School of Education
Permanent link for this collection
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.
Browse
Browsing School of Education by Subject "3903 Education systems"
Now showing 1 - 7 of 7
Results Per Page
Sort Options
- 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.
- 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.
- 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.
- ItemThe 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, ParisaInspired 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.
- 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