NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES最新文献

This article seeks to explain how Aotearoa New Zealand moved from a consensus that the New Zealand Curriculum (NZC) should grant a high degree of autonomy to teachers, to an emerging view that it ought to be more prescriptive about content. To do this, it takes an assemblage approach to policy analysis, understanding policies as constantly evolving ‘bundles’ of divergent components temporarily woven together. The article first explores the complex intermingling of Third Way priorities, knowledge economy discourses, educational progressivism and narratives of ‘harmonious’ biculturalism which constitute the 2007 NZC. It then explores the sustained critique of the NZC from the 2015 parliamentary petition calling for compulsory teaching of the New Zealand Wars, up to the government’s 2021 ‘curriculum refresh’ announcement. It is argued that this ‘refresh’ moves to reassemble the NZC so that it accommodates a series of demands made of it in recent years, including demands the curriculum take a more active role in redressing the impact of colonisation, and demands from both business-aligned groups and academics that the curriculum become more ‘knowledge-led’.

This paper responds to calls from past and present students to increase the value of postgraduate scholarships in Aotearoa New Zealand. Here we provide context for understanding the scholarship landscape in Aotearoa, including how scholarships are understood in relation to dominant neoliberal framings of higher education and persistent inequities within the sector. We present data which provides insight into the current inequities in Summer, Masters and PhD scholarship values. The average value of PhD scholarships has remained stagnant between 2011 and 2019 resulting in the average being $11,238 less than the Living Wage in 2019. We show that the average length of time full-time PhD students take to complete their doctorates exceeds the three-year tenure of scholarships. We argue the status-quo of low scholarships, supplemented by postgraduate 'sweat', excludes people from participating in postgraduate education, preventing them and their communities from realising the public benefits that such an education can produce. We suggest that these inadequacies could be addressed through (1) raising Summer, Masters and PhD scholarships to the living wage; (2) extending tenure of PhD scholarships; and (3) reinstating the postgraduate student allowance.

Supplementary information: The online version contains supplementary material available at 10.1007/s40841-022-00244-5.

The implementation of lockdowns that include the closure of educational facilities for face to face teaching has been one of the strategies used internationally to contain the spread of the COVID-19 virus. Research suggests lockdowns are associated with negative impacts on children's psycho-social functioning, Most research, however, has been conducted in countries where extended lockdown periods have been in place and has primarily used parent/child survey to gain insight into lockdown effects. The current study was conducted in the context of New Zealand's initial 7-week national lockdown which allowed examination of the impact of a relatively short lockdown period. Participants (n = 139) aged 10 to 13 years from one school were interviewed face to face about their experiences during lockdown immediately following the re-opening of schools. Participants' self-concept was also evaluated to gain an understanding of their psycho-social skills after lockdown. Qualitative analysis identified positive and negative features of lockdown from children's perspectives. Analysis also focused on changes to children's relationships with close family members during lockdown. The findings have implications for identifying how to optimise lockdown experiences for children.

In July 2020 the New Zealand Human Rights Commission launched their Voice of Racism digital experience as part of their Give Nothing to Racism Campaign. On the website you can "experience" the racism felt by real New Zealanders as performed by internationally acclaimed New Zealand director Taika Waititi. The immersive campaign provides some insights into the lived experience of racism and the anti-racism action that follows in Aotearoa, New Zealand. This paper, using ethnographic and critical race methods, uses a critical and systematic review of the Voice of Racism digital experience to consider: What is the New Zealand experience of racism? How are experiences of racism curated for the general population through the NZ HRC Voice of Racism online education campaign? This article suggests the campaign employs a classic diversity logic by calling attention to racism, recentering whiteness, and completely ignoring the systemic and institutional foundations that create and sustain white settler societies like New Zealand.

The implementation of relationships and sexuality education as part of Health and Physical Education in The New Zealand Curriculum (Ministry of Education, Ministry of Education. (2007). The New Zealand Curriculum. Learning Media Limited.) involves a range of people sharing their perspectives in order to shape the subject on paper and in practice. This paper presents the findings of a qualitative collective case study in three primary schools in Aotearoa. Experimenting with Appreciative Inquiry, we found that connections and conversations between a wide variety of people and organisations have a critical role to play in relation to planning and teaching relationships and sexuality education in schools: (i) Schools and teachers working in partnership with colleagues within and across schools, (ii) connections with whānau and relationships with learners, and (iii) access to wider supports and services. Our findings suggest that having conversations and establishing and maintaining productive partnerships between a variety of people are critical if relationships and sexuality education is to live up to its potential and meet learners' needs.

The COVID-19 pandemic sent New Zealand universities into crisis, and as a key crisis response measure, classes were mostly moved online. While navigating national public health settings, educators simultaneously had to innovate quickly: to keep our courses in operation, students learning, and quality pedagogy present. The author has been navigating a faculty-wide 'dual-mode' teaching policy at their home institution, to teach the Māori language. Dual-mode refers to teaching both in-person and online. Although dual-mode teaching has brought a significant amount of learning flexibility and innovation to the classroom, it also has disadvantages. This article attempts to document some of the positive and negative characteristics noted over two years of dual-mode teaching, from the position of intermediate Māori language classes. It concludes that although this kind of teaching is flexible and equitable, it is not of high quality, and contributes to poor proficiency outcomes for students. Teaching in this way could, however, be of a much higher quality, with support, resourcing and time. As we look to keep these more accessible teaching methods in the future, those additional aspects will be critical in designing classes that are not only equitable, dynamic, and in line with contemporary technological learning styles, but also of a standard that maintains quality language proficiency-building within our learners.

Parental engagement is a common theme of education policy in most countries. In Aotearoa New Zealand, policies frame parental engagement in broad terms giving schools flexibility in enacting them. However, the generality assumes the complex and differentiated activities associated with parental engagement are well understood, leaving schools with little guidance for this work. This article examines the enactment of parental engagement in one New Zealand primary school to understand these activities better and provide a basis for improved policy. It partly draws on Ball et al. (Routledge 10.4324/9780203153185, 2012) policy enactment framework identifying several enactment roles associated with parental engagement, particularly in-school 'narrators' who are pivotal actors in articulating a rationale for engagement. Key findings were that teachers interpreted parental engagement differently, leading to differentiated practice, and parents are identified as important policy actors. The article concludes that there is a strong case for greater clarity in policy on parental engagement.

This article analyses data from a study that explored distance learning teaching and nursery school children's experiences in response to the COVID-19 pandemic in Douala, Cameroon. Following the spread of COVID-19 to Africa, the Cameroon Government placed emphasis on the impact of the pandemic on the socio-economic sector and actions to support this sector. There has been no reported research on the effects of the pandemic on the early childhood education sector and how children have experienced it. This article discusses distance learning techniques employed by teachers from a private nursery school and the views and feelings of young children whose teacher encouraged them to draw and tell stories about their experiences. Engaging in such conversations empowered and encouraged children to verbalise their COVID-19 Lockdown experiences. These conversations can help the teacher rethink and seek new ways to understand and guide children through challenging situations. In addition, the insights gained from the study can be helpful for policymakers concerned with maximising the capacity for schools and families to ensure continuous learning for all children in the event of a crisis.