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Audio, Radio New Zealand

As Chief Executive of Te Runanga o Ngāi Tahu, Arihia Bennett leads a whanau of more than 78,000 iwi members, including their near-$2b worth of assets. She's been in the role for 11 years, overseeing all of Ngāi Tahu's operations, including farming, seafood, tourism and investment. She has also served as Canterbury Earthquake Recovery Commissioner, been on the board of Barnardos NZ and the Christchurch Women's Refuge (now known as Aviva). She is a current member of the Global Women's Network and the Tuahiwi Maori Women's Welfare League. In 2008, she was made a Member of the New Zealand Order of Merit for services to Maori and the community. Arihia Bennett is a social worker by profession, from a whanau steeped in community service. She talks to Susie Ferguson about her leadership style, her vision for Ngāi Tahu and her love of vintage clothes.

Research papers, University of Canterbury Library

This chapter will draw on recent literature and practice experience to discuss the nature of field education in Aotearoa New Zealand. Social work education in this country is provided by academic institutions that are approved by the Social Workers Registration Board. The field education curriculum is therefore shaped by both the regulatory body and the tertiary institutions. Significant numbers of students undertake field education annually which places pressure on industry and raises concerns as to the quality of student experience. Although the importance of field education is undisputed it remains poised in a liminal space between the tertiary education and social service sectors where it is not sufficiently resourced by either. This affects the provision of practice placements as well as the establishment of long-term cross-sector partnerships. Significant events such as the 2010 and 2011 Christchurch earthquakes and recent terrorist attacks have exposed students to different field education experiences signalling the need for programmes to be responsive. Examples of creative learning opportunities in diverse environments, including in indigenous contexts, will be described. Drawing upon recent research, we comment on student and field educator experiences of supervision in the field. Recommendations to further develop social work field education in Aotearoa New Zealand relate to resourcing, infrastructure and quality, support for field educators, and assessment.

Research papers, The University of Auckland Library

In 2013 Becca Wood, Spatial Performance Practitioner, and Molly Mullen, Applied Theatre Practitioner, collaborated to create a short ambulatory performance with audio score for a group of drama educators attending a conference workshop on the possibilities of walking as performance. The performance was created remotely from the intended site: Rangi Ruru Girls’ School, in Christchurch, New Zealand. Following the destruction of the 2012 earthquake, this site was in a state of transformation and recovery. The performance walk attended to the histories, geographies and politics of this place, somatically, architecturally and socially. This paper engages with three critical questions: How might mediated listening and walking activate the coming together of bodies and place? What performative shifts occurred for the participants in the walk and workshop? How might we come to our senses? Through a performative practice of mediated site-based listening and walking, this paper is a reflection on the creative process and performance. We consider the potential for technologically mediated performance to offer new modes for learning and creative practice through interdisciplinary and evolving intermedial practices. http://www.tandfonline.com/toc/crde20/current AM - Accepted Manuscript