Relevant bibliographies by topics / New Zealand Aotearoa

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'New Zealand Aotearoa'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "New Zealand Aotearoa"

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Kennedy, Brian. "Aotearoa / New Zealand." Circa, no. 109 (2004): 59. http://dx.doi.org/10.2307/25564185.

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Moffat, Kirstine, and Aimee-Jane Anderson-O’Connor. "Aotearoa New Zealand." Journal of Commonwealth Literature 54, no. 4 (2019): 500–512. http://dx.doi.org/10.1177/0021989419877036.

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Moffat, Kirstine, Aimee-Jane Anderson-O’Connor, and David Simes. "Aotearoa New Zealand." Journal of Commonwealth Literature 55, no. 4 (2020): 488–504. http://dx.doi.org/10.1177/0021989420962761.

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Teather, Elizabeth K. "Masculinities in Aotearoa/New Zealand." Journal of Rural Studies 16, no. 3 (2000): 402–3. http://dx.doi.org/10.1016/s0743-0167(99)00052-2.

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Cockerton, Camilla. "Masculinities in Aotearoa/New Zealand." New Zealand Geographer 56, no. 1 (2000): 60–61. http://dx.doi.org/10.1111/j.1745-7939.2000.tb00568.x.

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Rosenberg, Bill. "Precarity in Aotearoa/New Zealand." Kōtuitui: New Zealand Journal of Social Sciences Online 13, no. 2 (2018): 229–32. http://dx.doi.org/10.1080/1177083x.2018.1447491.

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Mahar. "Creating New Zealand from Aotearoa." Pacific Coast Philology 49, no. 2 (2014): 176. http://dx.doi.org/10.5325/pacicoasphil.49.2.0176.

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Hopkins, Jenni L., David J. Lowe, and Joanna L. Horrocks. "Tephrochronology in Aotearoa New Zealand." New Zealand Journal of Geology and Geophysics 64, no. 2-3 (2021): 153–200. http://dx.doi.org/10.1080/00288306.2021.1908368.

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Trundle, C. "Medical Anthropology in Aotearoa New Zealand: A Thoughtpiece." Health, Culture and Society 9 (December 8, 2017): 81–89. http://dx.doi.org/10.5195/hcs.2017.241.

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In considering what makes New Zealand unique for medical anthropological focus, this think piece sets out four themes. These reflect New Zealand’s particular historical, political, social and cultural landscape, and reveal the relevance of local scholarship for wider global debates about health. By tracing the neoliberal reform of state healthcare, indigenous approaches to wellbeing, local cultural practices of health, and the complex ethics involved in health and illness, this paper spotlights the opportunities that New Zealand medical anthropology affords us for addressing the important health and wellbeing challenges that we face today.
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Samu, Lina-Jodi Vaine, Helen Moewaka Barnes, Lanuola Asiasiga, and Tim McCreanor. "“We are not privileged enough to have that foundation of language”: Pasifika young adults share their deep concerns about the decline of their ancestral/heritage languages in Aotearoa New Zealand." AlterNative: An International Journal of Indigenous Peoples 15, no. 2 (2019): 131–39. http://dx.doi.org/10.1177/1177180119835228.

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Focus group interviews conducted with Aotearoa New Zealand–born Pasifika young adults aged 18–25 years highlighted their intense apprehension about the diminishing abilities of New Zealand–born Pasifika people to speak their ancestral/heritage Pasifika languages in Aotearoa. Some Pasifika languages are also declining at their homeland wellsprings. There has been no comprehensive strategic national language policy developed in New Zealand where Pasifika heritage and other community languages can flourish. New Zealand appears to default to a monocultural given where English prevails without critique. Minority languages are battling it out with each other for legitimacy of existence. Resulting from New Zealand’s failure to create a comprehensive languages strategy for all, younger generations of Pasifika neither have fluency in their ancestral languages which impact negatively on their identity security and their ability to attain critical fluency in English to thrive as their migrant parents and grandparents envisioned they would in Aotearoa New Zealand.
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Dissertations / Theses on the topic "New Zealand Aotearoa"

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Surtees, Ruth Joy. "Midwifery as Feminist Praxis in Aotearoa/New Zealand." Thesis, University of Canterbury. Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/1662.

