scholarly journals Learner Agency, Dispositionality and the New Zealand Curriculum Key Competencies

Teachers Work ◽  
2015 ◽  
Vol 11 (2) ◽  
pp. 175-186 ◽  
Author(s):  
Jennifer Charteris
Keyword(s):  
New Zealand ◽  
Self Determination Theory ◽  
Ministry Of Education ◽  
Learner Participation ◽  
Key Competencies ◽  
Learner Agency ◽  
Frame Work ◽  
The Subject ◽  
Classroom Discourses ◽  
At Will

As more than just knowledge and skills, The New Zealand Curriculum key competencies encompass dispositions for lifelong learning (OECD, 2005). A range of studies associate learner agency within the dispositions that are embedded in these key competencies (Carr, 2004; Hipkins, 2010; Hipkins & Boyd, 2011). Drawn from self-determination theory (OECD, 2009; Ryan & Deci, 2000), the competencies are strongly anchored in an essentialist frame-work. Interpreted this way, competencies can be likened to a virtual backpack that students carry about and draw from at will. A discursively constituted view of identity would suggest that this is not the case. Employing Davies’ (2010) conception of a subject-of-thought, where the subject is under erasure, the paper explores what agency as dispositionality can look like when it is performatively constituted in a competence-oriented curriculum (Ministry of Education, 2007). Rather being attributed static, essentialised identities, students are co-constituted in classroom discourses. The research has implications for how educators recognise moments when students agentically mobilise personal, social and discursive resources (Davies, 1990) in the classroom. The paper presents an argument for a dynamic theory of agency that incorporates a rhizomatic view of learner participation and interrupts essentialist interpretations of dispositionality. It opens up possibilities for new conceptions of key competencies as performative discursive practices.

scholarly journals A Study of the Effects of Mindfulness in Five Primary Schools in New Zealand

Teachers Work ◽  
2015 ◽  
Vol 11 (2) ◽  
pp. 201-220 ◽  
Author(s):  
Grant Rix ◽  
Ross Bernay
Keyword(s):  
New Zealand ◽  
Primary Schools ◽  
Family Health ◽  
Well Being ◽  
Mindfulness Practice ◽  
Classroom Teachers ◽  
Self Awareness ◽  
Ministry Of Education ◽  
Long Term Effects ◽  
Key Competencies

This study investigated the effects of an eight-week mindfulness in schools programme delivered in five primary schools in New Zealand. The participants included 126 students ranging in age from 6-11 years old and six classroom teachers. The programme was developed by one of our researchers (Rix) to align with The New Zealand Curriculum (Ministry of Education, 2007) and with a bi-cultural focus in mind. A Māori model of hauora (holistic well-being), Te Whare Tapa Wha, was incorporated as a key element of the programme. Te Whare Tapa Wha describes a Māori perspective on health and well-being which suggests that the house (whare) and its parts are viewed as a metaphor for different aspects of one’s health such that if one part of a house (or one’s health) is not in order, then there will be an effect of the other parts of the house (an individual’s health). Thus, physical health, spiritual health, family health and mental health are all interconnected for a person’s well-being, which is also a critical aspect of mindfulness. Classroom teachers were asked to complete fortnightly journal entries as part of a qualitative analysis of the effectiveness of the programme. A follow-up survey was completed three months after the last mindfulness class to assess any potential long term effects. Findings suggest that the programme may be efficacious for increasing calm, reduced stress, and improved focus and attention. In addition, results indicated enhanced self-awareness, and the development of positive relationships. A number of these outcomes were observed in both students and classroom teachers. These findings suggest that mindfulness practice can make a strong contribution to the key competencies outlined in the New Zealand curriculum. The design of the programme, findings of the study, and future recommendations for implementing mindfulness practice in New Zealand schools are discussed.

scholarly journals A whole-school approach to developing resilience: Resources and suggestions for New Zealand schools

