scholarly journals Silent policymakers in Aotearoa New Zealand: reflections on research of early childhood teacher views on policy, practicum and partnership

2018 ◽  
Vol 5 (1) ◽  
pp. 43-55 ◽  
Author(s):  
Andrew Gibbons ◽  
Marek Tesar ◽  
Sarah Steiner ◽  
Samantha Chan
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Teacher ◽  
Aotearoa New Zealand ◽  
Teacher Views

scholarly journals Structural Dissonance, Enacted Hope and Initial Early Childhood Teacher Education in Aotearoa/New Zealand

2021 ◽  
Author(s):  
◽  
Bradley Robert John Hannigan
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Student Teachers ◽  
Ideal Type ◽  
Early Childhood Teacher ◽  
Early Childhood Teacher Education ◽  
Ideal Types ◽  
Aotearoa New Zealand ◽  
The Ideal

<p>This thesis argues that there is structural dissonance in university-based initial early childhood teacher education programmes in Aotearoa/New Zealand, and suggests a pedagogy of enacted hope as a countermeasure. In this thesis, structural dissonance is constructed as a form of structural violence, which is based on the contradiction between socioculturalism in the content of IECTE programmes and individualisation in the context in which they are provided. This theoretical thesis uses Richard Rorty’s (1979, 1982, 1989, 1999) neo-pragmatic assumptions on truth, reality and knowledge to provide a coherent and consistent approach to the argument of structural dissonance and enacted hope. Distinctions between truth and justification, reality and appearance, found and made are rejected, and utility for social justice, language use, and an ironist approach to scholarship are adopted. This thesis uses philosophical hermeneutics as a methodology for interpreting the textual sources that make up the data drawn upon in this thesis. This methodology is linked to interpretive scholarship, research bricolage, and the constructivist paradigm in qualitative research. The methods used in this thesis are an ecological hermeneutic, ideal type method (converted into an interpretive method of textual analysis) and focus groups of student teachers. This thesis constructed two ideal types. The ideal type for socioculturalism is used to argue that the content of IECTE programmes is heavily influenced by socioculturalism. The ideal type for individualisation is used to argue that the context in which IECTE programmes are provided reproduces individualisation. Socioculturalism and individualisation are shown to be dissonant in the structure of a case IECTE programme in Aotearoa/New Zealand resulting in a situation of structural dissonance. A pedagogy of enacted hope is then proposed to counteract structural dissonance in the case study IECTE programme in Aotearoa/New Zealand. This pedagogy is constructed using a theory of hope developed through the integration of Ernst Bloch’s (1986) philosophy of hope, Rortyan philosophical assumptions and enactivist learning theory. Implications of using the pedagogy of enacted hope are then discussed in relation to the problem of structural dissonance.</p>

scholarly journals Structural Dissonance, Enacted Hope and Initial Early Childhood Teacher Education in Aotearoa/New Zealand

2021 ◽  
Author(s):  
◽  
Bradley Robert John Hannigan
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Student Teachers ◽  
Ideal Type ◽  
Early Childhood Teacher ◽  
Early Childhood Teacher Education ◽  
Ideal Types ◽  
Aotearoa New Zealand ◽  
The Ideal

<p>This thesis argues that there is structural dissonance in university-based initial early childhood teacher education programmes in Aotearoa/New Zealand, and suggests a pedagogy of enacted hope as a countermeasure. In this thesis, structural dissonance is constructed as a form of structural violence, which is based on the contradiction between socioculturalism in the content of IECTE programmes and individualisation in the context in which they are provided. This theoretical thesis uses Richard Rorty’s (1979, 1982, 1989, 1999) neo-pragmatic assumptions on truth, reality and knowledge to provide a coherent and consistent approach to the argument of structural dissonance and enacted hope. Distinctions between truth and justification, reality and appearance, found and made are rejected, and utility for social justice, language use, and an ironist approach to scholarship are adopted. This thesis uses philosophical hermeneutics as a methodology for interpreting the textual sources that make up the data drawn upon in this thesis. This methodology is linked to interpretive scholarship, research bricolage, and the constructivist paradigm in qualitative research. The methods used in this thesis are an ecological hermeneutic, ideal type method (converted into an interpretive method of textual analysis) and focus groups of student teachers. This thesis constructed two ideal types. The ideal type for socioculturalism is used to argue that the content of IECTE programmes is heavily influenced by socioculturalism. The ideal type for individualisation is used to argue that the context in which IECTE programmes are provided reproduces individualisation. Socioculturalism and individualisation are shown to be dissonant in the structure of a case IECTE programme in Aotearoa/New Zealand resulting in a situation of structural dissonance. A pedagogy of enacted hope is then proposed to counteract structural dissonance in the case study IECTE programme in Aotearoa/New Zealand. This pedagogy is constructed using a theory of hope developed through the integration of Ernst Bloch’s (1986) philosophy of hope, Rortyan philosophical assumptions and enactivist learning theory. Implications of using the pedagogy of enacted hope are then discussed in relation to the problem of structural dissonance.</p>

