Faculty of Culture and Society
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The Faculty of Culture and Society is comprised of the School of Hospitality and Tourism, the School of Education, the School of Language and Culture and the School of Social Sciences and Public Policy, as well as three research institutes:
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Browsing Faculty of Culture and Society by Subject "13 Education"
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- ItemAbove and Beyond: A Grounded Theory of Aotearoa/New Zealand High School Teachers’ Perspectives on International Study Tours(Springer, 2023-05-19) O'Donnell, Donna; Orams, Mark; Schanzel, HeikeThis paper addresses the dearth of research into the roles high school teachers play in organising and leading international study tours offered by high schools in New Zealand (prior to the COVID-19 pandemic). The aim of this paper is to provide insights into the motivations and experiences of teachers involved in these tours. A grounded theory approach was used, and qualitative data were collected via face-to-face interviews with eight teachers forming the basis of the development of a theory which proposes that both navigating and negotiating learning experiences are key aspects of the teacher’s role. Data revealed that the expectations and challenges placed upon the teachers had implications for their personal and professional lives. The tension between teachers’ perceived obligations for the safety of the students and the adolescent’s desire for freedom to explore whilst travelling proved difficult to resolve and teachers questioned the sacrifices they personally needed to make.
- ItemLessons from a Va Relational Approach: Embedding Indigenous Constructs for Classroom Practice(Springer Science and Business Media LLC, 2024-04-17) Ualesi, Yvonne MaggieThere is increasing concern raised for youth not in education and employment or training (NEET). Subsequently there is an increased demand for both education and health services that support the development of positive youths’ identities, socioemotional and cognitive developmental needs, through youth mentoring strategies (Rhodes & DuBois, Current Directions in Psychological Science 17(4):254–258, 2008). Youth mentoring programmes are largely underpinned by Eurocentric approaches lacking consideration of diverse cultural needs of multi-ethnic under-served youth (Larson & Ngo, Journal of Adolescent Research 32:3–10, 2017). This article draws on data from a participant observational study highlighting how youth mentoring practice underpinned by a range of key Indigenous psychological constructs can be nurtured to improve classroom practice for kaiako (teacher, instructor). The context of investigation is focused on a youth mentoring programme in a tertiary learning environment at a large urban city of Aotearoa New Zealand that explored culturally responsive, sustaining and safe youth mentoring practice for Māori and Pacific/Pasifika rangatahi excluded from mainstream compulsory education.
- ItemRobot for Mayor: Creative Pedagogies with Social Robots in Secondary Education for Youth Civic Agency(Scientific Research Publishing, Inc., 2023-06-12) Sosa, Ricardo; Torres, Rebeca; Bradford, Penny; Gibbons, AndrewThis paper presents new ways to imagine and carry out creative pedagogies that use robots to teach socio-technical topics. The paper presents key theoretical and methodological ideas that informed a project co-designed in partnership with teachers and learners from Manurewa High School. This project portrays a speculative story of an affable humanoid robot who shares its goal of running for Mayor of the city of Auckland in Aotearoa New Zealand and asks children for advice on how to prepare for this future role. The findings from this case study are organised around three main themes: suspending disbelief, powerful questions, and breaking the fourth wall. A discussion around learning using digital technologies more creatively and more critically closes the paper. The appropriateness of robots for creative and dialogic learning calls for the participation of learners and teachers in playful co-creation activities that transgress the conventional roles and scripts in the classroom and the curriculum.