2020 ◽  
Vol 20 ◽  
Author(s):  
Rachel Poultney ◽  
Dianne Forbes
Keyword(s):  
New Zealand ◽  
Informal Learning ◽  
Ministry Of Education ◽  
Whole School ◽  
Innovation Fund ◽  
Inquiry Approach ◽  
Health Related ◽  
The Face ◽  
Key Competencies ◽  
Whole School Approach

In learning and life, there will always be challenges, requiring resilience to overcome, adapt, and persist in the face of adversity. Resilience is a key aspect of mental health and lifelong learning, reflected in the vision, key competencies, and health-related elements of the New Zealand Curriculum (Ministry of Education, 2007). Working on the understanding that schools can and should help learners to develop resilience, this article shares a recent inquiry undertaken by a full primary school in New Zealand (NZ), as part of a Teacher-Led Innovation Fund (TLIF) project. The inquiry approach and main findings are outlined, along with resources, and suggestions for schools striving to build a shared understanding of resilience among teachers, students, and parents. Our inquiry attests to the power of a whole school approach to the learning of resilience, underpinned by relational connections, the language of resilience and cross-curricula integration, as well as informal learning.

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.

Newsmaking criminology in Australia and New Zealand: Results from a mixed methods study of criminologists’ media engagement

2019 ◽  
Vol 53 (1) ◽  
pp. 84-101 ◽  
Author(s):  
Mary Iliadis ◽  
Imogen Richards ◽  
Mark A Wood
Keyword(s):  
New Zealand ◽  
News Media ◽  
The United States ◽  
Mixed Methods Study ◽  
The Past ◽  
Professional Duty ◽  
The Subject ◽  
Survey Responses ◽  
Insight Into ◽  
Newsmaking Criminology

‘Newsmaking criminology’, as described by Barak, is the process by which criminologists contribute to the generation of ‘newsworthy’ media content about crime and justice, often through their engagement with broadcast and other news media. While newsmaking criminological practices have been the subject of detailed practitioner testimonials and theoretical treatise, there has been scarce empirical research on newsmaking criminology, particularly in relation to countries outside of the United States and United Kingdom. To illuminate the state of play of newsmaking criminology in Australia and New Zealand, in this paper we analyse findings from 116 survey responses and nine interviews with criminologists working in universities in these two countries, which provide insight into the extent and nature of their news media engagement, and their related perceptions. Our findings indicate that most criminologists working in Australia or New Zealand have made at least one news media appearance in the past two years, and the majority of respondents view news media engagement as a professional ‘duty’. Participants also identified key political, ethical, and logistical issues relevant to their news media engagement, with several expressing a view that radio and television interviewers can influence criminologists to say things that they deem ‘newsworthy’.

The Long-Term Regulation of Safety Standards: The Case of the Electricity Industry in Australia and New Zealand

2012 ◽  
Vol 13 (4) ◽  
pp. 312-332
Author(s):  
Malcolm Abbott
Keyword(s):  
New Zealand ◽  
Electricity Industry ◽  
Political Context ◽  
Safety Standards ◽  
Safety Regulations ◽  
History Of ◽  
The Subject ◽  
Organizational Approach

Throughout much of the history of the electricity industry in Australia and New Zealand the industry has been the subject of safety regulations. Although this regulation has been a constant throughout the life of the industry the organizational approach to regulation has changed over the years. Periodically in Australia and New Zealand history these questions have been raised in a political context, although notably the structure of safety regulators does not get much attention in the standard histories of the industry. The purpose of this paper, therefore, is to discuss some of the general issues that have arisen in the reform of regulation in the case of electricity safety over the longer term and how it relates overall to the development of the electricity industry.

