Positioning Geography:
Strategic Issues in Geographical Education
Programme and Abstracts
19-22 January 2010
S Block, University of Waikato
The Waikato Branch of the New Zealand Geographical Society wishes to thank the
following organisations for their support:
Waikato University:
School of Education
Department of Geography, Tourism and Environmental Planning
The New Zealand Geographical Society
And all of the individuals who kindly volunteered
their time to help this conference happen.
Computer and internet access
Room I.2.27
Username: Confuser
Password: fass2010
Please note: the room is not available between 10:00-11:20am on Thursday 21 January,
but can be accessed at any other time during the conference.
Wednesday,
20 January
9.00am
Arrivals
IGU Meetings and Conference Registration
Day Two
Coordinators, leaders and contributors
Implementing the NZ
National
Curriculum
9:00 - 15:00
S.1.03
NZ Board of Geography
Teachers and
Ministry of Education
IGU Commission on
Gender and
Geography
9:00 - 15:00
Meet in the
S Block foyer
Robyn Longhurst
IGU Commission on
Geography
of Tourism
9:00 - 15:00
Meet in the
S Block foyer
Anne-Marie d'Hauteserre
IGU Commission on
Geographical
Education
(virtual session)
9:00 - 15:00
S.G.15
Lex Chalmers
Conference
Registration
12:00 - 15:00
S Block foyer
Promotion from NZGS,
NZBoGT, New Zealand
Geographer
Pōwhiri / Conference
Welcome and
Afternoon Tea
15:00 - 16:15
University marae
Welcome on the: Advice
provided on tangata whenua
and manuhiri roles and protocols
http://www.cs.waikato.ac.nz/GradConf/k
awa.shtml
Conference Opening
16:30 - 17:30
S.1.03
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Barbecue with cash bar
(Transport provided)
18:30 - 21:30
Ruakura Campus
Club
Conference Chair
Welcome to the University of
Waikato: Dean of the
Academy of Arts and Social
Sciences
Professor Robyn Longhurst
Secretary of New Zealand
Geographical Society
Paul Keown
Sponsored by the New Zealand
Geographical Society
Thursday, 21
January
Day Three
KEYNOTE
S.1.03
Sponsored by the School of Education
9.00 to 10.00
Murray Fastier
Positioning School Geography for the 21st
Century: Directions, Challenges and
Opportunities
PAPERS
S.1.03
10.00 to 11.20
Session 1:
Geographies of Place
Chair
Anne-Marie d’Hauteserre
Nora Chiang
Don’t cry for me Argentina: Taiwanese
migrants returning home
Jana Esteban
Sino’ng Sikat? Mga kuwentong pumapalibot sa
Bakawan: An investigation of dominant
discourses surrounding mangroves in the
Philippines
Hamish Rennie
Fishing for a sustainable future?
Regina Scheyvens
Responsible corporates? Social, economic and
environmental responsibility in Fijian tourist
resorts
WORKSHOP
I.2.22
10.00 to 11.20
Paul Keown, and Lex Chalmers
‘I belong to the largest geography department
in New Zealand’
11.20 to 11.40 Morning Tea Break (S Block Foyer)
PAPERS
S.1.03
11.40 to 1.00
Session 2:
Geography and Technology
Chair
Tony Hall
Derek France
Student + podcasting = engaging fieldwork
Oliver Hulse-Sangster
The principles and practices of mobile GIS
Andrew Hansford
Guidelines for field-based application
development
Lars Brabyn
Satellite imagery and the geospatial revolution
in geography: Measuring changes in the water
quality of Waikato’s lakes over the last decade
WORKSHOP
I.2.22
11.40 to 1.00
June Logie, and M. Flaws
Geography competitions: Achieving excellence
1.00 to 2.00 Lunch Break (Oranga/Shops)
PAPERS
S.1.03
2.00 to 3.20
Session 3:
New Cultural Geographies
Colin McLeay
Pip Wallace
Lex Chalmers
Rachel Tallon
WORKSHOP
I.2.22
2.00 to 3.20
Brian Kendrick
Chair
Toni White
Tigilau Ness and Jah music: The musical
construction of Rastafarian diaspora
A moving target: Animal geographies and the
regulation of space
The geogaphies of local food: Exploring the
ethos of farmer’s markets in New Zealand
Creating ‘little sultans’ in the social science:
Learning about the ‘other’ through benevolent
eyes
Sustainability in farming with particular
reference to dairying and the planned
achievement standard
3.20 to 3.40 Afternoon Tea Break (S Block Foyer)
PAPERS
S.1.03
3.40 to 5.20
Session 4:
Teaching I
Chair
Paul Keown
Nick Lewis, and
Amy Harris
Geographical imaginaries in Auckland
secondary schools
Richard Le Heron
Challenges, possibilities and priorities for
geographical education in New Zealand:
Strategies for mobilising communities of
geographic practice in 2010’s
Julie Bartlett-Trafford
Emerging practices and spaces of postgraduate
geography knowledge production in New
Zealand
June Logie
Competitions geography: A variety of
approaches
WORKSHOP
I.2.22
3.40 to 5.20
Margaret Leamy
Level 1 geography: A new way of thinking.
