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 "1302 Curriculum and Pedagogy"
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- ItemDesigning for Diversity in Aotearoa / New Zealand Chinese Language Classrooms(SAGE Publications, 2023-04-18) Qi, GY; Sun, SYH; Carvalho, LThere has been an increased interest in teaching and learning Chinese language across many schools in Aotearoa / New Zealand (NZ). Chinese language teachers, particularly those new to the Aotearoa/NZ schools and education system, are confronted with (1) an educational environment that calls for learner-centred pedagogies and (2) an increasingly diverse classroom that requires these teachers to adopt pedagogical strategies that address and cater for diversity. In response to these needs, this article discusses a case study of a research-informed professional development (PD) workshop designed to support Chinese language teachers to (1) identify ways that diversity manifests in the Aotearoa/NZ classroom and (2) figure out how to design for learning whilst accounting for diversity in Aotearoa/NZ. The workshop promoted a discussion on diversity from an inclusive, heterogeneous perspective, and introduced teachers to contemporary conceptual ideas connected to ‘teaching-as-design’, and to the Activity-Centred Analysis and Design (ACAD) framework. Teachers (N = 19) were randomly assigned to groups of three to five. Groups were encouraged to collaborate on the design of learning tasks that incorporated TBLT (Task-Based Language Teaching) and addressed diversity in the classroom. Analysis of their design activities and produced artefacts reveals that teachers’ understanding of diversity comprised many characteristics, they held a positive attitude towards being responsive to diversity, and were able to experiment with new design concepts and ideas using the ACAD toolkit. In particular, teachers were able to successfully expand the design of their learning tasks to include social and material design elements to address learner diversity. Findings also reveal teachers’ emerging awareness of their dual role as facilitators and as teacher-designers.
- ItemHow Many Seasonal Workers from the Pacific Have Been Employed in New Zealand Since the RSE Scheme Began?(Wiley, 2023-03-16) Bedford, R; Bedford, CThis Research Note provides the first reliable figures on the numbers of seasonal workers from the Pacific Islands who participated in the Recognised Seasonal Employer (RSE) scheme between July 2007 and June 2022. The method for deriving these figures is explained briefly before examining the frequency of return by men and women for employment in subsequent seasons from the nine participating Pacific states. Clarification of the numbers of seasonal workers involved in the scheme, as distinct from work visas issued each year for RSE employment, is timely for two reasons. Firstly, the RSE scheme is under review in March 2023 by Immigration New Zealand. Secondly, the three major sources of Pacific seasonal labour are raising questions in 2023 about the impact of the scheme on their domestic labour markets and economies. Robust data on numbers of Pacific seasonal workers during the scheme's first 15 years contributes important information in both these contexts.
- ItemIndigenising Infant and Toddler Pedagogy in Aotearoa New Zealand: A Samoan Pedagogical Framework for Pepe Meamea(The Early Childhood Team, Faculty of Education and Social Work, the University of Auckland, 2023-10-16) Matapo, Jacoba; Utumapu-McBride, Tafili; Tagoilelagi-Leota, Fa'asaulalaThis article presents findings and analysis of a two-year Teaching and Learning Research Initiative (TLRI) study that involved cross-sector partnerships between Aoga Amata (Samoan early childhood centres) and English-medium early childhood education (ECE) centres. In the first year, the study engaged Samoan cultural experts, faiaoga (Samoan teachers), and Samoan researchers in the co-design and concep-tualisation of a Samoan pedagogical framework for teaching Samoan pepe meamea (infants and toddlers) in ECE in Aotearoa New Zealand. Six Aoga Amata (full immersion Samoan centres) co-designed the pepe meamea pedagogical framework in the first year. In the second year, English-medium ECE centres joined and partnered with Aoga Amata in cross-cultural mentoring relationships to employ the pepe meamea pedagogical framework to transform the way teachers work with Samoan infants and toddlers. The article presents the framework through five key ma’a tatāo (securing rocks/touchstones). This framework promotes the continuity of Samoan pepe meamea cultural wellbeing and belonging.
- ItemMaking Space for Young Children's Embodied Cultural Literacies and Heritage Languages with Dual Language Books(Wiley, 2023-03-27) Si‘ilata, Rae K; Jacobs, Mary M; Gaffney, Janet S; Aseta, Martha; Hansell, KylaThe Pasifika Early Literacy Project supports teachers to make space for the languages and cultures of Pacific children and families in early childhood settings in Aotearoa New Zealand. Dual-language books in five Pacific languages and English validate Pacific children's languages, literacies, and identities. We highlight teacher practices following professional learning and development workshops. Teachers are invited to challenge dominant monocultural notions of language and literacy that perpetuate educational inequities. Illustrations of early childhood teachers' innovations with Pacific children (aged 2–6 years) demonstrate how dual-language texts can be connected to families' embodied cultural literacies. Understandings of “literacy” and “reading” were expanded to include children's expressive modalities through oral and visual texts in heritage languages and English. This work highlights the role of teachers to connect, rather than replace, the worldviews, languages, and literacies of families with the pedagogical practices of early childhood settings.
- ItemRelooking at Photography Use in Early Childhood Education and Care in Aotearoa New Zealand(New Zealand Journal of Infant and Toddler Education, 2023-10-19) Hopkins, Rebecca LMaking “learning visible” through the use of photographs in assessment and documentation is an established and encouraged practice in early childhood education enabled through the accessibility of digital technologies and platforms. Yet, there has been very little guidance or critical discussion about photographing young children for pedagogical purposes. This article draws on theories and histories of photography to reveal and problematise issues of power and ethical tensions in the use of photographs and explores the possibilities for developing an ethics of engagement while using pedagogic photography.