblage to work to explore pedagogical practices in health education in Aotearoa New Zealand

2021 ◽  
Vol 121 (2) ◽  
pp. 174-188
Author(s):  
Rachael Dixon ◽  
Gillian Abel ◽  
Lisette Burrows
Keyword(s):  
New Zealand ◽  
Health Education ◽  
Secondary School ◽  
Teaching Practice ◽  
Qualitative Approach ◽  
Pedagogical Practices ◽  
Content Type ◽  
Aotearoa New Zealand ◽  
The Subject ◽  
Senior Secondary

PurposeIn Aotearoa New Zealand, Health Education is socio-critical in orientation and is offered as a subject that can offer credits towards the national secondary school qualification. The purpose of this paper is to explore the learning experiences of people who studied Health Education to the final level of secondary schooling in Aotearoa New Zealand. The authors focus specifically on how the subject is taught; or the pedagogical practices that are “put to work” in the Health Education learning environment.Design/methodology/approachUsing in-depth interviews as the authors’ method of data production, they experiment with a post-qualitative approach to analysis while traversing the theoretical terrain of new materialism. In doing so, they explicate the non-human and human elements that are arranged in a pedagogical assemblage – and explore what these elements can do.FindingsThe authors found that an array of pedagogical practices were put to work in the senior secondary school Health Education classroom: Student-centred approaches, a non-judgemental and energetic tone to teaching, deployment of human and non-human resources, and students connecting with the community. The authors argue that these practices open up possibilities for a critical Health Education.Practical implicationsThis research addresses an empirical gap in the literature by focusing on Health Education in the senior secondary levels of schooling. The findings in this paper may provide readers who are Health Education teachers with ideas that could be of material use to them in their teaching practice. In terms of implications for researchers, the authors demonstrate how putting “new” theory and methodological approaches to work in the area of school-based Health Education can produce novel ways of thinking about the subject and what it can do.Originality/valueThe shifting nature of the pedagogical assemblage can ignite new ways of thinking about teaching practice in the Health Education classroom and the capacities that result for learners. In combination with a post-qualitative approach to analysis, the paper provides a novel approach to exploring Health Education.

Transnational social workers in Aotearoa New Zealand

2018 ◽  
Author(s):  
Liz Beddoe
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Social Workers ◽  
Social Worker ◽  
Cultural Context ◽  
Aotearoa New Zealand ◽  
Three Phase ◽  
Transitional Experience ◽  
Professional Perspectives ◽  
Vantage Points

While much has been written about social worker migration to the northern hemisphere, prior to the current decade little was known about the experiences of social workers, with professional qualifications gained elsewhere, who were practising in Aotearoa New Zealand. The cultural context of Aotearoa New Zealand brings particular challenges to transnational social workers, and their professional perspectives were little understood. Both qualitative and quantitative strategies were used in a three-phase project to gain greater insight. The findings provided understanding into the nature of the transitional experience for migrant professionals and new vantage points on views of social work as practised in different contexts. We identify perceptions reflecting ‘enduring professional dislocation’ arising from limits to the portability of any ‘universal’ constructs of social work and demonstrating the need for structured support and education for transnational social workers.

Sign in / Sign up

Export Citation Format

Share Document