Concepts, themes and social inquiry
6.00 till late: Conference banquet and wine tasting
6.20pm Wine tasting
7.00pm Dinner
Location: The Station Café & Bar, Hillcrest Road, University of Waikato
NB Simultaneous paper sessions
Friday, 22
January
Day Four
PAPERS
S.1.03
9.00 to 10.00
Session 5:
Mapping Spaces
Chair
Lars Brabyn
Geoff Hughes
The spatial and temporal geographies of crime
in the Waikato district
Vladimir Ira
Cultural geography, ICTS and socio-cultural
and spatial consequences
WORKSHOP
I.2.22
9.00 to 10.00
David Lloyd, and Bill Boyd
PAPERS
S.1.01
10.00 to 11.20
Session 6a:
Indigenous Geographies
Nodes, links and relationships: Practical use of
mind mapping in geographic education
Chair
Robyn Longhurst
Angeline Greensill
Local food initiatives; māra
Naomi Simmonds
Postcolonial politics and childbirth:
Reconfiguring Māori maternities in Aotearoa
Wasang Baiio
Privileging indigenous geography knowledge
over IDI space in modernity
Anne-marie d’Hauteserre
Festival of the Pacific Arts: Education in
cultural tourism?
PAPERS
S.1.03
10.00 to 11.20
Session 6b:
Planning and Public
Education
Chair
Lex Chalmers
Mairi Jay
Planning and the challenge of place-making
for the future
Aggrey Thuo
Exploring challenges of urban planning and
‘borderland’ using Nairobi peri-urban area as
a case study
Chris Dawson
Keri Topperwien, and
Kathryn Carter
Geography in planning or planning in
Geography?
Negotiating multiple worlds: Community
engagement and environmental education
11.20 to 11.40 Morning Tea Break (S Block Foyer)
PAPERS
S.1.03
11.40 to 1.00
Session 7:
Feminist Geographies
Chair
Carey-Ann Morrison
Margaret Byrne Swain
Feminist cosmopolitan theory: Engaging
ethnic tourism in China
Janet Momsen
Women at the top: Mountaineering by older
women in Japan
Robyn Longhurst
Others eating the other: Sharing food stories
with some migrant women in Hamilton, New
Zealand
Cherie Todd
Cyber/space as a performative space for
women gamers
WORKSHOP
I.2.22
11.40 to 1.00
Chris Dawson
The role of geography in planning and
decision making
1.00 to 2.00 Lunch Break (Oranga/Shops)
PAPERS
S.1.03
2.00 to 3.20
Session 8:
Teaching II
Chair
Norm Austin
Ian Fuller
Linking teaching and research in
undergraduate physical geography papers:
The role of fieldwork
David Lloyd, and
Bill Boyd
Engaging complex geographical issues: An
evaluation of mind mapping as an interactive
learning tool
Shelagh Waddington
Syllabus change, student learning and teacher
experiences
Paul Keown
Tackling the hard bits: Geography and social
science professional learning about values and
perspectives
PANEL DISCUSSION
I.2.22
2.00 to 3.20
The big kids playground: Professional development and careers in
geography
3.30 to 4.00
He Poroporoaki / Closing Ceremony
4.00 to 4.40
Opportunity to meet publication editor
Paper Session Abstracts
Baiio, Wasang (Session 6a: Indigenous Geographies – Day Four)
Privileging indigenous geography knowledge over Idi space in modernity
The paper discusses the purpose of privileging indigenous geography in a given Idi space in
modernity. The discussions centre on indigenous resource use in which those uses become
differentiated by the application of natural environmental indicators. They become the
strategic positions from which to contemplate indigenous geography and Idi worldviews. Then
indigenous geography is further discussed as a privileged knowledge sourced by Idi children
through informal education from their parents and extended families, as one of the strategic
position prevalent in a developing country like Papua New Guinea.
Bartlett-Trafford, Julie and Richard Le Heron (Session 4: Teaching I – Day Three)
Emerging practices and spaces of postgraduate geography knowledge production in NZ
Research training is big business at nation state and university scales. Academic geography,
encompassing field work in the physical and social sciences, is arguably ideal to train
postgraduate researchers for today’s globalising knowledge economy amidst the challenges of
a wide range of planetary pressures. But what is known about the ‘training processes’ within
the New Zealand university community? Our paper introduces the concept of the
postgraduate geography knowledge production enterprise in New Zealand. Since 1990 around
1300 theses have been completed, over 80 percent of which were supervised by the same
twenty academics. We explore this enterprise at varying spatial scales through consideration
of student-supervisor relations, communities of practices, co-learning and border-crossings.
Brabyn, Lars, G. Stichbury, M. Allan and B. Hicks (Session 2: Geography and Technology – Day
Three)
Satellite imagery and the geospatial revolution in geography – Measuring changes in the
water quality of Waikato’s lakes over the last decade.
