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A Pedagogy of Place


Chapter 1. Personal Narratives: A Place to Start

1 Michael King was an accomplished and highly regarded (one could say famous) New Zealand historian, biographer, and writer who was associated with The University of Waikato, both as a student and academic.

2 Pākehā: Traditionally viewed as New Zealanders of European descent (predominantly British). It has been suggested that the term be broadened to include all non-Māori New Zealanders.

3 OE, colloquial term for overseas experience. A ‘rite of passage’ for many antipodeans who were able to get a two-year working holiday visa.

Chapter 3. The Case for Place

1 Read’s three books Returning to Nothing (1996), Belonging (2000) and Haunted Earth (2003) represent a sustained investigation into the attachment to place and significance of place experiences in Australia. Read has explored in depth attachment to place and the grief that results when people become displaced, the complexities of indigenous and settler attachment to the same places, and the possibility of a spirit of place that resides independently of humans.

2 C. Bell (1996, 34). The author’s identity is ‘concealed’ so as to not immediately permit the reader to identify with the author’s country. We have also changed ‘New Zealanders’ to ‘of the population’ from the original quote.

Chapter 6. ‘That Feeling of Familiarity’: Developing Place-Responsiveness

1 For full details visit

2 Three male and two female students. This project complied with the university’s ethics regulations. Pseudonyms have been used.

3 See Tuan’s comment in the final paragraph of Chapter 5.

Chapter 7. Transitions: A Changing Sense of Place

1 This project is funded by a Teaching and Learning Research Initiative (TLRI) grant 2010–2011. The TLRI seeks to enhance the links between educational research and teaching practices to improve outcomes for learners.

2 Both the school and teachers reported in this chapter were happy that they be identified.

3 The decile rating is the indicator used to measure the extent to which schools draw pupils from low socio-economic communities. A decile is a 10% grouping. Decile 1 schools are the 10% of schools with the highest proportion of students from low socio-economic communities. Data was obtained from Education Review Office report, July 2008.

4 Boogie board; approximately half-body length buoyant board that swimmers rest their torsos on to surf waves.

5 Waka ama are traditional open canoes with an outrigger. Modern versions are constructed of fibreglass and other high tech composites. Waka refers to a canoe and ama the outrigger. This is popular recreational and competitive activity in New Zealand. The use of waka ama is a good example of adopting (and adapting) a traditional mode of transport in a contemporary setting. Tradition records that Māori arrived in Aotearoa via seven waka in the great fleet. Anthropologists have suggested that migration occurred over a longer period involving in excess of 40 voyages
( accessed 30 August 2010).

6 Marae. Meeting area for whānau (family) or iwi (tribe), it is the focal point of a settlement. It is an area into which visitors are welcomed and accommodated. The key building being the wharenui or meeting house.

7 Whenua. Māori term for both land and placenta. The link between the nourishing nature of both definitions is highly significant. It is not uncommon for Māori to return the whenua (placenta) to the family’s marae to be buried in the whenua (land) to which they have long association. The practice of burying the placenta in a place of significance is not uncommon for Pākehā.

8 Education Outside The Classroom (EOTC): Term used in New Zealand to incorporate all learning activities outside the classroom. This might include a visit to a museum or fire station. OE is therefore one part of EOTC.

A Pedagogy of Place

   by Brian Wattchow and Mike Brown