Event spaces and the shaping of economic subjectivity: Inside the Social Enterprise World Forum

2021 ◽  
Vol 36 (5) ◽  
pp. 347-355
Author(s):  
Tom Baker ◽  
Ryan Jones ◽  
Michael Mann ◽  
Nick Lewis
Keyword(s):  
New Zealand ◽  
Social Enterprise ◽  
Affective Responses ◽  
Subject Position ◽  
Social Entrepreneur ◽  
Economic Sectors ◽  
The Social ◽  
New Knowledge ◽  
The Subject ◽  
Global Conference

Drawing on observations at the 2017 Social Enterprise World Forum (SEWF) – a global conference held in Christchurch, New Zealand – this paper examines the significance of localised event spaces in shaping economic subjects and, by extension, economic sectors. Conferences such as the SEWF are sites and moments that provide access to new knowledge, foster collective action and shape the subjectivities of economic actors. We describe how the SEWF cultivated sympathetic affective responses towards social enterprise and the subject position of the social entrepreneur, and demonstrate how the local specificities of Christchurch, as a place, were key to the cultivation of social-entrepreneurial subjectivity at the SEWF.

Critical Pedagogies in PETE: An Antipodean Perspective

2015 ◽  
Vol 34 (2) ◽  
pp. 316-332 ◽  
Author(s):  
Rod Philpot
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Critical Pedagogy ◽  
School Curriculum ◽  
Ministry Of Education ◽  
Critical Perspective ◽  
New School ◽  
Physical Education Teacher Education ◽  
Critical Pedagogies ◽  
Pete Programs

In the 1990s, New Zealand and Australia rolled out new school physical education curriculums (Ministry of Education, 1999, 2007; Queensland School Curriculum Council, 1999) signaling a significant change in the purpose of physical education in both countries. These uniquely Antipodean1 curriculum documents were underpinned by a socially critical perspective and physical education teacher education (PETE) programs in both countries needed to adapt to prepare teachers who are capable of engaging PE from a socially critical perspective. One way they attempted to do this was to adopt what has variously been labeled critical pedagogy. Critical pedagogies as a label is something of ‘big tent’ (Lather, 1998) and this paper reports on the published attempts to operationalize critical pedagogy and its reported success or otherwise in preparing teachers for the expectations of the socially critical oriented HPE curriculum in both Australian and New Zealand.

scholarly journals Teachers’ reflecting on professional knowledge in the numeracy (mathematics) classroom

2020 ◽  
Vol 20 ◽  
Author(s):  
Judith Mills
Keyword(s):  
New Zealand ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Professional Knowledge ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Effective Pedagogy ◽  
Teaching Learning

New Zealand primary school teachers are expected to regularly reflect on their teaching practice in order to consider the implications of past teaching on future planning. Aligned to teachers’ ongoing reflection, the New Zealand Curriculum (Ministry of Education, 2007) contains a section on effective pedagogy—teacher actions promoting student learning, which includes a Teaching as Inquiry Cycle (pp. 34–35). Embedded within their inquiry, teachers consider the teaching-learning relationship and often turn to frameworks of knowledge for guidance. This article shares the implications of using a framework of teacher knowledge in research. While the framework used contained much detail for the researcher, it overlapped categories and at the same time lacked acknowledgement of some important concepts for teachers in classroom practice. Findings from using a framework in this research were combined with findings from previous research to formulate the Wheel of Professional Knowledge, which was developed for mathematics teachers to use when reflecting on their practice.

scholarly journals Theoretical approach of teaching lithosphere in junior high school: A critical review of the content and objectives defined by the curriculum of the Ministry of Education

2017 ◽  
Vol 47 (2) ◽  
pp. 1024
Author(s):  
G. Leontakianakos ◽  
C. Vrachas ◽  
G. Baziotis ◽  
G. Soultati ◽  
G. Fermeli
Keyword(s):  
High School ◽  
Primary School ◽  
Junior High School ◽  
Theoretical Approach ◽  
Critical Review ◽  
Ministry Of Education ◽  
Curriculum Content ◽  
Main Research ◽  
Research Hypothesis ◽  
The Subject

