School of Education
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Research within the School of Education 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 by Subject "39 Education"
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- ItemA Critical Review of Curriculum Mapping: Implications for the Development of an Ethical Teacher Professionality(Massey University, 2008) Benade, LeonCurriculum mapping, a curriculum design methodology popularised in America has found favour in New Zealand schools as they develop their own curricula in line with the recently introduced New Zealand Curriculum. This paper considers the implications of curriculum mapping for the development of an ethical teaching profession. Curriculum mapping is problematised because it reflects positivist theories of knowledge and leads to further technicisation of schooling. The requirement that schools develop their own curricula could however open the possibility to develop pedagogically and theoretically sound curricula and offers teachers and managers the opportunity to regain ownership of their work as they review their current curricula, leading to engagement in a genuinely ethical and collaborative dialogue.
- ItemBiculturalism in Education: Haere Whakamua, Hoki Whakamuri/Going Forward, Thinking Back(Faculty of Education, University of Canterbury, Aotearoa New Zealand, 2023-12-14) Lourie, MeganWhile references to the Treaty of Waitangi and/or biculturalism are an accepted part of the New Zealand education policy landscape, there is often a lack of consensus around the meaning, and therefore the practice implications, of the term ‘biculturalism’. This difficulty can be explained by viewing biculturalism as a discourse that has continued to change since its emergence in the 1980s. In policy texts older understandings of the term are overlaid with more recent understandings and this can contribute to uncertainty about what the term means to teachers in 2016. This is particularly challenging for teachers and school leaders as they attempt to negotiate the requirements of the Practising Teacher Criteria. Therefore, there is a need to continue engaging in discussion about the meaning of biculturalism in education in the present, looking forward, but informed by the past.
- ItemBreaking New Ground: New Zealand Certificates of Steiner Education(Frontiers Media SA, 2024-02-13) Boland, Neil; Brice-Geard, Karen; Bell, Amanda; Cook, ChristineThe New Zealand Certificates of Steiner Education (CSE) are secondary qualifications at levels 1, 2 and 3, recognized by the New Zealand Qualifications Authority. They give access to tertiary education in New Zealand and beyond. The impulse for new qualifications grew from a wish to have important aspects of the taught Steiner curriculum recognized and valorized, that these aspects be credit bearing toward tertiary study, an option not offered by existing qualifications. The certificates were developed over an 18-month period and were implemented by the (then) four New Zealand Steiner schools with high school classes. The CSE are based on a suite of learning outcomes which give teachers a substantial degree of assessment autonomy, allowing them to tailor assessment modalities to the student or class being taught. Since 2012, the qualifications have been offered overseas and are now used as a pathway to university by Steiner schools in a growing number of countries. This article draws on the experiences of one of the developers of the qualification and two teachers in schools using the certificate in the UK, and outlines some of the challenges faced when breaking new ground in the advancement of Waldorf education internationally.
- ItemCultivating Whanaungatanga and Collaboration: Exploring the Impact of Inquiry-Based Project Learning on Kaiako and Tamariki in Early Childhood Education in Aotearoa(Unitec ePress, 2023-11-29) Probine, Sarah; Perry, Jo; Heta-Lensen, YoThis paper examines the role of collaboration in inquiry-based project work in early childhood education in Aotearoa New Zealand. It draws upon findings from a research project exploring how inquiry-based project learning has been interpreted and undertaken in early childhood settings in this context. Inquiry-based project learning is a collaborative approach, underpinned by sociocultural theories, that supports a democratic view. The study is positioned in an interpretivist qualitative paradigm and is informed by sociocultural theories. A narrative inquiry approach informed the study design. Phase One of the project, which comprised a national questionnaire sent to all early childhood centres registered on the national ECE data base was completed in 2021. Phase Two, underway at the time of writing this paper, has involved a small number of purposively selected early childhood settings. At each of these settings, data collection has comprised an interview with the teaching team about their pedagogical frameworks, key influences and teaching practices, and a period of classroom observations focused on a current inquiry. Analysis of the data suggests that collaboration is cultivated when kaiako (teachers) prioritise whanaungatanga (sustaining connections and relationships) and have spent time developing pedagogical practices resulting in shared understandings surrounding inquiry-based project work. The impact of collaboration on the learning of tamariki (children) is demonstrated by a series of vignettes from the Phase Two data, demonstrating that developing a collaborative learning culture of inquiry fosters reciprocity, connection, theory making and problem solving.
- ItemHow to Analyse Emojis, GIFs, Embedded Images, Videos, and URLs: A Bakhtinian Methodological Approach(Brill, 2023-01-01) Westbrook, FThis article offers a means of analysing social networking, visual dialogues of emojis, gif s (images in the Graphics Interchange Format), embedded images, videos, and url s (Uniform Resource Locators). Doing so addresses these often overlooked and undervalued forms of visual communication, suggesting a unique means of gaining insights into their use within online interactions. Utilising a Bakhtinian methodology, the author extracts excerpts from her research, situated within Facebook, to demonstrate a Bakhtinian genre analysis, a framework that the author contends is adaptable to multiple social networking spaces. Highlighting emojis, gif s, embedded images, videos, and url s as integral components of online communication, an emphasis is placed on how the text dances with the visual, presenting a nuanced framework for such an analysis. Consequently, an argument is developed for the significance of visual dialogues in contemporary online spaces, and the need for researchers to better understand these dynamic forms of communication, offered through Bakhtinian dialogism.
- ItemKo Wai Au - Ko Wai Au: Expressions of Wai Visiblising Pedagogies(Brill, 2024-01-29) Denton, A; Gibbons, A; White, J; Williams, NM; Martin, KAs part of the international "Wash from the Start"omep (World Organization for Early Childhood Education) project, researchers shared time with children in three early childhood centre communities in the South Island of Aotearoa New Zealand - Te Wai Pounamu. The research explored young children's engagement with local conditions of water through fieldwork annotations and photographic visual methods. The video article presented here is a photo essay that spans the researcher teams' experiences in their encounters with the children and teachers they had the privilege to spend time with over a sunny week in Autumn 2022.
- ItemLearning From Newly Settled Families in an Aotearoa New Zealand Playgroup(SAGE Publications, 2023-12-05) Jacobs, MMFamilies 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.
- 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.
- 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.
- 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.
- ItemTwenty Years of Resistance(Faculty of Education, University of Canterbury, Aotearoa New Zealand., 2023-12-14) Devine, NestaA Personal Reflection of 20 Years of Policy and Practice Regarding Teachers’ Work in Aotearoa New Zealand