Browsing by Author "Dodson G"

Now showing 1 - 4 of 4
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    Avoiding post-truth environmental conflict in New Zealand: Communicating uncertainties in endangered species science
    (SISSA Medialab, 29/01/2019) Palliser A; Dodson G
    Keyes [2004, p. 15] says: "In the post-truth era we don't just have truth or lies but a third category of ambiguous statements that are not exactly the truth but fall short of a lie". In this paper about Hector's and Māui dolphin management in New Zealand, we argue that some scientific knowledge about these species presented and disseminated in ways that equate to this third category and as such may be classed as 'post-truth type communication'. This generates citizen mistrust in science, scientists and government agencies and inflames conflict among informed stakeholders. We argue trust may be rebuilt by a combination of deliberative approaches to environmental governance, transparency about uncertainties, information gaps and divergent scientific opinions, and reformulation of normal scientific approaches and assumptions to those advocated by post-normal science.
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    'It's complicated': reflections on teaching citizenship in Aotearoa New Zealand
    McLennan S; Dodson G; McNeil C; Kahu E
    The recently redesigned Massey University BA aims to produce responsible, world-conscious graduates who are active citizens, and who demonstrate a critical understanding of the peoples and cultures of 21st century Aotearoa New Zealand and the influences that have shaped them. The suite of compulsory core courses that emerged from this redesign process were developed before the university expressed a commitment to becoming Te Tiriti-led and were not explicitly designed with decolonisation in mind, but they ask questions and provoke reflection that we hope will contribute to decolonisation through the production of a cohort of graduates who have reflected on the multiple factors shaping their own identity, including New Zealand’s colonial past, can locate themselves in relation to global issues, and who have begun to think about questions of and possibilities for agency and action as citizens of ANZ and of the globe. These courses often unsettle indigenous and settler identities and relationships, and challenge student thinking about the rights and responsibilities they have at home and in the wider world. In this paper we reflect on the process of developing and teaching this course as a group of primarily settler / pākehā academics in conversation with Māori colleagues, and on our own learning through teaching. To do this we draw from our experiences and from research undertaken on the teaching of global citizenship in the core to interrogate our roles and responsibilities as academics in relation to decolonisation.
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    Representation and voice in a complex communication environment
    (2014-12-22) Dodson G; Papoutsaki E; Dodson, G; Papoutsaki, E