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This thesis highlights the ways in which the practices of contemporary midwives in Aotearoa/New Zealand are caught within the intersection of an array of competing discourses. The context for this is the reconstruction of midwifery in Aotearoa/New Zealand as an autonomous feminist profession founded on partnership with women. Interviews and participant observation with midwives, based mainly in one New Zealand city, are the basis of an analysis of the complexity of midwives’ praxis as professionals. The analysis draws on insights from critical and feminist approaches to Foucault’s theories of discourse, power and the subject. It includes discussion of the conditions which came to produce and authorise the concept of ‘partnership’. Which subjects can speak about partnership, and when? What claims are made about it? What challenges it? Partnerships between midwives and women are theorized in the thesis as highly complex and contingent networks of strategic and productive relations. Differing sites of practice/negotiations are analysed as spaces of/for governance. For midwives this negotiative work takes place within the contested terrain of what is (re)constructed as ‘normal birth’. This includes the provision of, or resistance to, epidural analgesia/certification and defensive practice. These practices and knowledges are undertaken within professional discourses of women’s/consumer choice and midwifery accountability. While midwifery’s theoretical and emancipatory political projects are articulated as a counter discourse to medical hegemony, some midwifery practices inadvertently re-inscribe pregnant/birthing bodies within medicolegal frameworks. This is an outcome, not of the sovereign power of obstetrics over women/midwives, but of attempts by midwives themselves to negotiate heterogeneous forms of risk and keep birthing women, and their own practices, safe. Within these relationships and practices of freedom, the midwife performs professionally to construct herself as what I call an ‘auditable subject’. These processes produce self-regulation and the disciplinary normalisation of midwives/midwifery. The technologies of the midwife/self occur within the relations of ruling that render the pregnant/birthing bodies of women, and the labouring bodies of midwives, increasingly amenable to subtle forms of liberal governance.
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McKenzie, Kay Helen, and n/a. "Abused children in New Zealand/Aotearoa : presentation and investigation." University of Otago. Children's Issues Centre, 2005. http://adt.otago.ac.nz./public/adt-NZDU20070430.162806.

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The overarching goal of the present research was to identify the interface between research and practice in the area of child-abuse investigation. The specific aims of the research were to explore how abused children present to investigators, to identify the characteristics of the children�s disclosures and the role of disclosure in the investigation, to establish the factors that influenced child-abuse investigators� decisions to interview children, and to make comparisons between sexually- and physically-abused children. Three hundred substantiated cases of child abuse (150 sexual-abuse and 150 physical-abuse investigations) investigated by the Department of Child, Youth and Family Services of New Zealand, prior to July 2001, were analysed. Children were most often physically-abused by their biological parents, and mothers were marginally more often the abusers than were fathers. The most common indicators of physical abuse were children�s disclosures and physical injuries. Risk factors for physical abuse included living in two-parent households and being of Maori or Pacific Island ethnicity. Gender or age provided no protection from physical abuse. The families of the physically-abused children were characterised by family violence, substance abuse, neglect, and poor mental health. Adverse family circumstances restrained children from telling others about their physical abuse. Physically-abused children aged more than 7 were found to present with a range of problem behaviours and fears. Child-abuse investigators often tolerated physical assaults on children, particularly by mothers. Moreover, child-abuse investigators did not routinely interview physically-abused children or treat the abuse as a criminal matter, especially if there were complicating family dynamics. Sexually-abused children were usually victimised by unrelated, known males, less often by male relatives, and infrequently by strangers, fathers, or step-fathers. One-third of the sexual abusers were aged less than 17, and over 40% of the young offenders were aged less than 12. As with adult sexual offenders, the child and teenage sexual offenders were predominantly male. Child-abuse investigators usually did not refer the young sexual offenders to the authorities for follow-up. Risk factors for sexual abuse included being female and living with a single parent. Social workers often did not meet with sexually-abused children, but instead usually referred them for a forensic interview. Social workers may not have explored issues related to the sexually-abused children�s behaviour or their families in the manner that they did for the physically-abused children. In both physical- and sexual-abuse cases, social workers were more likely to take action if children had made clear disclosures of abuse. However, despite disclosure being an important factor in decision-making, child-abuse investigators still did not meet with or interview every child, particularly preschool children and physically-abused children. The majority of factors that influenced child-abuse investigators� decisions to interview children were related to practice issues, in sexual-abuse cases, or tolerance of parental violence towards children, in physical-abuse cases. Preschool children, whether physically- or sexually-abused, did not present differently from 5- or 6-year-olds in their behaviour or style of disclosure. However, compared to older children, child-abuse investigators were unlikely to interview preschoolers. To conclude the thesis, I will highlight lessons to be learned from the present study and will make recommendations for child-abuse investigators, any professionals working with children and families, and the government of New Zealand.
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Carter, Kathryn Sarah. "Pest or pastime? Coarse fish in Aotearoa/New Zealand." The University of Waikato, 2009. http://hdl.handle.net/10289/2790.