The purpose of this study is an attempt to define the lithosphere concept, as described in the textbook “Geology-Geography” of the 1st Grade of junior highschool. Further we investigate whether the objectives of the corresponding chapter are being implemented according to the curriculum of the Ministry of Education. The main research hypothesis concentrates on the very limited cognitive background of the students regarding the lithosphere. It is based on the absence of a wellorganized framework of proportional and gradually increased and specialized flow of knowledge, as suggest the few generalised concepts on the subject of Geography taught on the 5th and 6th grade of the Primary School. According to the Curriculum of the “Geology–Geography” of the Ministry of Education, the lithosphere chapter requires fifteen didactic hours for a sum of nine complexes, mostly cognitive objectives. However, the textbook contains only five didactic hours, an indicator of an asymmetric state of the Curriculum. Our opinion about curriculum content itself, which describes the lithosphere, compared to the strictly scientific definition, is that it represents a simplistic approach and consequently the materialization of the cognitive goals is doubtful.

scholarly journals EL EFECTO DEL LIBRO DE TEXTO ESCOLAR EN EL MERCADO EDITORIAL ECUATORIANO

2021 ◽  
pp. 47-68
Author(s):  
Guillermo Sánchez-Borrero
Keyword(s):  
Ministry Of Education ◽  
Editorial Policies ◽  
National Education ◽  
Learning And Teaching ◽  
Las Casas ◽  
Palabras Clave ◽  
National Education Systems ◽  
Publishing Houses ◽  
The Subject ◽  
Points Of View

El libro de texto escolar es una herramienta de control curricular, su relación con el aprendizaje y enseñanza que la determina el Estado ecuatoriano. El objetivo de los textos escolares es mostrar el universo científico y cultural que se quiere enseñar a los estudiantes y refleja los: valores, estereotipos e ideologías del Ecuador. A partir de 2011 se normalizó y lo controla y distribuye el Ministerio de Educación de forma gratuita en los establecimientos educativos fiscales, fiscomisionales y municipales del Ecuador. Son elaborados y producidos por las más importantes casas editoriales, además revisados y avalados por las universidades del país. Este sistema aparece con la creación de la Ley Orgánica de Educación Intercultural que ha logrado establecer políticas editoriales en el sector educativo, así como dinamizar la economía del sector editorial en toda su cadena productiva tanto intelectual como de fabricación. Es relevante el análisis de la producción editorial por la expansión de los sistemas nacionales de educación y la implementación de los modelos de enseñanza, se presenta varios puntos de vista sobre la representación del saber oficial y el acceso igualitario a la información y conocimiento. Se identifica cómo están distribuidas las casas editoras y la contribución de las universidades del país para la evaluación de contenidos, según su área de experiencia y la asignatura que abarca el texto escolar. El artículo muestra también diferentes cifras sobre la asignación y fondos destinados al proyecto que aporta a la economía de Ecuador. Palabras clave: Textos escolares, políticas editoriales, mercado editorial, impresión, diseño editorial. AbstractThe school textbook is a curricular control tool, its relationship with learning and teaching is determined by the Ecuadorian State. The objective of the textbooks is to show the scientific and cultural universe intended to be taught to students and reflects the values, stereotypes, and ideologies of Ecuador. As of 2011, it was standardized, controlled, and distributed by the Ministry of Education free of charge in public, fiscal, “fiscomisional”, and municipal educational establishments in Ecuador. They are elaborated and produced by the most important publishing houses, also reviewed, and endorsed by the country's universities. This system appears with the creation of the Organic Law of Intercultural Education, which has managed to establish editorial policies in the educational sector, as well as boost the economy of the publishing sector throughout its productive chain, both intellectual and manufacturing. The analysis of editorial production is relevant due to the expansion of national education systems and the implementation of teaching models, various points of view are presented on the representation of official knowledge and equal access to information and knowledge. It is identified how the publishing houses are distributed and the contribution of the country's universities for the evaluation of content, according to their area of experience and the subject covered by the textbook. The article also shows different figures on the allocation and funds destined for the project that contributes to the economy of Ecuador. Keywords: School texts, editorial policies, publishing market, printing, editorial design.

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