The widespread application of Geographical Information Systems has substantially revived
Geography and its relevance. This is evident by the recent release of the NZ Geospatial
Strategy, that Geospatial information adds significantly to the NZ economy ($1.2 billion), and
that it is critical to the operation of many public and private organisations. This paper further
demonstrates the potential of GIS by showing how satellite imagery can now be used cheaply
and efficiently to measure water quality of lakes. NASA and NOAA have recently made their
global satellite archives publicly available for download through the internet, which includes
Landsat and MODIS images that date back to 1980. We have used these to investigate how the
water quality of lakes in the Waikato region has changed over the last decade. The automated
process measures water clarity (Secchi Disk Depth), algae (Chlorophyll a) and temperature,
which are validated using field data.
Chalmers, Lex (Session 3: New Cultural Geographies – Day Three)
The geographies of local food: Exploring the ethos of farmer’s markets in New Zealand
This paper reviews the impact of farmers’ markets on the production, exchange and
consumption of local food in New Zealand. It argues that producer enterprise necessarily
dominates food quality and larger economic issues such as food miles. The role of farmer’s
market in urban places is explored with reference to claims about community building
associated with farmers’ markets. In the final substantive section of the paper the response to
farmers’ markets is described, with reference to emerging patters of food promotion and
consumption. The paper concludes with a comment on the use of farmers’ markets as a focus
for debate about the geographies of local food.
Chiang, L. Nora and Y. Chen (Session 1: Geographies of Place – Day Three)
Don't Cry for Me Argentina: Taiwanese migrants returning home
Migratory movement has changed both in terms of scale and of patterns during the age of
globalization. With the improvement of means of transport, migration is no longer
unidirectional and an up-rooting process. Instead, migrants opt to keep the ties between home
and host countries, but experience identity and adaptation challenges in both areas by doing
so. The number of Taiwanese out-migrants has been on the rise since 1980s, according to the
household registration; and Argentina ranks as the sixth most popular destination country of
immigration. However, after three decades of immigration, there has recently been a trend for
young emigrants to return to Taiwan. Due to absence of data on returnees, this research has
employed qualitative research methods, focusing on 1.5 generational returnees who
immigrated to Argentina after 1970. The researchers carried out 18 interviews using semistructured questionnaires in Taiwan from September 2008 to January 2009. The main research
questions include factors affecting migratory decisions, the adaptation process in Argentina
and Taiwan, the self-identity of the interviewees, and their future plans. Our preliminary
findings reveal that the unstable political condition in Taiwan was one of the main reasons
their parents decide to emigrate. Many returnees had actually lived in another country other
than Taiwan and Argentina before returning to Taiwan. The main reasons for returning were
marriage, finding better jobs and meeting their parent’s expectations. Although these migrants
were born and had previously lived in Taiwan, they still encountered reverse cultural shocks
upon their return. 1.5 generation migrants typically face issues like complex identities and a
sense of not being able to fully integrate into society. They appreciate the positive impact of
migratory experiences, but also mention the “sacrifices” they have made. Many interviewees
think they will permanently stay in Taiwan whilst keeping in contact with friends in Argentina
and maintaining an Argentinean lifestyle. Their migratory experiences and patterns, as
portrayed in this research, would contribute to a new paradigm of return migration.
Keywords: Argentina; 1.5 generation; returnees; qualitative research; adaptation; fluid
identities
d’Hauteserre, Anne-Marie (Session 6a: Indigenous Geographies – Day Four)
Festival of the Pacific Arts: Education in cultural tourism?
Tourism has been suggested as an economic panacea for the Pacific. To develop tourism in the
Pacific requires recognition of resources for tourism development as well as the constraints to
their sustainable use. The Festival of Pacific Arts is a ‘special event’ for many of the island
countries of the Pacific. It is required to offer a ‘tourist experience’ if it wants to obtain
subsidies from the European Union. The Festival has become a great arena for on-going efforts
at reviving and preserving cultures that have been oppressed by colonial and missionary
irruptions. Can visitors, whose expectations of ‘authentic cultural’ tourism are based on
western understandings, learn to appreciate the meanings and embodied memory presented
during the festival? Can it be an opportunity, as participants work to maintain the inherent
values of their cultures, to help its spectators understand the subjectivities of others? Can it
help them ponder the history and future of relationships with others? Or does (should) this
‘event’ showcase a sample of the (commodified) attractions that await them in the many
destinations that they represent?
Dawson, Chris (Session 6b: Planning and Public Education – Day Four)
Geography in planning or planning in geography?
This paper discusses the relationship between geography and planning, based in part on your
experience in understanding the operation of physical and cultural processes in places, and the
need for some community-based activity to influence the definition of ‘resources’, their use
and impact of their use. Also reflected upon is the role of the NZPI in co-ordinating this
community-based activity that we have come to call planning, and the development of the
NZPI mission to include not only professional practice and professional development, but also
the responsibility to educate (both formally and informally) a range of people about the role of
planning. Finally, I discuss the commitment within this Conference to meet the planning
related achievement objectives (AO) and achievement standards (AS).