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Freshwater ecosystems are extremely important, both socially and ecologically, in Aotearoa/New Zealand. However, through detrimental practices of land-use change and the introduction of non-indigenous aquatic species, the health of freshwater areas is increasingly under threat. Coarse fish are one group of non indigenous fish that are largely perceived to have a negative effect on freshwater biodiversity and water quality. Despite this, there are people in New Zealand that value coarse fish highly, and consider their lives to be enriched through the practice of coarse angling. This thesis examines the diversity of perceptions and values ascribed to coarse fish by a variety of different environmental managers and resource users to understand how these multiple meanings influence approaches to freshwater biodiversity management in Aotearoa/New Zealand. As coarse anglers are often considered responsible for deliberate translocation of coarse fish, a space for communication and compromise between these stakeholder groups is also identified. Additionally, appropriate and effective educational methods to raise awareness of freshwater ecosystem restoration and non-indigenous invasive fish are discussed. Social factors are often the primary determinants of whether conservation efforts succeed or fail. Grounded in the theoretical perspectives of social construction, environmental perception, political ecology, and critical environmental adult education, this thesis provides an important contribution to the practice of interdisciplinary research by demonstrating the ways in which social science complements scientific approaches to environmental management. Utilising semi structured interviews with multiple stakeholder groups and an internet survey targeted at coarse anglers this research found that, while a multitude of perceptions of coarse fish exist, there is also willingness on both sides to engage in communication and develop effective practices to aid in managing the freshwater environment. A number of suggestions for improving legislation that addresses invasive freshwater fish, and several ideas regarding education and compliance, also emerged.
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Samu, Tanya Lee-Anne Maleina. "Pasifika Education: Discourses of Difference within Aotearoa New Zealand." Thesis, University of Canterbury. Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/8731.

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This study is a conceptual analysis of specific terms and constructs that have become entrenched within education policy and practice in New Zealand within the 21st century – namely diversity , and Pasifika education. It is uncommon for users of these terms (educators, policy makers and researchers) to make their understandings and use of such terms explicit. In the absence of close and careful critique, limited and partial understandings of groups of learners constructed as diverse and different escape interrogation. The overall risks of this lack of conceptual clarity are: simplification and even misapprehensions of key dimensions of groups such as Pasifika learners and their communities. This results in unarticulated assumptions having undue influence over educators’, policymakers’ and researchers’ perspectives and their subsequent decision-making. The philosophical research questions of this study are addressed through a deconstructivist research framework that draws on the theorisations of J.R. Martin; M. Foucault’s theorisations relating to the historical analysis of ideas; and discourse theorising of a primarily post-structuralist nature. Six analyses were developed in order to address the research questions. Three focused on the level of national policies, macro-level influences, and post-colonial indigenous visioning. Three analyses are based on a selection of narrative accounts of Samoan women across time and space, examining education as a process of change, and its effects on personal identity and culture. The study critically reflects on the underlying values and belief systems of both policy and practice. It identifies and examines the tension between the state’s priorities for the provision of education for Pasifika peoples on the one hand, and Pasifika peoples’ motivations for pursuing and participating in education on the other. This is done in an effort to challenge complacency, provide alternative perspectives, deepen insights and strengthen understandings amongst those actively engaged as educators, policy makers and researchers in the education and development of Pasifika peoples in Aotearoa New Zealand.
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Walker, Judith Marianne. "The contexts of adult literacy policy in New Zealand/Aotearoa." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33144.

