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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- ItemInquiry-Based Project Learning in New Zealand: An Approach to Foster Well-Being and a Culture of Collaborative Learning(Charles Sturt University, 2022-03-01) Probine, Sarah; Perry, J; Burke, R; Alderson, Joanne; McAlevey, F; Heta-Lensen, Yo
- 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.
- 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.
- ItemRe-thinking Science Education for the Anthropocene(Palgrave Macmillan Cham, 2023-11-30) Gilbert, JaneThis chapter argues that the arrival of the Anthropocene era requires a substantial re-set of science education. It makes a case for re-orienting science education to foreground meta-level understanding of science (looking at it “from above,” in the social/political/cultural/historical context in which it arose) over science’s “content,” its modes of inquiry, and/or its internal social practices. The chapter posits using deconstruction-based approaches to create, not the “used futures” science education is currently entangled with, but the new futures we need. The approaches set out in the chapter would be quite unlike the forms of science education we know today, but, given science’s role in bringing about the Anthropocene era, that is its central point.
- 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.