title: Investigating Socio-critical Discourses in Assessment of Senior Physical Education in New Zealand

authors: Hart, Sally Anne

subjects: physical education

abstract: There has been a growing interest in and, to some extent, adoption of, ‘socio-critical’ discourses in Health and Physical Education (HPE) in New Zealand and in physical education internationally. Evidence of a paradigm shift involving ‘socio-critical’ discourses is reflected in curriculum documents, course developments and assessment. With a gap in the research that addresses assessment practice in senior physical education in New Zealand, this study explored the selection, interpretation and application of National Certificate of Educational Achievement (NCEA) Level 1-3 standards. A case study methodology was used to generate in-depth insights into the factors influencing patterns of selection and non- selection of those standards explicitly linked to socio-critical discourses. NZQA data on national standard selection in NCEA Level 1-3 physical education from 2006 to 2010 was analysed to inform the case study selection and inquiry. Four teachers at two schools were involved in the research. Data collection methods included document reading, archival records, semi-structured interviews (individual), and a reflective diary. Data analysis was based on Miles and Huberman’s (1994) data management and analysis methods.
The key findings showed that factors influencing selection / non-selection of socio-critical standards are complex and decision-making about selection can involve dichotomous thinking. The latter was associated with socio-critical and biophysical discourses, theoretical and practical knowledge and learning, body and mind, and physical education and health as separate knowledge bases. The data provided insight into the impact that issues associated with standard selection and interpretation can have in relation to teachers’ design of teaching and learning programmes, students’ pedagogical experiences and assessment associated with NCEA physical education. Furthermore, teachers’ own habitus, beliefs, value orientation, language and pedagogical practice were shown to have a strong influence on understandings and application of standards.
Issues of alignment of curriculum, assessment and pedagogy were also explored. The study highlights the importance of teachers’ understanding of the tensions, knowledge structures and power relations at play between curriculum, assessment and pedagogy. Data revealed important ways in which these matters inform and limit understandings of what constitutes legitimate and valued practice and learning in senior physical education.

Implications of this inquiry are explored for educational policy developers, senior secondary HPE teachers, all HPE teachers, HPE departments, pre-service teacher educators, senior secondary teachers working in other subject/learning areas and research. An extensive list of recommendations has been made. Several areas are identified as requiring further research. Further exploration of teachers’ habitus, beliefs and values and the influence these have on the alignment of curriculum, assessment and pedagogy would be useful. In addition research into ‘holistic’ physical education ‘in’, ‘through’ and ‘about’ movement, in the context of NCEA, would facilitate more accurate and meaningful conclusions about teaching and learning and assessment experiences for secondary school students in NCEA physical education.

text: Investigating Socio-critical Discourses in Assessment of Senior Physical Education in New Zealand There has been a growing interest in and, to some extent, adoption of, ‘socio-critical’ discourses in Health and Physical Education (HPE) in New Zealand and in physical education internationally. Evidence of a paradigm shift involving ‘socio-critical’ discourses is reflected in curriculum documents, course developments and assessment. With a gap in the research that addresses assessment practice in senior physical education in New Zealand, this study explored the selection, interpretation and application of National Certificate of Educational Achievement (NCEA) Level 1-3 standards. A case study methodology was used to generate in-depth insights into the factors influencing patterns of selection and non- selection of those standards explicitly linked to socio-critical discourses. NZQA data on national standard selection in NCEA Level 1-3 physical education from 2006 to 2010 was analysed to inform the case study selection and inquiry. Four teachers at two schools were involved in the research. Data collection methods included document reading, archival records, semi-structured interviews (individual), and a reflective diary. Data analysis was based on Miles and Huberman’s (1994) data management and analysis methods.
The key findings showed that factors influencing selection / non-selection of socio-critical standards are complex and decision-making about selection can involve dichotomous thinking. The latter was associated with socio-critical and biophysical discourses, theoretical and practical knowledge and learning, body and mind, and physical education and health as separate knowledge bases. The data provided insight into the impact that issues associated with standard selection and interpretation can have in relation to teachers’ design of teaching and learning programmes, students’ pedagogical experiences and assessment associated with NCEA physical education. Furthermore, teachers’ own habitus, beliefs, value orientation, language and pedagogical practice were shown to have a strong influence on understandings and application of standards.
Issues of alignment of curriculum, assessment and pedagogy were also explored. The study highlights the importance of teachers’ understanding of the tensions, knowledge structures and power relations at play between curriculum, assessment and pedagogy. Data revealed important ways in which these matters inform and limit understandings of what constitutes legitimate and valued practice and learning in senior physical education.