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This dissertation investigates the nature, scope and characteristics of recent adult literacy policy in New Zealand, and explores the reasons and mechanisms by which such reform took place. In this analysis of adult literacy policy, the author considers the context in which adult literacy rose to ascendancy in New Zealand government policy during the first decade of the millennium. In addition, she examines the relationship between adult literacy policy and changes in political ideology and government leadership, assessing the impact of both neoliberalism and inclusive liberalism (Craig & Porter, 2006) and Third Way thought (Giddens, 1999) on policy. Analysis was undertaken of government documents published from 1999-2008, as well as policies released during the previous political era, 1984-1999, to situate later policy. Additionally, interviews were conducted with 20 adult literacy policy actors in the country, including government bureaucrats, literacy researchers, and other experts who worked in and for unions, interest groups, and community and workplace literacy organizations. In drawing from Bowe, Ball and Gold (1992) and Ball (1994), the findings focus on three contexts of policy: the context of text production; the context of influence; and, the context of interpreted practices and outcomes. To address these contexts, the author drew on an array of methodological and theoretical tools. The findings from this study provide four keen insights: First, adult literacy policy formed a legitimate part of economic and social policy; in other words, adult literacy policy was developed for both economic and social purposes and constituted actual policy response beyond rhetoric. Second, adult literacy policy, while developed between 1999-2008, was a continuation of previous government policies set in motion during New Zealand’s so-called neoliberal era (1984-1999). Third, policy was characterized by paradoxical discourses of “control” and “freedom.” And, fourth, government prioritized practices of economically related workplace literacy and of targeted social support. This dissertation contributes to both the understanding of inclusive liberal/Third Way government education policy as well as to the emergent field of policy studies on adult literacy in developed countries.
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McGregor, Lilicherie. "The praxis of postcolonial intercultural theatre in Aotearoa New Zealand." Thesis, University of Canterbury. Drama, 2004. http://hdl.handle.net/10092/4845.

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Throughout history theatrical performance has been used both as a disseminator of dominant ideology and as a place for revolt. This study will investigate how theatre in Aotearoa New Zealand may play a role in the decolonization of postcolonial peoples. At the core of the dissertation is an engagement with theories of postcolonial and intercultural performance which are tested in a theatre laboratory experiment to see how these theories translate in practical terms to the stage. The work will investigate, through a semiotic analysis, what occurs in the process of rehearsal and direction in transforming the meanings of a text to the stage. The text used for the theatre laboratory experiment is Mervyn Thompson's Songs to the Judges. One aim of the production will be to juxtapose Māori and Pākehā performance forms in a syncretic theatre performance. During the process I will focus on questions such as, "on what terms can a Pākehā woman direct a play with a bicultural cast?" and "what are the (im)possibilities of an equal exchange of knowledge/experience between the Maori and Pākehā participants?" Whilst the performance highlights polarities of them and us, black and white, the aim of the rehearsal process and group dynamic is to move beyond this polarity operating under the philosophy of Barba's concept of 'Third Theatre’, For members of the third theatre, content and form are often less important than a group's socio-cultural philosophy and how that philosophy is realized in its daily work and reflected in its productions (Watson 1993: 21).
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Tully, Elizabeth. "Doing professionalism "differently" : negotiating midwifery autonomy in Aotearoa/New Zealand." Thesis, University of Canterbury. Sociology, 1999. http://hdl.handle.net/10092/6531.

