scholarly journals Pedagogies of difference: Unknowing immigrant teachers as subjects forever in process

2015 ◽  
Vol 6 (2) ◽  
pp. 119-132 ◽  
Author(s):  
Sonja Arndt
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
The Other ◽  
Subject Formation ◽  
Teacher Identities ◽  
Aotearoa New Zealand ◽  
Immigrant Teachers ◽  
The Subject ◽  
Professional Expectations ◽  
Mass Participation

Abstract Immersed in the bicultural, increasingly globalized, yet uniquely local, Aotearoa New Zealand early childhood landscape, immigrant teacher subjects are shaped in complicated, entangled ways. This paper attempts to open fresh spaces for re-thinking knowable teacher identities by drawing on Julia Kristeva’s work on the foreigner and the subject-in-process. It explores the immigrant teacher subject as “infinitely in construction, de-constructible, open and evolving” (Kristeva, 2008, p. 2). In a sector that is grappling with the complexities of outcomes driven expectations of productivity, mass participation and often homogenized indicators of ‘quality’, this paper elevates insights into the subject formation of the Other, to expose cracks in this veneer, through the notions of the semiotic and revolt. In this critical philosophical examination, I reconceptualise the idea of knowing immigrant teacher subjects, and their confrontation and (re)negotiation of social, political and professional expectations and unknowable foreignness.

scholarly journals Editorial

2012 ◽  
Vol 16 (2) ◽  
pp. 141-148
Author(s):  
Keith Tudor ◽  
Alayne Hall
Keyword(s):  
New Zealand ◽  
The Other ◽  
Aotearoa New Zealand ◽  
The Face ◽  
The Subject ◽  
The Many

E ngā waka, e ngā mana, e ngā hau e wha, ngā mihi nui ki a koutou arā me to whānau hoki. Tenā koutou, tenā koutou, tenā koutou katoa. He tino hari maua, i te tari putanga tuarua na Ata: Journal of Psychotherapy Aotearoa New Zealand. I te putanga koutou o te kape tuatahi me te oho koutou nga aroro “Te Timatanga o te Kainga”. Tahuri ki a koutou kei te putanga tuarua inaianei, he whakamarama koutou nga aroro “Tona Kanohi”. Nō reira nga mihi mahana koutou ano, kei te hari awhero koe nga mahi kaiawhina tuhituhi taua ka korero pukapuka. To the many talented and esteemed who are propelled together by the four winds, spread throughout the islands we greet you and your family warmly. We greet you once, twice, thrice. We are very pleased to bring you the second issue of Ata: Journal of Psychotherapy Aotearoa. In our first issue, we were enlightened by a number of contributions which explored concepts concerning “Home is Where we Start From”. We now turn to our second issue and the theme of “The Face of the Other”, the subject and theme of the New Zealand Association of Psychotherapists’ 2012 Conference, where concepts concerning this theme were illuminated for us. Once again we greet you warmly and we hope you enjoy the efforts of the writers who have contributed to this journal.

Racism and silencing in the media in Aotearoa New Zealand

2021 ◽  
pp. 117718012110154
Author(s):  
Liana MacDonald ◽  
Adreanne Ormond
Keyword(s):  
New Zealand ◽  
Indigenous Peoples ◽  
Media Industry ◽  
Racial Discourse ◽  
European Descent ◽  
Aotearoa New Zealand ◽  
The Media ◽  
The Subject ◽  
New Zealanders

Racism in the Aotearoa New Zealand media is the subject of scholarly debate that examines how Māori (Indigenous Peoples of New Zealand) are broadcast in a negative and demeaning light. Literature demonstrates evolving understandings of how the industry places Pākehā (New Zealanders primarily of European descent) interests at the heart of broadcasting. We offer new insights by arguing that the media industry propagates a racial discourse of silencing that sustains widespread ignorance of the ways that Pākehā sensibilities mediate society. We draw attention to a silencing discourse through one televised story in 2018. On-screen interactions reproduce and safeguard a harmonious narrative of settler–Indigenous relations that support ignorance and denial of the structuring force of colonisation, and the Television Code of Broadcasting Practice upholds colour-blind perceptions of discrimination and injustice through liberal rhetoric. These processes ensure that the media industry is complicit in racism and the ongoing oppression of Indigenous peoples.

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.

scholarly journals The Face at the End of the Road

2012 ◽  
Vol 16 (2) ◽  
pp. 149-164
Author(s):  
Tess Moeke-Maxwell
Keyword(s):  
New Zealand ◽  
Social Construction ◽  
The Other ◽  
Binary Opposition ◽  
The Road ◽  
Aotearoa New Zealand ◽  
The Social ◽  
Health Practitioners ◽  
The Face ◽  
Phd Thesis

In the bicultural context of Aotearoa New Zealand, Māori (people of the land) and Tauiwi (the other tribe, i.e. Pākehā and other non-indigenous New Zealanders), continue to be represented in binary opposition to each other. This has real consequences for the way in which health practitioners think about and respond to Māori. Reflecting on ideas explored in my PhD thesis, I suggest that Māori identity is much more complex than popular representations of Māori subjectivity allow. In this article I offer an alternative narrative on the social construction of Māori identity by contesting the idea of a singular, quintessential subjectivity by uncovering the other face/s subjugated beneath biculturalism’s preferred subjects. Waitara Mai i te horopaki iwirua o Aotearoa, arā te Māori (tangata whenua) me Tauiwi (iwi kē, arā Pākehā me ētahi atu iwi ehara nō Niu Tīreni), e mau tonu ana te here mauwehe rāua ki a rāua anō. Ko te mutunga mai o tēnei ko te momo whakaarohanga, momo titiro hoki a ngā kaimahi hauora ki te Māori. Kia hoki ake ki ngā ariā i whakaarahia ake i roto i taku tuhinga kairangi. E whakapae ana au he uaua ake te tuakiri Māori ki ngā horopaki tauirahia mai ai e te marautanga Māori. I konei ka whakatauhia he kōrero kē whakapā atu ki te waihangatanga o te tuakiri Māori, tuatahi; ko te whakahē i te ariā takitahi, marautanga pūmau mā te hurahanga ake i tērā āhua e pēhia nei ki raro iho i te whainga marau iwiruatanga. Tuarua, mai i tēnei o taku tuhinga rangahau e titiro nei ki ngā wawata ahurei a te Māori noho nei i raro i te māuiuitanga whakapoto koiora, ka tohu au ki te rerekētanga i waenga, i roto hoki o ngā Māori homai kōrero, ā, ka whakahāngaia te titiro ki te momo whakatau āwhina a te hauora ā-motu i te hunga whai oranga.

scholarly journals Qualities for early childhood care and education in an age of increasing superdiversity and decreasing biodiversity

2020 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Dominant Culture ◽  
Childhood Education ◽  
Attitudes And Practices ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Climate Crisis ◽  
Opening Up

© 2016, © The Author(s) 2016. In this article it is argued that notions of ‘quality’ in early childhood education have been captured by neo-liberal discourses. These discourses perpetuate the western, individualistic, normativising and exploitative attitudes and practices that are contributing to the climate crisis currently imperilling our planet. Educators may inadvertently perpetuate this situation, or they can instead consciously challenge this dominant culture, opening up spaces of divergence. Via a sequence of short scenarios or stories based within the early childhood care and education context of Aotearoa (New Zealand), readers are invited to consider alternative conceptualisations, drawing on post-humanist and Indigenous theorising, which focus on fostering dispositional qualities that holistically engage intra-actively with(in) children’s worlds.

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