Implications of this inquiry are explored for educational policy developers, senior secondary HPE teachers, all HPE teachers, HPE departments, pre-service teacher educators, senior secondary teachers working in other subject/learning areas and research. An extensive list of recommendations has been made. Several areas are identified as requiring further research. Further exploration of teachers’ habitus, beliefs and values and the influence these have on the alignment of curriculum, assessment and pedagogy would be useful. In addition research into ‘holistic’ physical education ‘in’, ‘through’ and ‘about’ movement, in the context of NCEA, would facilitate more accurate and meaningful conclusions about teaching and learning and assessment experiences for secondary school students in NCEA physical education.

year: 2014

title: The work of farming women

authors: Shaw, Deirdre Cathryn

subjects: Rural women

abstract: This research on the work of farming women presents an accurate picture of what these women do on and off the farm, in the house, and in the community. It presents the opinions of farming women, of themselves, and of how others - the rural community, the rural service industry (RSI), and society views them in their farming role. By comparing and contrasting the women's views and those of the RSI and society, comment is made on the implications of policy which develops from inaccurate stereotypes and outdated perceptions.

	Here is where my research reaches further than much research that has been undertaken on the role of farming women. Sociological and economics research does not focus on the power plays which help to contradict the role the women see for themselves. It does not investigate the implications of policy upon farming women. My research looks at political power play and discusses why change in policies must be effected.

	To present a true picture of farming women, and how attitudes and policy may  affect their power status, I used three methodologies. All participants completed a questionnaire which asked them about their household, their farm, work experience, finances, services and amenities, awareness of farm involvement, and background information. They completed two 48 hour time use diaries, as developed by the FAO Asia-Pacific Office. This gave an accurate picture of how the women spent their time, what farm, house, and community work they undertook, where the work was performed,who with and for.

	These two methodologies provided invaluable information on time use - both seasonal and yearly. Information from the questionnaire, and from the personal interviews, held with 30% of the sample, provides commentary on how the women see their role in farming, and how they feel different sectors of society view their contribution to farming.

	Interviews were also held with members of the RSI. Their perceptions of the roles of women in farming are presented and compared with the women's feelings of the RSI's views.

	The majority of women viewed themselves as farmers, or in a farming occupation if they were non-owners. They saw their contribution in many ways - physical, financial, administrative, managerial, supportive and organisational. Approximately two thirds of the women felt that they were accepted in that role, but comments from all women made it clear that while society accepts men in farming without question, women have had to prove themselves to be as knowledgeable and skilled as their male counterparts. Women are still faced with rural service people who are rude, insult their intelligence, or just ignore them in farm dealings and discussions.

	Information gained from the RSI interviews would suggest that the majority have outdated perceptions of the roles of farming women.

	Because of the gap between the images of farming women held by society, and the reality of the work of farming women, there are serious policy implications. If their work is unpaid and invisible then they are invisible as beneficiaries of policy - be it private or public, social or economic. 

	People's attitudes and perceptions of farming women must change, and they must recognise these women's contribution and differing roles. Changes in policy must be effected. Women must be viewed, not as helpers, but as knowledgeable and skilled farmers, in their own right.

text: The work of farming women This research on the work of farming women presents an accurate picture of what these women do on and off the farm, in the house, and in the community. It presents the opinions of farming women, of themselves, and of how others - the rural community, the rural service industry (RSI), and society views them in their farming role. By comparing and contrasting the women's views and those of the RSI and society, comment is made on the implications of policy which develops from inaccurate stereotypes and outdated perceptions.