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This thesis examines how midwives have been doing professionalism in Aotearoa/New Zealand since gaining the legal right to practise independently of doctors in 1990. It analyses midwifery autonomy as a complex and contingent outcome of a competitive political process involving key groups of actors in the health/maternity field. Unlike approaches that regard professional status simply as an outcome of an occupation’s organisational structure or political strategising, this account seeks to tease out some of the complexities involved in the relational construction of professional positioning. In the process it shows how midwifery has been able to utilise gender, profession/state and profession/consumer relations as resources in its efforts to obtain and consolidate an autonomous status vis a vis nursing and medicine. In examining the professionalising strategies of midwives, attention is paid to the role played by state actors in enhancing or diminishing the jurisdiction that a profession has over an area of work that is constituted as ‘expert’ practice. This is demonstrated in the thesis in relation to both the granting of midwifery autonomy and the subsequent introduction of fixed-fee funding for primary maternity services. These policy changes had significant implications for midwifery and medical autonomy, forms of practice and relations with clients. Discussion of how the change in funding arrangements created opportunities for midwifery to consolidate its jurisdiction over ‘normal’ childbirth highlights the significance for professions of aligning their interests with broader political and economic objectives. Analysis of how midwifery has been constituted by midwives and maternity consumers as a form of feminist professional practice based on ‘partnership’ shows how particular constructions of gender and expertise can be used as discursive resources in the struggle over autonomy. Doing professionalism according to this ‘new’ model of practice involves positioning midwives as autonomous practitioners vis a vis other health professionals but as ‘partners’ with maternity consumers. It is argued in the thesis that a distinction between ‘old’ and ‘new’ forms of professionalism should be seen as a false dichotomy. While ‘new’ professionalism may provide the basis for more equitable professional/client relations, it also supports an alternative claim to ‘expertise’ and autonomy. Professionalism should be understood as socially situated, both in practice and discursively, and as subject to interpretation and redefinition. Rather than conceptualising a shift from one model or ideal-type of professionalism (‘old’) to another (‘new’), it is argued that different forms of professionalism exist simultaneously and can be strategically utilised by professions in ongoing contestation and negotiation over professional status. How a profession uses its knowledge base as a resource in claiming jurisdiction over work that it constructs as a form of ‘expert’ practice is variable. Opportunities for doing professionalism ‘differently’ are contingent on a profession’s embeddedness in networks of relations with state actors, clients and other professions.
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Yeoman, Kathryn (Kate) Charlotte. "Working the System: Doing Postmodern Therapies in Aotearoa New Zealand." Thesis, University of Canterbury. Humanities, 2012. http://hdl.handle.net/10092/7274.

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This thesis documents a qualitative research study of twenty postmodern therapy practitioners in Aotearoa New Zealand, focusing on their experiences in the wider field of therapy. The participants were aligned in their subscribing to postmodern critiques of therapy as a instrument of power, and in their interest in, and use of, therapy techniques and approaches that have grown out of those critiques – including narrative therapy, critical psychology, “Just Therapy”, and feminist poststructuralist therapy approaches. I argue that these practitioners represent a social movement within the field of therapy. The thesis examines the nature of the wider therapy field in Aotearoa New Zealand, analysing the perspectives of the participants. I demonstrate how this field has become increasingly dominated by the twin forces of neoliberalism and bio-science, making postmodern therapy work difficult, particularly within public sector services. In the final substantive part of the thesis, I critically examine and appraise the strategies used by participants to negotiate and resist these forces. This discussion is divided into two main chapters, dealing first with the participants who have difficulty in engaging in official politics and who consequently attempt to operate “under the radar” of management surveillance: these participants are characterised as “battlers”, “burn-outs” and “blow-outs”. Then, I turn my attention to the second group of participants – “infiltrators”, “outsiders” and “accepters” – who strategically utilise symbolic capital to pose resistance, or simply leave the public system. I also consider the professed abilities of this second group to cultivate a postmodern sensibility and to tolerate contradiction and compromise. I conclude this investigation of the possibilites for resistance to neoliberal and bio-scientific discourses by recommending greater strengthening of this local postmodern therapy movement.
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Allan, Louise. "Factors Associated With Hearing Aid Disuse In New Zealand/Aotearoa." Thesis, University of Canterbury. Communication Disorders, 2015. http://hdl.handle.net/10092/10775.

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Introduction: Despite the advantages of using a hearing aid (HA), only 1 out of 5 individuals who could benefit from a (HA) actually use one (World Health Organization, 2012). If an individual does not use a HA then it may impact on their quality of life, as well as others around them (Chia et al., 2007). Therefore it is important to understand why individuals do not use HAs after obtaining them. To date, there has been no study that investigates the reasons for HA disuse in the New Zealand population. Methods: Two groups of adults with hearing impairment were recruited: HA users (N = 35) and HA disusers (N = 35). Six self-report questionnaires, three audiometric tests and two other body function measures were compared between the groups. Results: Several variables differentiated HA users from disusers, these significant variables were: cognition, understanding speech in noise, acceptance of noise, age at testing, education, hearing assistance technology (HAT) use, HA satisfaction, self-efficacy, accepted need, application for HA subsidy, HA outcomes, stages-of-change, perceived environmental influence, follow-up support and hearing related activity limitations/participation restrictions (AL/PR). Discussion: The clinical value of identifying factors related to HA disuse is so clinicians can identify “red flags” for disuse before the client stops using their HAs. By identifying these red flags, rehabilitation can be tailored around the clients’ needs; before the negative consequences of an untreated hearing impairment is felt.
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Barber, Kezia Mary. "Cultivating biosecurity : governance, citizenship and gardening in Aotearoa, New Zealand." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1446170/.

