Looking back and moving forward: Health geography in Aotearoa and beyond

Health geography in Aotearoa New Zealand (NZ) has had a major impact on international sub‐disciplinary debates. It is timely to celebrate our domestic health geography achievements and alert ourselves to the challenges ahead. This reflection article provides a brief overview of Aotearoa NZ's maturing health geography community and includes the reflections of a panel discussion held during the bi‐annual NZ Geographical Society conference in 2016. We argue that the eclectism of health geography in NZ and beyond is both the sub‐discipline's major strength and challenge.     

Placing Geography's Institutions into Geographic Pedagogy: Colearning and Coproduction of Knowledge as Strategy to Do Geography Differently

This article discusses New Zealand geography's recent engagement in institutional regeneration that is aimed at redeveloping the knowledge claims its geography community can make. This engagement has led to new levels of understanding among many New Zealand geographers of colearning and coproduction of knowledge as geographic processes involving knowledge, power, and authority relations. The article briefly outlines two linked trajectories: those relating to the gradual recognition of institutional collapse, and the commitment to remaking a new and generative institutional framework, and the uptake of ideas from international geography that helped with prioritizing revisioning and institutional regeneration. Lessons from New Zealand geography's sobering institutional experiences and new efforts at collective learning and activity to extend the spheres of geography's action are salutary for international geography.     

New Zealand geography: Sharpening the focus,raising the profile

Geography seems to be in good hands in New Zealand's schools and universities, but we cannot afford to be complacent. What are the key priorities for further strengthening geography in New Zealand in the years ahead? The New Zealand Geographical Society has to play a crucial role by helping to bring together geographers in the different sectors, as well as in promoting New Zealand geography internationally, and raising its profile in the media. Most of all, we need to demonstrate the vibrancy, significance and relevance of geography to the wider community.     

End of an Era? Population Geography in New Zealand at the Turn of the Century

Research into and teaching on population issues in New Zealand's university geography departments is at a crossroads. A significant cohort of New Zealand population geographers who gained their graduate and post-graduate training during the 1950s and 1960s is rapidly diminishing as a result of retirements and late career shifts. In the much more competitive university environment of the 1990s staff are either not being replaced, or their positions and programmes are being reshaped as part of radical restructuring of the social sciences and humanities. This paper reflects on recent developments in population geography in New Zealand, highlighting the contributions made by three of the country's most prominent researchers and teachers in what is fast becoming a dying field of discourse in university geography departments. The paper concludes on an ambivalent note about prospects for geographers in the era of sub-replacement fertility and the heightened attention that will be accorded to migration processes.     

On Geographic and geography

New Zealand Geographic is one of a number of geographical magazines published in the English‐speaking world that make little or no reference to work by academic geographers. It recently launched a New Zealand Geographic Trust to promote research into ‘New Zealand's life, culture and sciences’ and collaborated with four other publishers of geographical magazines to raise awareness of climate change: the work of academic geographers is again ignored. This exclusion of academic and school geography from such enterprises raises important issues regarding the discipline's public profile in New Zealand and suggests the need for greater public engagement activity by the country's geographers.     

Reading Agricultural Power

Many forms of rural geography include investigations of power. Lately some researchers have achieved this through studies of discourse. This paper presents a reading of agricultural power as it occurs in several examples of Australian and New Zealand print-media. Initially, I review the importance of discourse in the study of power - arguing that a ‘geography of discourse’ enables key questions and objects of analysis (spaces and processes) to be investigated. I then analyse coverage of agriculture in selected rural print-media forms. I argue that hegemonic discourses of masculinity and agriculture are used in the construction of reports, reinforcing the power of certain knowledges and truths. Finally, I propose more study is needed of the sites and processes through which meaning is constructed. Using the case of a farm women's conference I argue that the media involves a number of sites and processes which must be negotiated if discursive change is to occur in our understanding of agricuture.     

