The many becoming the unresolved one: Reconciling the fields of art, research and education through a/r/tography and collage

A study in three secondary schools in Aotearoa New Zealand explored students’ critical thinking and how that was articulated in visual arts education. The research was motivated by the influence of everyday visual experiences on young people’s lives and the national curriculum’s call for encouraging critical thinking in the context of the students’ cultural milieu. This inquiry entailed multiple methods that included policy analysis, focus group interviews with teachers, interviews with students, classroom observations, photographic documentation and researcher engagement with the art of collage. A/r/tography allowed for the reconciliation of art, research and education and the exploration of liminal spaces through a relational inquiry. The collage process provided insights into how art making can be used as a relational device between researcher and participants that evoked findings in innovative ways. The findings are presented as entanglements of meanings aimed to provoke the imagination and open conversations.

Who meets national early childhood sleep guidelines in Aotearoa New Zealand? A cross-sectional and longitudinal analysis

Study Objectives To investigate the proportion of children in Aotearoa New Zealand (NZ) who do or do not meet sleep duration and sleep quality guidelines at 24 and 45 months of age and associated sociodemographic factors. Methods Participants were children (n=6,490) from the Growing Up in New Zealand longitudinal study of child development with sleep data available at 24 and/or 45 months of age (48.2% girls, 51.8% boys; 22.4% Māori [the Indigenous people of NZ], 12.9% Pacific, 13.4% Asian, 45.2% European/Other). Relationships between sociodemographic factors and maternally-reported child sleep duration (across 24 hours) and night wakings were investigated cross-sectionally and longitudinally. Estimates of children in NZ meeting sleep guidelines were calculated using a range of analytical techniques including Bayesian linear regression, negative binomial multiple regression, and growth curve models. Results In NZ, 29.8% and 19.5% of children were estimated to have a high probability of not meeting sleep duration guidelines and 15.4% and 8.3% were estimated to have a high probability of not meeting night waking guidelines at 24 and 45 months respectively, after controlling for multiple sociodemographic variables. Factors associated cross-sectionally with children’s sleep included ethnicity, socioeconomic deprivation, material standard of living, rurality and heavy traffic, and longitudinal sleep trajectories differed by gender, ethnicity and socioeconomic deprivation. Conclusions A considerable proportion of young children in NZ have a high probability of not meeting sleep guidelines but this declines across the ages of 24 and 45 months. Sleep health inequities exist as early as 24 months of age in NZ.

Adventure sports, risk, and human-more than human wellbeing: local responses to the challenges of the COVID-19 pandemic

The impact of, and responses to COVID-19 has dominated discussion in every area of life, and fields of academic activity. In this paper I consider some of the impacts and considerations in relation to activities that have been conceptualised as adventure sports. My intention is not to show how adventure is being done differently, rather to use the exceptional circumstances of lockdown to highlighted the multifaceted, meaningful and affective ‘everyday’ experiences of those who engage in adventure sport as part of their everyday practices. My focus is empirical research conducted in Aotearoa New Zealand during lockdowns (2020-21) focusing on coastal communities and surfing specifically. This ‘journey through lockdown’ illustrates the ways in which coastal spaces are experienced as therapeutic landscapes that can foster physical and emotional health and wellbeing from those on the shore, to full-immersion activities such as surfing, influencing people’s sense of wellbeing, collective identities, and forms of belonging. However, in the same ways that COVID has exacerbated many health inequities, it is important to be attentive to the ways in which the wellbeing benefits of coastal spaces are not available and extended to all. A range of cultural, economic, socio-demographic, and political factors contribute to a dis-connect with, or exclusion from various bluespaces. Diverse subjects and bodies access and experience bluespaces in different and unequal ways, impacting who can use blue spaces, and how it can be used. Lastly, the lockdown situation was also informing in understanding the often-romanticised nature of adventure sport participants relationship with the natural world, and more widely how this translates, or not, to broader responses to our climate emergency.

Disrupting Aotearoa New Zealand’s Curricular Consensus: From ‘World-Leading’ Curriculum to Curriculum Refresh 2007–2021

This article seeks to explain how Aotearoa New Zealand moved from a consensus that the New Zealand Curriculum (NZC) should grant a high degree of autonomy to teachers, to an emerging view that it ought to be more prescriptive about content. To do this, it takes an assemblage approach to policy analysis, understanding policies as constantly evolving ‘bundles’ of divergent components temporarily woven together. The article first explores the complex intermingling of Third Way priorities, knowledge economy discourses, educational progressivism and narratives of ‘harmonious’ biculturalism which constitute the 2007 NZC. It then explores the sustained critique of the NZC from the 2015 parliamentary petition calling for compulsory teaching of the New Zealand Wars, up to the government’s 2021 ‘curriculum refresh’ announcement. It is argued that this ‘refresh’ moves to reassemble the NZC so that it accommodates a series of demands made of it in recent years, including demands the curriculum take a more active role in redressing the impact of colonisation, and demands from both business-aligned groups and academics that the curriculum become more ‘knowledge-led’.

Beyond Victims and Villains: Young People's Acts of Citizenship during Covid-19

During the Covid-19 crisis, stereotypical images of young people as selfish troublemakers or passive victims appeared in the media and scholarly publications. These persistent views disregard many young people's authentic experiences and civic contributions. In this article, we challenge these perceptions by highlighting young people's acts of citizenship during the pandemic lockdowns that took place during 2020 in Aotearoa New Zealand. Despite being internationally praised for its compliant Covid-19 response, citizens were prepared to challenges the pandemic restrictions in order to have their voices heard. Young people were often at the forefront of these protests, wanting to actively participate in matters that concerned them by joining Black Lives Matter marches or campaigning to lower the voting age. At the same time, young people engaged in more personal and invisible acts of citizenship within their families and school communities. In this article, we share evidence from our empirical study into young people's social and political engagement during the Covid-19 lockdowns in Aotearoa New Zealand. Implications of this study for citizenship education are discussed.

Understanding fire learning experiences in Aotearoa New Zealand

Purpose This paper aims to present exploratory research on how people in Aotearoa New Zealand experience and learn about fire, and how they think and feel about fire as adults. Design/methodology/approach A qualitative survey with a sample of 40 young adults aged 18–23 years in Aotearoa New Zealand were recruited through Prolific Academic. Reflexive thematic analysis was used to construct themes across participants experiences. Findings Four themes were constructed that described participants’ learning about fire and were named influence of context and internal responses to fire, development of normative beliefs about fire, learning how and when fire can be used and learning about fire safety. Two themes were developed that described participants thoughts and feelings about fire as an adult. These were named knowledge is power and emotional congruence with fire. Results highlight the significant role of parental modelling, reinforcement and sensory experiences in the way individuals experience and learn about fire. Practical implications Understanding fire learning is important for establishing which experiences may lead to appropriate and inappropriate fire use which in turn can inform fire prevention initiatives. Originality/value To the best of the authors’ knowledge, this research represents one of the first studies to directly examine fire learning in the general population.