Esteban, Jana (Session 1: Geographies of Place – Day Three)
Sino’ng Sikat? Mga kuwentong pumapalibot sa Bakawan*
An investigation of dominant discourses surrounding mangroves in the Philippines
In this paper I explore dominant discourses surrounding Philippine mangroves. A critical
discourse analysis identifies the way in which various actors have utilized agency-led
documentation of Philippine efforts in mangrove rehabilitation to promote particular agendas
and to legitimize policies and actions. Three main themes emerged (science, economics, and
community development), while different subthemes (ecosystem conservation approach,
market/livelihood applications, and poverty alleviation) show marked differences in the
discourse. While the scientific expert discourse was consistent in terms of narratives and actor
coalitions, the socio-economic/productivity-oriented and community development discourse
introduced a diverse set of actors and storylines that reflect different approaches on the “best
way” of managing Philippine mangroves. I contrast the limited representation of mangroves in
government and ODA-sponsored Philippine resource management projects, with the more
detailed discussion within the peer-reviewed literature and the grey literature. A major finding
is how adequately-funded mangrove management projects portray Philippine mangroves as a
backdrop for bigger environmental projects and higher ideals (such as fisheries production
enhancement and community development) and how the literature show mangroves as a
setting for resolving more complex issues in the Philippines.
* Filipino title reflects the positionality and ethnicity of the author. Translated directly in
English.
France, Derek (Session 2: Geography and Technology – Day Three)
Student + podcasting = engaging fieldwork
Current University students come with technological gadgetry and form part of the modern
day ‘net generation’. They bring with them a wealth of online experiences and skills, which can
be utilized by today’s practitioners and incorporated more fully into student learning activities.
This paper reports on a new initiative in which students have created their own video podcasts
/ digital stories as part of geographical fieldwork activities and considers the value of using this
technology to enhance the student learning experience. Actual student video podcasts / digital
stories will be demonstrated and discussed along with the drivers, barriers and challenges for
the students and practitioners of incorporating this type of technology into the curriculum.
Fuller, Ian, M. Brook and K. Holt (Session 8: Teaching II – Day Four)
Linking teaching and research in undergraduate Physical Geography papers: the role of
fieldwork
Undergraduate teaching should be informed by research. The extent to which this is the case
and how this is best practised is the subject of this paper. Learning strategies which seek to
embed research within the undergraduate programme from an introductory level are
discussed. The degree of success in these strategies is informed by input from Postgraduate
students who have ‘come through the ranks’. Their views, obtained via focus group, suggest
that research is rigorously embedded at every level of the programme and is most clearly
linked to teaching in research-based third year papers with a strong fieldwork component.
Greensill, Angeline (Session 6a: Indigenous Geographies – Day Four)
Local food initiatives; māra
This paper reviews current interest in encouraging local food production through initiatives
such as māra (community gardens). The importance of māra or mahinga kai in Maori culture
and history is noted, and the relevance of education around medicinal use of local native
plants, natural cultivation methods and varied food supply is revealed. A case study of
gardening in Te Kura o te Rohe o Whaingaroa of the Raglan Area School is used to illustrate the
way schools can support the development of local food initiatives.
Hansford, Andrew and L. Chalmers (Session 2: Geography and Technology – Day Three)
Guidelines for field-based application development
To build field applications for four discrete projects with different design parameters for
several Organisations. The applications required modelling of data capture with field users
with on-board decision support being a requirement. We will argue that map and imagery
products are key to providing user confidence, and training with both the data model and the
application are essential for the construction of robust mobile systems. The presentation will
generalise from the four mobile GIS experiences developed in the last three years, and will
work towards a set of guidelines for application developers in the ArcPAD 8 environment.
Harris, Amy, N. Lewis and R. Le Heron (Session 4: Teaching I – Day Three)
Geographical imaginaries in Auckland secondary schools
This paper inquires into geographical education in New Zealand’s secondary school system and
reports on a 2009 survey of geography’s place, content and delivery systems in Auckland
secondary schools. At a very practical level we ask, ‘What geography is taught to whom, by
whom, where, in Auckland?’, as a way of establishing a profile of the delivery of geography in
Auckland’s secondary schools. We provide summaries of the units taught and settings used in
the teaching of geography at different stages of NCEA and whether the Cambridge syllabus is
used, and the teaching examples used to illustrate the Cambridge syllabus, in addition to the
size of classes and backgrounds of teachers of geography. The findings are used as a basis for
discussion of the pedagogic and educative implications of students coming to know geography
through particular imaginaries.
Hughes, Geoff, L. Brabyn, L. Chalmers and T. Sasso (Session 5: Mapping Spaces – Day Four)
The spatial and temporal geographies of crime in the Waikato district
An analysis of the variations which occur in the patterns of crime over time and space in the
Waikato district including monthly and yearly variation will usefully contribute to a more
general understanding of criminal activity in the region for not only the Police, but policy
analysts and the public at large. The analysis in this project uses a combination of Microsoft
Excel software and Geographic Information Systems to provide information on summary
statistics and the spatial/temporal distribution of assaults, burglary, arson, trespass, and liquor
breaches throughout the Waikato over a ten year period (1999-2008). Exploratory analysis for
all offence variables not only showed sizeable monthly and yearly variation over this ten year
period, but also revealed an element of spatial variation throughout the district. Further
analysis revealed a difference in the pattern of spatial variation for each of the offence groups
throughout the Waikato. The monthly and spatial variation exhibited in these offences might
assist in gaining an insight into the reason behind offence patterns. We conclude that Excel
and Geographic Information Systems are both useful tools in the analysis and subsequent
interpretation of information for the analysis of social, and in the context of this exercise,
criminal behaviour.
