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.


Recent Submissions

Now showing 1 - 5 of 180
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    Pacific Wayfinding Educational Leadership Through Tautai o le Moana
    (Philosophy of Education Society of Australasia, 2023-05-24) Si‘ilata, Rae; Jacobs, Mary; Aseta, Martha; Hansell, Kyla; Tu'itahi, Samuel
    ‘Tautai o le Moana’/Wayfinders of the Ocean (TolM) is a partnership between the New Zealand Ministry of Education and the New Zealand Pasifika Principals Association. TolM provides a professional learning and development pathway ‘by Pasifika principals, for principals of Pasifika’ focused on changing education outcomes for Pasifika students who historically have been underserved in the education system. In this article, we highlight school leadership through the metaphor of Pacific wayfinding to demonstrate the importance of Pacific specific leadership for schools serving Pacific learners and families. Tautai data were collected through group talanoa/co-constructed dialogue sessions and individual talanoa sessions. Surfacing themes were connected metaphorically with traditional Pacific wayfinding skills and were enacted through Pacific leadership capabilities that included: adjusting school structures to utilise Pasifika learners’ strengths; surfacing and changing tautai and teacher beliefs to grow learning opportunities for Pasifika learners; valuing and validating Pasifika learner knowledges to support Pasifika success; and developing reciprocal partnerships with Pasifika families.
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    Habitus and Field
    (Showing Theory Press, 2022) Price, Eunice Gaerlan
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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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    Cultural Identity Transforming Work-related Learning
    (International Journal of Work-Integrated Learning (IJWIL), ) Reid, L; Dawes, T
    Work-related learning (WRL) and employability programmes seek to provide an effective means of testing and applying knowledge gained through academic studies within the workplace. Proponents have argued that WRL provides an opportunity for individuals to learn about the work environment and the relationship between work and future career aspirations. This study, situated in New Zealand, sought to determine whether WRL was an effective way of guiding both career decisions and improving educational outcomes among a group of 16 Māori students. Findings suggest that while Māori students develop career opportunities and awareness through WRL experiences, it is the context that allows Māori to express themselves as Māori that provides an equally, if not more meaningful experience.
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    Re-defining Silence in Unvoiced Dialogues in Storying-play: The Sound of Affects
    (Journal of Childhood, Education and Society, ) Li, Alison M-C; Gaffney, Janet S; Sansom, Adrienne N; Matapo, Jacoba
    This article chronicles three stories selected from a post-intentional phenomenological study conducted by the first author. The authors aim to investigate affective connections in children’s silent play by addressing three research questions:  (a) How do children engage in dialogue with the teacher, their peers, and the material environment without words? (b) What emotions are produced in silent play? and (c) What changes in children’s affective connections occur through silence? We drew on the notion of intentionality in post-intentional phenomenology to illuminate meanings of the phenomenon for individuals about what they felt and experienced. With a focus on intentionality, we delved into the ways children meaningfully communicated with others and connected to the environment in their unspeaking moments. We also took on a posthuman notion of intra-actions to rethink silence as an inaudible yet sensible sound communicated between children and things. The prior studies showed that children’s silence was a mode of expression. Through storying the silent play-stories, we offered two alternative meanings of silence––intra-active communication with people and things and inaudible inner wellbeing, in addition to a mode of nonverbal expression as identified in prior studies. The findings are significant in enriching and renewing our understanding of children’s silence in inclusive ECE environments. Silence is re-defined as a mode of embodied communication and affective connections. This article invites researchers and educators to genuinely “listen” to children’s stories, even in silent play.
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