School of Education

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https://hdl.handle.net/10292/3300
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 "1303 Specialist Studies in Education"

Now showing 1 - 8 of 8
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    A Critical Review of Curriculum Mapping: Implications for the Development of an Ethical Teacher Professionality
    (Massey University, 2008) Benade, Leon
    Curriculum 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.
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    Biculturalism in Education: Haere Whakamua, Hoki Whakamuri/Going Forward, Thinking Back
    (Faculty of Education, University of Canterbury, Aotearoa New Zealand, 2023-12-14) Lourie, Megan
    While 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.
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    Multi-level Leadership Development Using Co-constructed Spaces With Schools: A Ten-Year Journey
    (MDPI AG, 2024-06-03) Youngs, Howard; Ogram, Maggie
    Leadership in both theory and practice usually emphasizes a person and a position. There has been a shift from emphasizing the senior level of organizational roles, to include the middle level and other sources of leadership. Nomenclature has emerged over time to reflect this, for example, collective, distributed, shared, and collaborative leadership. Another understanding of leadership needs to be added, one that does not first emphasize a person or position, instead incorporating process and practices, weaving through all levels and sources of leadership. This additional understanding has implications for how leadership development is constructed and facilitated. Over the last ten years, the authors have journeyed with groups of schools, using an emerging co-constructed approach to leadership development. The journey is relayed across three seasons. The first is the grounding of collaborative practices through inquiry, informed by a two-phase research project. The second focuses on adaptation and resilience during the COVID-19 pandemic, whereas the third delves deeper into what sits behind prevalent practices that may enable and hinder student achievement. Our narrative over time shows that leadership development can be shaped through a continual cycle of review, reflection, and co-construction, leading to conditions for transformation across multiple levels and sources of leadership.
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    Opening Up and Closing Down Teachers’ Political Dialogues: Dialectic and Dialogic Strategic Orientations
    (Informa UK Limited, 2024-04-19) Westbrook, Fiona
    This paper employs Mikhail Bakhtin for a dialogic reading of dialectics, conceptualising how early childhood education (ECE) teachers’ political dialogues are opened up and closed down. Explorations of ‘political dialogue’, or how teachers respond to issues they deem of political concern, is pertinent for teaching’s inherently political nature. How such encounters are opened and closed has special significance for ECE teachers, who have expressed feeling professionally and politically silenced. Guided by a philosophical framing of the contradictions and jostling interplays between dialogism’s in-betweenness and dialectic’s one-ness, excerpts are analysed from a doctoral study involving 10 Victorian, Australian ECE teachers. This framing and analysis signal the potential ramifications of a dialectical closing down of ECE teachers’ political dialogues in addition to how dialogism’s in-betweenness fosters openness. Contemplating these language strategies, the paper highlights how a silencing divisiveness may transpire, prompting a need for genuine listening in the threshold in-between the self and other.
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    Privatising Public Education: Are We There Yet?
    (Faculty of Education, University of Canterbury, 2024-06-24) Couch, Daniel; Jones, Kay-Lee; Cook, Helena; Teschers, Christoph; Devine, Nesta
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    Sexuality-Assemblages, Hyphens, and the In-Between
    (SAGE Publications, 2024-02-24) Ingram, Toni
    Sexuality-assemblages emphasize a relational more-than-human approach to conceptualizing the becoming of sexuality. This article brings together Fine’s notion of “working the hyphen” with a new materialist ontology of sexuality, to explore the space and form of the hyphen within the sexuality-assemblage. In “working” the sexuality-assemblage hyphen, I explore the onto-epistemological space it inhabits, who or what is implicated at this material and metaphorical juncture, and how this shapes the production of knowledge about sexuality. More than a simple connecting device between words, the hyphen is conceptualized as a metonym for the dynamic space in-between assembled elements. The hyphen-space is generative and capacious, enacting important onto-epistemological understandings about research(er) “objectivity,” response-ability and ethics integral to a new materialist becoming of sexualities research. More broadly, I consider how a new materialist ontology shapes the form of the hyphen itself, elaborating the view that even the smallest of marks can matter.
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    The Conundrum of Care in the Construction of Professional Identity: A Foucauldian Lens
    (Massey University, 2024-06-24) Wu, Bin; Devine, Nesta
    The notion of 'professional' is built on a concept of traditionally male professions and patriarchal social orders. ECEC (early childhood education and care), however, is a female-dominated field characterised by its unique caring practice that is more salient when working with infants and toddlers. This study investigates how a group of Australian early childhood preservice teachers presented themselves professionally on Instagram, in relation to respective infant (0-2) and kindergarten (3-5) practica. Data were drawn from focus group discussions about how the participants shared their practicum experiences on social media, Instagram. The paper is guided by Foucault’s concepts of technologies of the self and self writing. The findings reveal two thematic narratives: 1) in the context of the kindergarten placement, the posts constitute a journey of continuous improvement against all odds. 2) In contrast, the infant placement experiences evoke a sense of struggle and renunciation. The paper concludes with implications for further study beyond the Australian context.
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    Twenty Years of Resistance
    (Faculty of Education, University of Canterbury, Aotearoa New Zealand., 2023-12-14) Devine, Nesta
    A Personal Reflection of 20 Years of Policy and Practice Regarding Teachers’ Work in Aotearoa New Zealand
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