Keywords: crime; GIS; space; time; policy; assault; burglary; arson; trespass; liquor breaches
Hulse-Sangster, Oliver, L. Chalmers and A. Hansford (Session 2: Geography and Technology –
Day Three)
The principles and practices of mobile GIS
This paper discusses the history and technological synergies associated with the development
of mobile GIS. The geographical principles that underpin mobile GIS are discussed with
reference to key issues such as scale, accuracy and user-oriented cartography. In the third
section of the paper the wide range of mobile GIS applications are reviewed in an introduction
to an application focusing on significant trees in Hamilton. The application described is a
generic model for territorial local authorities carrying out environmental monitoring. We argue
that the application has to be consistent with established methodologies and that userfriendliness is a key requirement of such systems. The paper concludes with a comment on the
need for consistent principles in the development of ArcPad applications for environmental
monitoring.
Ira, Vladimír (Session 5: Mapping Spaces – Day Four)
Cultural geography, ICTS and socio-cultural and spatial consequences
Cultural geographies inquire into the impact of new technologies or techniques on local,
regional or global environment. The virtual access offered by information and communication
technologies (ICTs) has entered our everyday life to an unprecedented degree with sociocultural and spatial consequences. The paper explores the impact of ICTs on everyday lives of
citizens in Bratislava (capital of Slovakia) through integration of time-space budget data and
qualitative interviews. The empirical findings supported by survey data indicate that a
significant proportion of total population’s daily time is spent on space transcending activities
in general.
Keywords: cultural geography; time-space use; ICTs; everyday activities; Bratislava – capital of
Slovakia
Jay, Mairi (Session 6b: Planning and Public Education – Day Four)
Planning and the challenge of place-making for the future
‘Place’ implies more than location, site or space. It evokes notions of ‘home’ and identity. In
the words of Cresswell (2009), places ‘are, in the broadest sense, locations imbued with
meaning that are sites of everyday practice’. Public places are created and made meaningful
by the actions of many different individuals and disciplinary agents over time: home and
property-owners, surveyors, engineers, architects, builders, and others. But the discipline of
planning (urban, regional and environmental) perhaps more than any other, is responsible for
considering space in an holistic way, and creating places that are integrated with the social,
economic and environmental context within which they are located. Climate change and
resource shortages in the next decades challenge planners to strive for places that are both
adapted to future shocks and meaningful to the people who use them. This paper suggests
that future proof planning must involve a process of social learning which includes local
residents, visionaries and environmental specialists to create places that remain meaningful
and socially valued but also resilient to future change.
(Reference: T. Cresswell, 2009. Place. In International Dictionary of Human Geography,
Elsevier).
Key words: planning; place; climate change; future proofing
Keown, Paul (Session 8: Teaching II – Day Four)
Tackling the hard bits: Geography and social science professional learning about values and
perspectives
This paper will report on the experiences of geography and social science teachers in grappling
with the teaching of values and perspectives. It will outline the nature of the professional
learning experience and what teachers felt the gained from it. There will be a special focus on
what strategies and techniques teachers found valuable and trialled in their classroom.
Le Heron, Richard (Session 4: Teaching I – Day Three)
Challenges, possibilities and priorities for geographical education in New Zealand: Strategies
for mobilising communities of geographic practice in the 2010s
This paper is an attempt to outline a range of strategies that might be actively pursued in the
New Zealand context and from abroad to make geography and geographers more visible in
New Zealand. The paper attempts two things: first, an identification of a range of sites where
geography is strongly or weakly institutionalised (e.g. universities, schools, societies such as
the NZ Geographical Society/Environmental Defence Society, local and central government,
consultancies, defence, NGOs) as distinctive and often highly differentiated practices, and
second, an exploration of how activities in, from and into these sites, might be developed in
more programmatic ways. The intent is to stimulate dialogue about how to both refresh
geographical practice and perform new geographical practices into existence in New Zealand.
Lloyd, David, W.E. Boyd and K. Den Exter (Session 8: Teaching II – Day Four)
Engaging complex geographical issues: An evaluation of mind mapping as an interactive
learning tool
Conventional Western education relies, largely, on linear approaches in communicating and
interpreting issues. For students and communities to fully engage with complex geographical
issues – such as those surrounding global climate change, deforestation and other socioenvironmental interactions – they require tools to structure the requisite data and knowledge
and to differentiate between cause and effect. This paper critiques the use of mind mapping as
one such tool in geographical education. We present case studies from both undergraduate
and cross-cultural educational settings to demonstrate the use of mind mapping in
communication, analysis and problem solving. In critiquing this educational tool, we conclude
that mind mapping is particularly effective in working with learning communities whose
cultures are strong on visual communication but weaker on written communication, and in
cross-cultural situations where command and use of written English would disadvantage
learners.
Longhurst, Robyn and L. Johnston (Session 7: Feminist Geographies – Day Four)
Others eating the Other: Sharing food and stories with some migrant women in Hamilton,
New Zealand
Much has been written about ‘eating the Other’ (bell hooks) where white desire for racialised
Otherness is expressed through food. Less has been written about ‘Others eating the Other’.