scholarly journals How the Learning Story Framework can be Enhanced to Provide Better Assessment Information to Support Planning for Children’s Further Learning: A Critique of the Reliability and Formative Validity of Learning Stories in Aotearoa New Zealand

2020 ◽  
Vol 24 ◽  
pp. 90
Author(s):  
Louise Wanoa ◽  
Michael Johnston
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Teacher ◽  
Independent Learning ◽  
Assessment Process ◽  
Validity And Reliability ◽  
Multiple Perspectives ◽  
Self Assessment ◽  
Aotearoa New Zealand ◽  
Learning Stories

Learning stories are the predominant method of assessment in the Aotearoa/New Zealand early childhood education sector. In the present paper, we argue that, while learning stories appropriately emphasise what children can already do, also describing their challenges in learning stories could contribute to planning, independent learning, motivation and self-assessment. Drawing on the first author’s professional experience as an early childhood teacher, a critique of the three components of learning stories’ practice – notice, recognise, and respond – is used to put forward a case for effective strategies to enhance the validity and reliability of these assessments. These components are deployed sequentially in the learning stories assessment process to serve the formative purpose of the approach. The notice component includes a familiar observer, informal sharing of observations and watchful listening to achieve descriptive validity, and the use of children’s own words to achieve interpretative validity. The ‘recognise’ component involves peer review, multiple perspectives, and child plus parental feedback to achieve construct validity. The ‘respond’ component draws attention to multiple perspectives input to achieve accuracy as a property of validity. The application of each strategy also improves the reliability of learning story assessments. 

scholarly journals Pre-Service Early Childhood Teachers’ Preparedness to Teach Education for Sustainability

2018 ◽  
Vol 34 (1) ◽  
pp. 95-96
Author(s):  
Anita Croft
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Early Childhood Teachers ◽  
Education For Sustainability ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Sustainability Practices ◽  
Preparedness To Teach

The benefits of beginning Education for Sustainability (EfS) in early childhood are now widely documented. With the support of their teachers, young children have shown that through engagement in sustainability practices they are capable of becoming active citizens in their communities (Duhn, Bachmann, & Harris, 2010; Kelly & White, 2012; Ritchie, 2010; Vaealiki & Mackey, 2008). Engagement with EfS has not been widespread across the early childhood sector in Aotearoa New Zealand (Duhn et al., 2010; Vaealiki & Mackey, 2008) until recently. One way of addressing EfS in early childhood education is through teacher education institutions preparing students to teach EfS when they graduate.

scholarly journals Positioning Children Citizens: Exploring Discourses in Early Childhood Curricula in China and Aotearoa New Zealand

2020 ◽  
Vol 24 ◽  
pp. 58
Author(s):  
Peng Xu
Keyword(s):  
Early Childhood ◽  
Discourse Analysis ◽  
New Zealand ◽  
Early Childhood Education ◽  
Young Children ◽  
Citizenship Education ◽  
Methodological Approach ◽  
Citizenship Status ◽  
Childhood Education ◽  
Aotearoa New Zealand

 Positioning young children as citizens, now rather than as citizens in waiting, is an emerging discourse in early childhood education internationally. Differing discourses related to young children and early childhood reveal various ideas of children as citizens, and what their citizenship status, practice and education can be. This paper analyses the national early childhood education (ECE) curricula of China and Aotearoa New Zealand for the purpose of understanding how children are constructed as citizens within such policy discourses. Discourse analysis is employed in this study as a methodological approach for understanding the subjectivities of young children and exploring the meanings of young children’s citizenship in both countries. Based on Foucault’s theory of governmentality, this paper ultimately argues that young children’s citizenship in contemporary ECE curricula in China and New Zealand is a largely neoliberal construction. However, emerging positionings shape differing possibilities for citizenship education for young children in each of these countries.

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