John Turnbull Thomson,Fellow of the Royal Geographical Society: An early New Zealand geographer

John Turnbull Thomson is more known in New Zealand for his work as Chief Surveyor of Otago Province (1856–1876) and first Surveyor General of New Zealand (1877–1879). He was also a Fellow of the Royal Geographical Society of London from 1848 until his death in 1884. Thomson was an important and early self‐declared ‘does’ of geographer in New Zealand, prior to the establishment of university geography in 1937. Thomson's contribution included survey and mapping but he also gave public lectures on geography and contributed to debates about glaciation.     

Landscape Change and Environmental Histories

Historical geography was once a popular element of university curricula in New Zealand. It was also a conspicuous focus of research. Today however there is only one identifiable course in historical geography in New Zealand's university calendars – at Massey – and few writers have maintained an active research interest rooted in the sub‐discipline. This Comment suggests some reasons why now is a good time for New Zealand's geographers to reassess this state of affairs, and outlines five themes that might be pursued in the construction of more explicit historical geographies at the start of the third millennium.     

Geographical reflections on Sir Edmund Hillary (1919–2008)

Abstract: During the past year, the media, public and officialdom have focused on Sir Edmund Hillary, his achievements, and what they mean to New Zealand. In this commentary, we reflect on how they relate to human geography. Although we acknowledge the obvious tensions that exist between adventuring and the contemporary concerns of the discipline, we also illustrate how Hillary's life and actions resonate with many of the discipline's current hopes, aims and challenges. Specifically, we discuss thematic overlaps in the fields of geopolitics and national identities, colonial histories and resistances, as well as the emerging public geography. We posit that ‘Hillary's geography’ is closer to human geography than is realized or at least acknowledged by geographers.     

In Pursuit of Moving Targets: New Zealand Population Geography in the South Pacific

New Zealand population geographers in the South Pacific islands early focused on resource issues, especially in Fiji and the smaller island states politically linked to New Zealand. This later extended into analysis of the structure of village level economic and social development, notably in Kiribati, Solomon Islands and Fiji. These analyses contributed to a clearer understanding of the substance of development at a key turning point in the region's history - the transition to independence. Migration, or mobility, and urbanisation attracted enormous interest throughout the region, with lengthy debates ranging over migration models, urban permanence, the ideology of return and metaphors of mobility, establishing the most distinctive thrust of New Zealand research in the region. Practical research, involving censuses and consultancies, has directly contributed to development. Despite the valuable historical legacy the extent and significance of New Zealand work on the population geography of the Island Pacific has now dwindled.     

New Zealanders on the Population Geography of the Western Island

New Zealand origin academics have played a key role in the academic study of Australia's population in the post-war period. The paper argues that New Zealanders have contributed not only to the furthering of knowledge of the processes of change in the Australian population but have been important in the teaching of population geography in Australian universities, made inputs into policy relating to population and been influential in the development of the Australian Population Association. Major contributions have been made by New Zealanders not only in the traditionally strong areas of population geography such as internal and international migration but also in the areas of fertility, mortality and ageing.     

Putting together the pieces of the puzzle: Traces of New Zealand in international school geography textbooks

How does a fairly remote space (the islands of New Zealand) contribute to the development of geographical literacy in the geography textbooks of post‐socialist (Romania), Western (Germany) and post‐colonial (Mexico) countries? A four‐step analysis of three textbooks of international selection revealed different regionalisation cultures combined with traditional and recently implemented educational paradigms of geography education and led to a similar result. Despite the many ways in which New Zealand's geographical distinctiveness could be used to enhance geographical literacy, there are few operationalisations of educational targets that might contribute to sustainable long‐term learning. Further, these results also offer a possible explanation for the absence of the ‘southern lands’ on students' cognitive maps of the world.     

‘Not every body's cup of tea’? Theoretical perspectives in school geography

Geography teaching that highlights theoretical perspectives may help develop students’ critical disciplinary thinking, despite foundational knowledge being described to New Zealand geography teachers as ‘not every body's cup of tea’. This article extends the tea metaphor by contrasting two cultivations of theoretical perspectives in school geography. Unlike the two major cultivars of the Camellia shrub, however, this paper argues that perspectives have been minimally grown through one cultivar that focuses on the views of case study individuals and organisations. A maximal cultivation of perspectives is advanced in order to progress school‐aged understanding of the diverse nature of geographical knowledge.     

