title: Problematised History Pedagogy as Narrative Research: Self-Fashioning, Dismantled Voices and Reimaginings in History Education

authors: Hunter, Philippa Anne

subjects: history education

abstract: A growing disturbance with history’s identity in the New Zealand schooling curriculum disrupted my educational socialisation (curriculum, professional, academic) and inheritance of educational policy decisions. In turn, this disturbance shaped a critical stance in my research and practitioner work. Accordingly, problematised history pedagogy [PHP] emerged as the phenomenon and method of my doctoral study and was activated as a counterpoint to my experiences of normalised discourses of history curriculum and pedagogy. The PHP as narrative research was situated in my history curriculum programme in a postgraduate year of secondary teacher education. The research aimed to engage my history class (research participants as preservice teachers) in pedagogy that involved critique of and reflection on the things we do as history teachers in the secondary curriculum. The PHP was nested within my historicising and theorising of educational experience. Conceptualised as a reciprocal research process, the PHP involved the participants and me in theorising pedagogies, fashioning pedagogic identities, and engaging critically with curriculum conceptions of history. The PHP sought to reimagine history curriculum and pedagogy and identify pedagogic spaces of possibility. 

	The narrative research was layered as a bricolage of storying that reflected the interdisciplinary nature of my educational socialisation. Experiences as a teacher educator, curriculum and assessment developer and researcher, meant many voices, discourses, and theories were woven into the narrative. This complex conceptual work focused on understandings of narrative; policy, curriculum and pedagogy; critical pedagogy; history; history education, and notions of space. The narrative research was constructed in three parts. Firstly, my narrative selves and shifts to a critical pedagogy stance were historicised and theorised through an autobiographical approach. An original dimension of this storying has been the use of vignettes that illuminate the convergence of educational experience, theorising, and reimaginings as an aesthetic and critical narrative device. The second part of the research narrative arrives at the point of praxis whereby experience and theory came together to activate the PHP. The PHP was placed in the context of the national history curriculum, a review of history education literature, and situated in my teacher education work. The PHP has been represented as a system of meaning through its distinctive research processes of phenomenological inquiry, genealogical disclosure, and discursive self-fashioning. An original form of analysis was conceptualised to deconstruct the participants’ history thinking and their experiences of the cultural politics of the history curriculum.  This was conceptualised as a dismantling analysis [DA]. The third part of the narrative recounts the history class’s year of reflexive engagement with PHP. Participants’ pedagogic identities, historical thinking and critique of history curriculum and pedagogy as PHP ‘cases’ in secondary classrooms were dismantled and discussed. 

Emergent PHP findings of the participants’ thinking as beginning history teachers include such features as: discourses of embodiment (fears, failure and fraud) prior to practicum; uncertainties about historical knowledge that includes doubt and discomfort about dealing with ‘difficult’ knowledge; disillusionment with familiar historical narratives; scant exposure to Aotearoa New Zealand histories and limited engagement with historical research methods in school and university study; observations of uncritical teacher modelling of history pedagogy; questioning of a strong masculine focus in historical contexts and a recurrent theme of history as violent; history practicum experienced through the dominant orientation of history as inquiry. These findings illustrate the public, accountable and discursive production of the national history curriculum. Reimagined history curricula are glimpsed in the participants’ seeking of counter-orientations of history’s purpose and desired history pedagogy as inclusive and democratic, as social reconstruction, and as an evolving critical project. A reflective critique of the narrative research brings the writing to a close.

text: Problematised History Pedagogy as Narrative Research: Self-Fashioning, Dismantled Voices and Reimaginings in History Education A growing disturbance with history’s identity in the New Zealand schooling curriculum disrupted my educational socialisation (curriculum, professional, academic) and inheritance of educational policy decisions. In turn, this disturbance shaped a critical stance in my research and practitioner work. Accordingly, problematised history pedagogy [PHP] emerged as the phenomenon and method of my doctoral study and was activated as a counterpoint to my experiences of normalised discourses of history curriculum and pedagogy. The PHP as narrative research was situated in my history curriculum programme in a postgraduate year of secondary teacher education. The research aimed to engage my history class (research participants as preservice teachers) in pedagogy that involved critique of and reflection on the things we do as history teachers in the secondary curriculum. The PHP was nested within my historicising and theorising of educational experience. Conceptualised as a reciprocal research process, the PHP involved the participants and me in theorising pedagogies, fashioning pedagogic identities, and engaging critically with curriculum conceptions of history. The PHP sought to reimagine history curriculum and pedagogy and identify pedagogic spaces of possibility. 