This paper is based on visiting 11 migrant women in their homes in Hamilton, New Zealand
between October and September 2007. During our visit each of the women prepared and
cooked a meal that was significant to them in some way. The aim of the research was to use
the subject of food to understand further the relationship between identity, place, and power
for migrant women in Hamilton. From the outset of the research it was evident that different
migrant groups were keen to share each other’s food. For example, when we visited a Korean
participant, we found that several other women who had migrated from Mexico and Malaysia
had been invited because they were keen to try ‘Korean food’. When we visited an Indonesian
participant, a Pakistani woman and her daughter were there eager to learn about cooking
‘Indonesian food’. In this paper we argue that food preparation and shared eating for migrant
women in Hamilton offers insights into what Probyn (2000) calls ‘alimentary assemblages’
where bodies intermingle and suggest other ways of performing culture and race.
McLeay, Colin and W. Ieremia-Allen (Session 3: New Cultural Geographies – Day Three)
Tigilau Ness and Jah music: The musical construction of Rastafarian diaspora
This paper explores diasporic identities of Tigilau Ness, the lead singer and songwriter for the
New Zealand roots reggae band, Unity Pacific, Mr. Tigilau Ness. As a New Zealand born Niuean
growing up Christian in New Zealand, a country removed physically from Niue, Jerusalem and
Africa, Tigilau Ness’ diasporic Rasta identity draws upon various migratory histories. The
movements between these destinations bestow meaning onto both these places and the
spaces between them, and create the many facets that constitute Tigi’s Rastafarian identity.
His keen negotiation of the biblical scriptures, his diet, and his principled political engagement
with local and international scale politics are constitutive elements which shape and are being
shaped by his Rasta identity. This Rastafarian identity is regulated primarily through Jah Music.
This paper discusses the complex notions of Tigi’s Rastafarian and diasporic experiences to
understand the constitutive relationship between music, cultural identity and place.
Momsen, Janet (Session 7: Feminist Geographies – Day Four)
Women at the top: Mountaineering by older women in Japan
A new form of tourism is sweeping Japan. Groups of middle-aged women, mostly between 50
and 70, are 'collecting' mountain summits. They hike up mountains in organized groups on one
to four-day expeditions. It is not unusual in Japan for men and women to undertake leisure
activities separately but hiking up mountains, as contrasted to mountaineering, is definitely a
hobby of women. We hypothesize that Japanese women of this age group are fitter and live
longer than previous generations and have reached an age when they have both the time and
money to undertake these activities. Reaching the summit is often celebrated by relaxing in
baths fed by hot springs. The authors link this new form of tourism to the pilgrimages to sacred
sites, often associated with mountains, popular in eighteenth century Japan.
Rennie, Hamish G. (Session 1: Geographies of Place – Day Three)
Fishing for a sustainable future?
Technological developments, increased demands and increased waste have placed the
sustainability of fisheries at risk. The multi-layered, multi-textual geographies of fishing and an
historical ‘landlubber’ orientation of geography have made it difficult to chart a path for a
distinct fisheries geography. This paper reviews the major developments and theoretical
issues in fisheries, and the inherent spatial problems of ensuring sustainable fisheries that is
placing fisheries geography at the forefront of fisheries futures. The emphasis is on issues
fundamental to a geographic understanding of quota management systems and the interface
between fisheries ‘rights’, aquaculture and tourism.
Scheyvens, Regina (Session 1: Geographies of Place – Day Three)
Responsible corporates? Social, economic and environmental responsibility in Fijian tourist
resorts
Geographers, among others, have traditionally been very critical of tourism in small island
states, noting how it can be socially and environmentally irresponsible and how the economic
benefits flow offshore in the form of leakages while the profits accrue to foreign owners. This
paper reports on research in Fiji which investigates the wide range of ways in which resorts are
purporting to contribute to community development through their operations. Of particular
interest is the issue of whether tourism is benefiting communal landowners.
Simmonds, Naomi (Session 6a: Indigenous Geographies – Day Four)
Postcolonial politics and childbirth: Reconfiguring Māori maternities in Aotearoa.
In this paper I chart the beginnings of my PhD journey in which I highlight the paucity of
geographical literature on Māori maternities. My PhD research examines the impact of
colonial discourses on Māori women’s childbirth experiences in postcolonial Aotearoa. The
paper extends and promotes the use of Kaupapa Māori and mana wahine (Māori feminist
discourse) epistemologies and methodologies to examine Māori women’s lived, embodied and
spiritual relationships to space and place. I am interested in examining if colonial discourses
still dominate Māori women’s experiences of childbirth in postcolonial Aotearoa. Drawing on
preliminary findings from this research I seek to tease out the complex postcolonial politics in
which birthing women are entangled.
Swain, Margaret (Session 7: Feminist Geographies – Day Four)
Feminist cosmopolitan theory engaging ethnic tourism in China
Cosmopolitanism infers engagement with the world outside of home community, as mobile
practice and spatial identity. Tourism is an industry built on distinctions between strangers and
friends, with inherent potentials for both oppression and empowerment, bridging local
solidarity/international civil society and citizenship. Ethnic tourism in China provides an ideal
location for applying feminist cosmopolitan theory, asking how cosmopolitan identity ‘work’ in
terms of its gendered embodiment in tourism practitioners: the toured, tourists, and us, the
researchers. How could cosmopolitan values and knowledge transform tourism inequalities
into equity for local subjects whose intersecting identities may or may not include the
cosmopolitan?
