School of Education - Te Kura Mātauranga

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https://hdl.handle.net/10292/3300
Research within the School of Education - Te Kura Mātauranga is driven by students working towards postgraduate qualifications, staff pursuing their own research interests, and contracts for funding agencies such as the Ministry of Education and other partners. Research interests in the School of Education include; Learning and teaching, theory and practice, Curriculum and development, Teacher education, Early childhood education, Adult and tertiary education and development, Schools, E-learning, Educational administration, and Professional inquiry and practice.

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Browsing School of Education - Te Kura Mātauranga by Subject "1301 Education Systems"

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    Learning From Newly Settled Families in an Aotearoa New Zealand Playgroup
    (SAGE Publications, 2023-12-05) Jacobs, MM
    Families engage in a range of cultural practices in their everyday lives that shape children’s early literacies. Given the growing number of children who are living outside the country of their birth or their parents’ birth, more research is needed to highlight the under-recognised literacies of young children shaped by their family cultural practices and immigration experiences. This year-long qualitative study in an Aotearoa New Zealand playgroup explored how newly settled families worked to sustain their cultural practices and supported their young children’s understandings of new cultural norms in the context of immigration. Qualitative data collection methods included participant observation in the playgroup and photo-elicitation and semi-structured interview conversations in family languages. Findings highlight family aspirations and tensions regarding children’s participation in family cultural practices over time, sustaining family languages once children transitioned to school, and notions of belonging. Family participation was integral to interpreting children’s meaning-making in the playgroup, including how children flexibly navigated language differences and unfamiliar cultural practices. This study highlights the importance of learning from families about the linguistic and cultural resources young children draw on to represent, communicate and belong in a new country.
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    Making 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, Kyla
    The 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.
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    Multi-level Leadership Development Using Co-constructed Spaces With Schools: A Ten-Year Journey
    (MDPI AG, 2024-06-03) Youngs, Howard; Ogram, Maggie
    Leadership in both theory and practice usually emphasizes a person and a position. There has been a shift from emphasizing the senior level of organizational roles, to include the middle level and other sources of leadership. Nomenclature has emerged over time to reflect this, for example, collective, distributed, shared, and collaborative leadership. Another understanding of leadership needs to be added, one that does not first emphasize a person or position, instead incorporating process and practices, weaving through all levels and sources of leadership. This additional understanding has implications for how leadership development is constructed and facilitated. Over the last ten years, the authors have journeyed with groups of schools, using an emerging co-constructed approach to leadership development. The journey is relayed across three seasons. The first is the grounding of collaborative practices through inquiry, informed by a two-phase research project. The second focuses on adaptation and resilience during the COVID-19 pandemic, whereas the third delves deeper into what sits behind prevalent practices that may enable and hinder student achievement. Our narrative over time shows that leadership development can be shaped through a continual cycle of review, reflection, and co-construction, leading to conditions for transformation across multiple levels and sources of leadership.
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    Relooking 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 L
    Making “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.
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    Sexuality-Assemblages, Hyphens, and the In-Between
    (SAGE Publications, 2024-02-24) Ingram, Toni
    Sexuality-assemblages emphasize a relational more-than-human approach to conceptualizing the becoming of sexuality. This article brings together Fine’s notion of “working the hyphen” with a new materialist ontology of sexuality, to explore the space and form of the hyphen within the sexuality-assemblage. In “working” the sexuality-assemblage hyphen, I explore the onto-epistemological space it inhabits, who or what is implicated at this material and metaphorical juncture, and how this shapes the production of knowledge about sexuality. More than a simple connecting device between words, the hyphen is conceptualized as a metonym for the dynamic space in-between assembled elements. The hyphen-space is generative and capacious, enacting important onto-epistemological understandings about research(er) “objectivity,” response-ability and ethics integral to a new materialist becoming of sexualities research. More broadly, I consider how a new materialist ontology shapes the form of the hyphen itself, elaborating the view that even the smallest of marks can matter.
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    The Policy-Research-Practice Triangle in New Zealand Early Childhood Education: Complexities, Impossibilities and Silences
    (Informa UK Limited, 2023-09-24) Kamenarac, Olivera; Gould, Kiri; Tadi, Parisa
    Inspired by the New Zealand Association for Research in Education (NZARE) Conference 2022, entitled ‘The Mighty Triangle: The strength of the research-policy-practice triangle for addressing local, national, and global challenges’ (https://www.nzare.org.nz/events/te-aonui-the-mighty-triangle/), this article examines some of the relational complexities and specificities within the Aotearoa New Zealand early childhood education and care policy-research-practice triangle. This article problematises the notion of the ‘mighty’ triangle as a ‘durable’ structure by examining how each corner, side and angle is produced in the context of prevailing global neoliberal discourses. We argue that making sense of the complex dynamics within the Aotearoa ECE policy-research-practice triangle requires understanding the politics, relationships and dynamics of conflict and the struggle of those, directly and indirectly, involved in (and excluded) and influenced by the triangle. Therefore, the article critically engages with the ‘impossibilities’ and complexities of the ECE policy-research-practice triangle and takes a closer look at those impacted and/or marginalised by ‘beautiful durable structures’ of ECE triangle politics, particularly the voices of teachers.
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