Geography–Internationalisation and the Condition of Forestry in New Zealand

Abstract. Internationalisation is used as a device with which to reexamine geographies of national development and geography in national development in New Zealand. The second half of the paper discusses national and internationalised forestry in New Zealand before considering some of the new possibilities confronting geographers as the New Zealand economy becomes increasingly internationalised.     

The market(able) place of school geography scholarship, 2007–2016

This report analyses a decade of geography scholarship student entry and achievement data (n = 10,205) to reveal patterns and trends of high‐achieving school students. The study is an exploratory analysis, the aim of which is to describe where the greatest scholarship success has occurred, as well as attendant demographic characteristics of New Zealand's most capable geography students and their schools. Emerging from the regions is a localised story of students from an extremely narrow number of schools achieving disproportionate scholarship success. This raises questions in the wider geography teaching community about the possibility of a broader constituency achieving scholarship awards.     

Curriculum change,challenges and teacher responsibility

The New Zealand Curriculum (NZC), Realigned Geography Achievement Standards and Social Science Teaching and Learning Guidelines‐Geography combined are playing a key role in transforming senior school geography into a subject suited for 21st century learners. While they provide geography teachers with the permissiveness to plan coherent school‐based geography programmes that are relevant and responsive to students' needs, the implementation process can prove challenging. Adjusting to the increased trust and responsibility assigned to teachers, as they undertake the role of curriculum makers, is a key focus of this paper.     

Splitting a northern account of New Zealand's neoliberalism

This review responds to Richard Peet's ‘policy regimes’ account of New Zealand's neoliberal experiment published in this volume of the New Zealand Geographer. It welcomes Peet's intervention, especially its comparative approach and its political economy focus, but suggests further insight may have been gained from closer engagement with the work of New Zealand geographers. The review argues that Peet misses opportunities to learn from the New Zealand case. The review subjects a ‘northern’ account of southern experience to a critique by ‘splitting’, a characteristically southern approach to analysing social change from the Antipodes that pays close attention to the situatedness of knowledge production.     

Fish and boats: Fisheries management issues in Northland

New Zealand fisheries management has been the focus of a great deal of research, largely because of the early, and very successful, introduction of a neoliberal property regime in the country's commercial fisheries. Less attention has been paid to the other management activities of New Zealand's Ministry of Fisheries. This paper outlines the fisheries management issues arising over the last decade in the region to the north of Auckland and the practices of the Ministry as it worked to address them.     

Incorporating geographies of health into public policy debates: The GeoHealth Laboratory

Abstract:  The restricted influence of geographers in the policy arena has been the source of some angst. This paper reports on a new initiative at the University of Canterbury, which aims to strengthen geography's contribution to health policy debates in New Zealand. The GeoHealth Laboratory is a joint initiative between the Department of Geography and Public Health Intelligence group at the Ministry of Health that seeks to provide a pathway for the integration of health geography research into policy development. This new facility aligns the expertise in health geography, GIS and other spatial analytical methods with policy-relevant research priorities. An overview of the strategic aims of the GeoHealth Laboratory is provided along with some examples of recent research activities that are contributing to understandings of the health landscape in New Zealand. It is argued that such partnerships provide important opportunities for geographers to engage with policy-relevant issues.     

Lessons for New Zealand from Britain's Foot and Mouth Epidemic

This paper explores some implications for New Zealand's rural community of Britain's foot and mouth epidemic in the light of growing international trade and travel, and changes in New Zealand's rural society. The paper includes ecological mapping with a projected/likely spatial distribution of an epidemic in New Zealand, and an assessment of the possible institutional and social responses in the wake of a disease outbreak. It notes the course of the epidemic in Britain, and possible differences and similarities in institutional response frameworks between Britain and New Zealand.