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Books on the topic "New Zealand Aotearoa"

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Potton, Craig. New Zealand: Aotearoa. Craig Potton Pub., 2003.

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Peter, Hooper, ed. New Zealand: Aotearoa. Kowhai Pub., 1991.

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Promoting health in Aotearoa New Zealand. Otago University Press, 2015.

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Macdonald, Robert. The Maori of Aotearoa-New Zealand. Minority Rights Group, 1990.

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Michael, Belgrave, and O'Brien Mike, eds. Social policy in Aotearoa New Zealand. 4th ed. Oxford University Press, 2008.

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Vasil, R. K. Biculturalism: Reconciling Aotearoa with New Zealand. Institute of Policy Studies Victoria University of Wellington, 2000.

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Vasil, R. K. Biculturalism: Reconciling Aotearoa with New Zealand. Victoria University Press for the Institute of Policy Studies, 1988.

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Cheyne, Christine. Social policy in Aotearoa New Zealand. 4th ed. Oxford University Press, 2008.

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Aotearoa & New Zealand: A historical geography. Canterbury University Press, 1994.

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Hewitt, Allan E., Megan R. Balks, and David J. Lowe. The Soils of Aotearoa New Zealand. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64763-6.

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Book chapters on the topic "New Zealand Aotearoa"

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Wisker, Gina. "Aotearoa — New Zealand." In Post-Colonial and African American Women’s Writing. Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-333-98524-3_10.

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Watson, Geoff, Farah Palmer, and Greg Ryan. "Aotearoa/New Zealand." In Routledge Handbook of Sport, Race and Ethnicity. Routledge, 2016. http://dx.doi.org/10.4324/9781315745886-13.

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Turner, Stephen. "Reenacting Aotearoa, New Zealand." In Settler and Creole Reenactment. Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230244900_15.

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Apperley, Mark D., and David M. Nichols. "Usability in Aotearoa/New Zealand." In Global Usability. Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-304-6_14.

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Hill, Richard. "Bilingual Education in Aotearoa/New Zealand." In Bilingual and Multilingual Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02258-1_23.

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Hill, Richard. "Bilingual Education in Aotearoa/New Zealand." In Bilingual and Multilingual Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02324-3_23-1.

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Tyler-Merrick, Gaye, Sue Cherrington, Tara McLaughlin, Claire McLachlan, Karyn Aspden, and Joanna Phillips. "Aotearoa/New Zealand early childhood education." In Policification of Early Childhood Education and Care. Routledge, 2019. http://dx.doi.org/10.4324/9780203730539-12.

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Fitzgerald, Ruth P. "Biological Citizenship in Aotearoa/New Zealand." In Contesting Recognition. Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230348905_5.

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May, Stephen, and Richard Hill. "Language Revitalization in Aotearoa/New Zealand." In The Routledge Handbook of Language Revitalization. Routledge, 2018. http://dx.doi.org/10.4324/9781315561271-40.

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Davey, Judith, and Cherryl Smith. "Maori Grandfathers in Aotearoa (New Zealand)." In Grandfathers. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-56338-5_6.

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Conference papers on the topic "New Zealand Aotearoa"

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Bijoux, D. "Locally led change and sustainability in Aotearoa, New Zealand." In SUSTAINABLE DEVELOPMENT AND PLANNING 2015. WIT Press, 2015. http://dx.doi.org/10.2495/sdp150641.

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Tavares, Tatiana Antunes, and Marcos Mortensen Steagall. "Auckland Plan 2050: Rethinking the Future of Design Education in Aotearoa New Zealand." In Design Research Society Conference 2020. Design Research Society, 2020. http://dx.doi.org/10.21606/drs.2020.259.