	Here is where my research reaches further than much research that has been undertaken on the role of farming women. Sociological and economics research does not focus on the power plays which help to contradict the role the women see for themselves. It does not investigate the implications of policy upon farming women. My research looks at political power play and discusses why change in policies must be effected.

	To present a true picture of farming women, and how attitudes and policy may  affect their power status, I used three methodologies. All participants completed a questionnaire which asked them about their household, their farm, work experience, finances, services and amenities, awareness of farm involvement, and background information. They completed two 48 hour time use diaries, as developed by the FAO Asia-Pacific Office. This gave an accurate picture of how the women spent their time, what farm, house, and community work they undertook, where the work was performed,who with and for.

	These two methodologies provided invaluable information on time use - both seasonal and yearly. Information from the questionnaire, and from the personal interviews, held with 30% of the sample, provides commentary on how the women see their role in farming, and how they feel different sectors of society view their contribution to farming.

	Interviews were also held with members of the RSI. Their perceptions of the roles of women in farming are presented and compared with the women's feelings of the RSI's views.

	The majority of women viewed themselves as farmers, or in a farming occupation if they were non-owners. They saw their contribution in many ways - physical, financial, administrative, managerial, supportive and organisational. Approximately two thirds of the women felt that they were accepted in that role, but comments from all women made it clear that while society accepts men in farming without question, women have had to prove themselves to be as knowledgeable and skilled as their male counterparts. Women are still faced with rural service people who are rude, insult their intelligence, or just ignore them in farm dealings and discussions.

	Information gained from the RSI interviews would suggest that the majority have outdated perceptions of the roles of farming women.

	Because of the gap between the images of farming women held by society, and the reality of the work of farming women, there are serious policy implications. If their work is unpaid and invisible then they are invisible as beneficiaries of policy - be it private or public, social or economic. 

	People's attitudes and perceptions of farming women must change, and they must recognise these women's contribution and differing roles. Changes in policy must be effected. Women must be viewed, not as helpers, but as knowledgeable and skilled farmers, in their own right.

year: 1993

title: Creating culturally-safe schools for Māori students

authors: Macfarlane, Angus

subjects: education

abstract: In order to better understand the present trends in New Zealand’s schooling contexts, there is a clarion call for educators to develop sensitivity and sensibility towards the cultural backgrounds and experiences of Māori students. This paper reports on the work of four scholars who share research that has been undertaken in educational settings with high numbers of Māori students, and discusses the importance of creating culturally-safe schools – places that allow and enable students to be who and what they are. The theoretical frameworks drawn on are based on both a life partnership analogy as well as on a socio-cultural perspective on human development and learning. The Māori worldview presented in this paper is connected to the Treaty of Waitangi, The Educultural Wheel and the Hikairo Rationale. Data were collected from two ethnographic case studies and analysed through these frameworks. Practical suggestions are then made for using restorative practices and creating reciprocal relationships in classrooms within an environment of care. The paper reports on an evidence-based approach to creating culturally-safe schools for Māori students.

text: Creating culturally-safe schools for Māori students In order to better understand the present trends in New Zealand’s schooling contexts, there is a clarion call for educators to develop sensitivity and sensibility towards the cultural backgrounds and experiences of Māori students. This paper reports on the work of four scholars who share research that has been undertaken in educational settings with high numbers of Māori students, and discusses the importance of creating culturally-safe schools – places that allow and enable students to be who and what they are. The theoretical frameworks drawn on are based on both a life partnership analogy as well as on a socio-cultural perspective on human development and learning. The Māori worldview presented in this paper is connected to the Treaty of Waitangi, The Educultural Wheel and the Hikairo Rationale. Data were collected from two ethnographic case studies and analysed through these frameworks. Practical suggestions are then made for using restorative practices and creating reciprocal relationships in classrooms within an environment of care. The paper reports on an evidence-based approach to creating culturally-safe schools for Māori students.

year: 2007