	The narrative research was layered as a bricolage of storying that reflected the interdisciplinary nature of my educational socialisation. Experiences as a teacher educator, curriculum and assessment developer and researcher, meant many voices, discourses, and theories were woven into the narrative. This complex conceptual work focused on understandings of narrative; policy, curriculum and pedagogy; critical pedagogy; history; history education, and notions of space. The narrative research was constructed in three parts. Firstly, my narrative selves and shifts to a critical pedagogy stance were historicised and theorised through an autobiographical approach. An original dimension of this storying has been the use of vignettes that illuminate the convergence of educational experience, theorising, and reimaginings as an aesthetic and critical narrative device. The second part of the research narrative arrives at the point of praxis whereby experience and theory came together to activate the PHP. The PHP was placed in the context of the national history curriculum, a review of history education literature, and situated in my teacher education work. The PHP has been represented as a system of meaning through its distinctive research processes of phenomenological inquiry, genealogical disclosure, and discursive self-fashioning. An original form of analysis was conceptualised to deconstruct the participants’ history thinking and their experiences of the cultural politics of the history curriculum.  This was conceptualised as a dismantling analysis [DA]. The third part of the narrative recounts the history class’s year of reflexive engagement with PHP. Participants’ pedagogic identities, historical thinking and critique of history curriculum and pedagogy as PHP ‘cases’ in secondary classrooms were dismantled and discussed. 

Emergent PHP findings of the participants’ thinking as beginning history teachers include such features as: discourses of embodiment (fears, failure and fraud) prior to practicum; uncertainties about historical knowledge that includes doubt and discomfort about dealing with ‘difficult’ knowledge; disillusionment with familiar historical narratives; scant exposure to Aotearoa New Zealand histories and limited engagement with historical research methods in school and university study; observations of uncritical teacher modelling of history pedagogy; questioning of a strong masculine focus in historical contexts and a recurrent theme of history as violent; history practicum experienced through the dominant orientation of history as inquiry. These findings illustrate the public, accountable and discursive production of the national history curriculum. Reimagined history curricula are glimpsed in the participants’ seeking of counter-orientations of history’s purpose and desired history pedagogy as inclusive and democratic, as social reconstruction, and as an evolving critical project. A reflective critique of the narrative research brings the writing to a close.

year: 2013

title: Radical research honesty in a post-truth society

authors: Twidale, Michael B.

subjects: computer science

abstract: It seems that in much current research, big truths have to be protected by a bodyguard of little white lies, and a phalanx of unreported inconvenient truths. What would happen if we told the truth about how we really do research? Let’s see...

text: Radical research honesty in a post-truth society It seems that in much current research, big truths have to be protected by a bodyguard of little white lies, and a phalanx of unreported inconvenient truths. What would happen if we told the truth about how we really do research? Let’s see...

year: 2019

title: Examining the Professional Learning and Development of Principals and Teachers in Maori Medium.

authors: McClunie, Adrienne Heeni

subjects: Professional Development

abstract: The Resource Teacher Māori service (RTM) has been working to lift the performance of principals and teachers of Māori medium schools for over 25 years as Māori medium education has attempted to achieve the twofold aim of revitalizing the Māori language and increasing the success of Māori students in Aotearoa/New Zealand. While there have been many positive gains over that time, issues still remain in fulfilling these aims. Therefore, an important question that needs to be answered is to what extent have RTM been successful in supporting schools to realize the key aims of Māori medium education, and what issues still remain in the service they provide? 
The central aim of this research project was to examine how Resource Teachers Māori (RTM) facilitated professional development (PD) in schools, what issues they faced, and how they negotiated them. The study was a multiple case study design of three RTM, principals and teachers and used conversational interviews as the method of data gathering.
The research found that the RTM service was viewed positively by schools and had a positive influence on teacher skills and student learning outcomes. Of particular importance was the Māori language and cultural guidance the RTM provided teachers. They were also highly committed to the Kaupapa Māori philosophy and to Māori language revitalization. However, their potential was not always realized. Factors that affected the performance of RTM included having a large number of schools to service and a wide range of teacher needs.  The support the RTM received at the national and local levels was also insufficient. An implication of these findings is that the RTM service should receive greater support and guidance, but there should also be a greater degree of accountability that the service the RTM are providing is meeting school needs.

text: Examining the Professional Learning and Development of Principals and Teachers in Maori Medium. The Resource Teacher Māori service (RTM) has been working to lift the performance of principals and teachers of Māori medium schools for over 25 years as Māori medium education has attempted to achieve the twofold aim of revitalizing the Māori language and increasing the success of Māori students in Aotearoa/New Zealand. While there have been many positive gains over that time, issues still remain in fulfilling these aims. Therefore, an important question that needs to be answered is to what extent have RTM been successful in supporting schools to realize the key aims of Māori medium education, and what issues still remain in the service they provide? 
The central aim of this research project was to examine how Resource Teachers Māori (RTM) facilitated professional development (PD) in schools, what issues they faced, and how they negotiated them. The study was a multiple case study design of three RTM, principals and teachers and used conversational interviews as the method of data gathering.
The research found that the RTM service was viewed positively by schools and had a positive influence on teacher skills and student learning outcomes. Of particular importance was the Māori language and cultural guidance the RTM provided teachers. They were also highly committed to the Kaupapa Māori philosophy and to Māori language revitalization. However, their potential was not always realized. Factors that affected the performance of RTM included having a large number of schools to service and a wide range of teacher needs.  The support the RTM received at the national and local levels was also insufficient. An implication of these findings is that the RTM service should receive greater support and guidance, but there should also be a greater degree of accountability that the service the RTM are providing is meeting school needs.

year: 2013