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Melchiors, Lucia C., Xinxin Wang, and Matthew Bradbury. "A collaborative design studio approach to safeguard waterfront resilience in Auckland, Aotearoa New Zeland." In Post-Oil City Planning for Urban Green Deals Virtual Congress. ISOCARP, 2020. http://dx.doi.org/10.47472/sxla6361.

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This paper discusses the potential of an interdisciplinary design studio to develop innovative thinking in response to the climatic and social challenges facing contemporary waterfront redevelopments. Climate change has a broad and growing range of environmental effects on coastal cities that demand urgent responses. The paper describes the development of a collaborative and interdisciplinary design studio that identified a number of design responses to meet the challenges of climate change. The studio brought together students and lecturers from architecture and landscape architecture along with relevant stakeholders (government agencies, practitioners, community) to collaborate on the redevelopment of the Onehunga Port in Auckland, Aotearoa New Zealand. Engagement with mana whenua (the indigenous people of specific areas of Aotearoa New Zealand) was critical. The students worked in teams to conduct critical research and design throughout a masterplanning design process. The outcomes of the studio included openended and propositional designs rather than the conventional masterplans. Students design work addressed complex problems, such as sea-level rise, to develop a more resilient urban future. Beyond the immediate objectives of the studio, the interdisciplinary collaboration demonstrated a range of benefits, including students learning to work in teams, sharing complementary views, broadening perspectives and increasing social awareness.
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Martell-Stark, Cynthia, and Gemma Piercy. "REMOVING THE PEDAGOGICAL STRAITJACKET FROM LEGAL EXECUTIVE STUDIES IN AOTEAROA/NEW ZEALAND: EMBRACING CONSTRUCTIVIST ONLINE PEDAGOGIES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1349.

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Barnett, Sandra Jane. "DIGITAL ME IN A VIRTUAL WORLD: IDENTITY CONSTRUCTION ON LINKEDIN BY AOTEAROA/NEW ZEALAND ENTREPRENEURIAL PROFESSIONALS." In International Conference Web Based Communities and Social Media 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/wbc2019_201908l040.

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Patterson, Lisa, Sue Chard, Bryan Ng, and Ian Welch. "Internet of Things (IoT) Privacy and Security: A User-Focused Study of Aotearoa New Zealand Home Users." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2021. http://dx.doi.org/10.24251/hicss.2021.535.

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November, Nancy, Sean Sturm, and 'Ema Wolfgramm-Foliaki. "Critical Thinking and Culturally-Sustaining Teaching: Developing the Historical Literacy of Māori and Pasifika Undergraduates in Aotearoa/New Zealand." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11179.

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In this paper, we explore critical thinking in the context of developing culturally-sustaining historical literacy in Māori and Pasifika students at a large, multicultural university in Aotearoa/New Zealand. Critical thinking and culturally-sustaining historical literacy might seem like an odd couple insofar as critical thinking tends to be associated with liberal Western (academic) culture. Students can resist developing their critical thinking, not least because culturally-sustaining ‘critical being’ is a threshold concept, requiring a flexible, yet clearly structured pedagogical approach. But the development of critical being is vital to culturally-sustaining teaching because of the role the associated skills and dispositions play in supporting cultural autonomy and voice. We talked with nineteen teachers of a range of ethnicities from across the historical disciplines at the University of Auckland to document the pedagogical strategies they used to develop the critical thinking skills of their Māori and Pasifika students in a culturally-sustaining way: fostering peer dialogue that draws on personal experience; practising perspective-taking; drawing on popular culture for its contemporary and cultural relevance; drawing on one’s culture in choosing relevant topics; and creating learning spaces conducive to critical being.
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Bennett, Isabella, Samuel Hampton, Samuel Hampton, et al. "FINDING AOTEAROA: THE ROLE OF THE KAHAROA ERUPTION IN EARLY POLYNESIAN NAVIGATION AND PERCEPTION OF NEW ZEALAND AS “THE LAND OF THE LONG WHITE CLOUD”." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-284698.

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Reports on the topic "New Zealand Aotearoa"

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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, 2020. http://dx.doi.org/10.18296/rep.0006.

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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.
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