Faculty of Culture and Society

Permanent link for this community

https://hdl.handle.net/10292/10757
The Faculty of Culture and Society is comprised of the School of Hospitality and Tourism, the School of Education, the School of Language and Culture and the School of Social Sciences and Public Policy, as well as three research institutes:
  • The Institute of Public Policy (IPP);
  • The New Zealand Tourism Research Institute (NZTRI);
  • The Institute of Culture, Discourse and Communication (ICDC).

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Browsing Faculty of Culture and Society by Subject "13 Education"

Now showing 1 - 5 of 5
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    Above and Beyond: A Grounded Theory of Aotearoa/New Zealand High School Teachers’ Perspectives on International Study Tours
    (Springer, 2023-05-19) O'Donnell, Donna; Orams, Mark; Schänzel, Heike
    This paper addresses the dearth of research into the roles high school teachers play in organising and leading international study tours offered by high schools in New Zealand (prior to the COVID-19 pandemic). The aim of this paper is to provide insights into the motivations and experiences of teachers involved in these tours. A grounded theory approach was used, and qualitative data were collected via face-to-face interviews with eight teachers forming the basis of the development of a theory which proposes that both navigating and negotiating learning experiences are key aspects of the teacher’s role. Data revealed that the expectations and challenges placed upon the teachers had implications for their personal and professional lives. The tension between teachers’ perceived obligations for the safety of the students and the adolescent’s desire for freedom to explore whilst travelling proved difficult to resolve and teachers questioned the sacrifices they personally needed to make.
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    Developing Volitional Readers Requires Breadth and Balance: Skills Alone Won’t Do It
    (Springer Science and Business Media LLC, 2024-03-26) Milne, John
    The learning and teaching of reading continues to be a source of contention in New Zealand education. In recent years, proponents of structured literacy approaches have argued for more attention to be paid to what they term the “science of reading”. They have emphasised skill development and argued against the inclusion of other approaches. A singular focus on skill development comes at a cost however, as being a reader requires more than simply being able to read words. When we consider a broader view of what it means to be a reader, we need to consider the reader as a whole person, and their place in a wider social context. This article discusses the “science of reading” in relation to Self-Determination Theory and considers how pedagogical approaches can contribute to, or work against, the development of children’s feelings of autonomy, relatedness, and competence in reading and their subsequent desire to read. A restricted focus and related pedagogies will have negative long-term impacts on individuals’ ability to access the many and varied benefits of truly being a reader. Some of the approaches being promoted will likely exacerbate existing concerns such as declining rates of volitional reading and achievement. While necessary, being technically capable is not enough, children must also see the value in reading and its outcomes if they are going to choose to do it.
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    Lessons from a Va Relational Approach: Embedding Indigenous Constructs for Classroom Practice
    (Springer Science and Business Media LLC, 2024-04-17) Ualesi, Yvonne Maggie
    There 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.
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    Robot 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, Andrew
    This 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.
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    The Material-Discursive Phenomena of Queer-Bodies, Clothing and Schooling
    (Taylor and Francis Group, 2024-04-23) Ingram, Toni
    This article draws on feminist new materialist theory to examine the relations in-between queer-bodies, clothing and the schooling environment. Working with Karen Barad’s agential realist concepts of intra-action and entanglement, queer-bodies and clothing are conceptualized as material-discursive phenomena, co-constitutive and emergent through their entangled relations. Through this approach, school uniforms, spatial environments, practices such as the school ball (prom), peers, parents, climate, and bodily sensations become integral forces in the mattering of queer-bodies and clothing. Notions of sartorial ‘choice’, agency and intelligibility are reconfigured in ways that exceed a pre- existing individual body and identity. I consider how a relational approach attends to the shifting complexities of queer-bodies and clothing in ways that avoid binary frameworks such as materiality/discourse, subject/object, dress/suit, and in turn, expands the possibilities for doing justice to the diversity of queer-bodies.
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