Tallon, Rachel (Session 3: New Cultural Geographies – Day Three)
Creating 'little sultans' in the social science: Learning about the 'Other' through benevolent
eyes
Teaching about faraway and 'exotic' places in geography has always been problematic. How do
we represent the 'Other' to our students when often, we do not know the 'Other' ourselves?
‘A little rajah’ or ‘little sultan’ is a colloquial term used to describe a spoilt brat in the Middle
East. Often an only boy-child they consider the world as owing them everything. They think
they are deserving of deference, the world revolves around them. This paper discusses how an
uncritical curriculum may take the view of the ‘Other’ as a ‘thing’ to know and not engage
with, let alone learn from. The unequal dimensions of power that result from this form of
learning posit the learner in a superior position, always looking down at the Other. The results
of learning about the Other through eyes of privilege and its partner benevolence, can create
students in our classrooms that exhibit characteristics of ‘a little rajah’ with all the educational
consequences for this ignorance and arrogance.
Thuo, M. Aggrey D. (Session 6b: Planning and Public Education – Day Four)
Exploring challenges of urban planning in ‘borderland’ using Nairobi peri-urban area as a
case study
The process of urbanization is one of the most important dimensions of economic, social and
physical changes. This urbanisation is leading to rapid transformations especially in the periurban areas. This paper focuses on urbanisation within Nairobi peri-urban area. This paper
based on qualitative research approaches presents evidence on how actors (through
subaltern’ actions) are creating order in an otherwise chaotic situation. The chaotic situation is
as a result of lack/inadequacy of the formal planning (as in services and infrastructural
provision) by local and central governments. Actors (in such situations where planning goals do
not reflect their local needs and practices) have adopted hybrid systems to foster social order,
land tenure security safeguards and provision of services. This is done through an intricate set
of relationships with the government (central and local) and community institutions, thus are
hybrid formations. Theorising about these systems this paper challenges conventional world
views in urban planning and development in terms of ‘formal’ and ‘informal.’ In addition,
dichotomists’ binaries such as illegal/legal, planned/unplanned, secure/insecure are further
interrogated.
Todd, Cherie (Session 7: Feminist Geographies – Day Four)
Cyber/space as a performative space for women gamers
This research represents an original approach to examining interactive multimedia video
games that are played through various platforms, such as personal computers, Gameboys,
PlayStation, and Xbox. Particular attention is paid to women 30 years of age and older who
engage in gaming activities whilst at home. I explore the ways in which “women as gamers”
challenge dominant understandings of “gamer” culture. I also examine how domestic gaming
practices challenge normative imaginings of what it means to be a “woman at home”. Drawing
on feminist and poststructuralist literature, this research seeks new ways of understanding the
mutually constitutive relationship between women, home, and gaming.
Keywords: women; gender; identities; home; gaming; cyber/space
Topperwien, Keri and K. Carter (Session 6b: Planning and Public Education – Day Four)
Negotiating multiple worlds: Community engagement and environmental education
In this presentation we traverse the interwoven fields of community engagement and
environmental education. We begin with an overview of the broader context of community
engagement and education, including the reasons why it is important. However, our main
focus is on the often unacknowledged, uncomfortable and messy assumptions, questions and
approaches that are generated in the process. We unravel some of the recurring complexities
of community engagement, including the consequences of over-promising and underdelivering. Similar challenges are faced by environmental education practitioners, particularly
where reflexive thinking is required to address gaps between messaging and project goals or
aspirations as well as different values and worldviews. To put these issues into context we will
share some of our experiences of both researching and working in the field of community
participation and environmental education.
Waddington, Shelagh (Session 8: Teaching II – Day Four)
Syllabus change, student learning and teacher experiences
The new Republic of Ireland Leaving Certificate geography programme, taken by 16-18 year
old and examined first in 2004, marked a major change in approach from its predecessor. This
paper presents the results of a study which explored the learning outcomes in the light of the
stated aspirations of the syllabus, teacher perceptions and of society’s expressed concerns
about the nature of education today. Data was obtained using interviews with teachers and
questionnaire surveys of participants. Results indicated that the new programme did appear to
have some impact on learning outcomes, both positive and negative.
Wallace, Pip (Session 3: New Cultural Geographies – Day Three)
A moving target: Animal geographies and the regulation of space.
Dividing lines between humans and animals are not immutable and shift and change by virtue
of numerous influences. Focusing on Animal Geographies enables consideration of the way in
which animals influence human behaviour and affect outcomes. This paper examines the
interactions of birds and humans and the contests that develop in the sharing of space.
Airborne creatures have an ability to interact in spaces used by humans in ways that their
terrestrial compatriots cannot. Flight also facilitates extensive movement and distribution.
Aerial mobility may at times, however, engender contact between species with results that are
negative for one, both or all of the species involved. In the context of the development in New
Zealand of infrastructure associated with wind energy, this paper will examine aspects of the
negotiation of shared space between humans and birds.
Workshop Session Abstracts
Dawson, Chris (Day Four)
NZPI workshop “The role of Geography in Planning and Decision Making”
Starting as an outsider, I open the workshop with an interpretation of how a professional
planner and member of the NZPI might interpret this important Achievement Standard in
Geography. The intention is to stimulate discussion for most of the session, with the desire to
answer a few important questions. In the last 10 minutes of the session we will try to write 150
words (authored by teachers) about what they would like to see the Institute do, and we
should report on what the NZPI can offer teachers now we understand what the needs are.
The questions we start with include:
 How do we establish the links between the curriculum and AS 3.3, or are the
Achievement Standards a better place to start? Why is this?

AS 3.3 is in a curriculum strand called Making Connections: place, processes and
perspectives. What teaching about planning and decision making precedes this
experience (Years 11 and 12)? For example, do students know there is an Act of
Parliament called the RMA? Do students understand the consultation process?

How should we make planning professionals aware of the needs of teachers? Is the
NZPI website a place we could go further than encouraging the professional
development of practicing planners? Without replicating existing systems, what central
resources can professional planners make available to teachers through the NZPI
website.

How should we make sure teachers make reasonable requests of planning
professionals? How much material, how often and how collective, and with how much
lead time?
In what ways can we develop this initiative? Perhaps a RSNZ Teaching fellowship would be a
good idea for developing the NZPI website, providing career advice, offering professional
development and so on.
Kendrick, Brian (Day Three)
Sustainability in farming with particular reference to dairying and the planned achievement
standard
Sustainability is the focus for this workshop. Sustainable development is one of the integrating themes
mentioned in the New Zealand Curriculum 2007 (page 39). It provides a future focus in the social sciences
and sciences learning areas, and can contribute to school based curricula. The workshop builds on the
material introduced in the Dairying Field Trip. The field trip provided an opportunity to consider what is
considered sustainable and what is not, how sustainable practice differs from dairying as currently practised.
The workshop also explores the ‘costs’ associated with being sustainable, with reference to economic,
environmental or social considerations. More broadly it addresses questions about whether sustainable
practices can be feasibly implemented across various productive sectors. Can the industry, or government,
impose them?
Keown, Paul and L. Chalmers (Day Three)
I belong to the largest geography department in New Zealand
This workshop will explore some of the best tools available to link New Zealand geography
teachers together in a “mega-department”. Initially the workshop will showcase a range of
sites that network teachers so that they can operate together as one large department,
regardless of where they live and work. Following this, participants will have an opportunity
for hands-on experience with a range of sites and tools. The workshop will conclude with
discussion on the prospects for establishing an online geography mega-department for the
benefit of New Zealand geography teachers.
Leamy, Margaret (Day Three)
Level 1 geography: A new way of thinking concepts, themes and social inquiry
This workshop will look at the possibilities of building a concept-based and theme-based
approach to teaching Level 1 Geography – within this will be ideas around different
approaches, that there is room for change, and a way to approach social inquiry in Geography.
A variety of effective teaching and learning strategies in Geography will be discussed, including
the use of Effective Pedagogy in Social Sciences/Tikanga a Iwi: Best Evidence Synthesis and
Assessment for Learning – using formative assessment in Geography.
Margaret Leamy is an experienced ad energetic facilitator who inspires and enables teachers.
She has up-to-date knowledge of curriculum developments and educational practice. Margaret
resides in Palmerston North with a wealth of experience as a Geography teacher. There, she
has set up Geostuff - a private company whose purpose is to provide geography resources to
teachers. Currently, Margaret works as the Secondary Social Science and Assessment for
Learning Advisor at Massey University. She has written many internal NCEA Geography
assessments and has been involved with the marking of external examinations.
Lloyd, David and W.E. Boyd (Day Four)
Nodes, links and relationships: Practical use of mind mapping in geographical education
This workshop will introduce the practices of mind mapping as a tool for displaying,
interpreting and analysing complex issues in educational settings. The workshop facilitators
have found mind mapping to be a useful tool in improving the learning outcomes of students
displaying difficulties under conventional linear teaching conditions. They have also found it
effective in working with communities whose cultures are strong on visual communication but
weaker on written communication, or in cross-cultural situations where written English is
limited. The workshop will introduce paper and computer-based mind mapping. It will engage
participants in the application of mind mapping to separate elements of a complex issue, and
visually display their relationships and related concepts. Participants will demonstrate through
practice their ability to engage a complex document and provide a meaningful analysis within
the short time of the workshop.
Logie, M. June and M. Flaws, NZ Geographical Society (Day Three)
Geography Competitions: achieving excellence
This workshop will explore the present criteria for the Year 13 Geography competition in
particular, although discussion may be relevant to other current Geography competitions. An
overview of current research approaches is designed to engender participant discussion of
alternative methods which students could either use for their research; or refer to in their
evaluation of their competition projects.
The workshop will include some research topics and participants may add to this list and
suggest some appropriate research approaches.
In order for students to choose appropriate research projects/topics and research approaches,
it is essential to understand both the competition criteria and the AS criteria to make sure that
the scope of the research is sufficient to meet both requirements.
Participant input is vital for the success of this workshop.
Keywords: excellence/success; competitions; research approaches; competition criteria