title: Other people's stories:  What critical literacy might look like in an early childhood setting in Aotearoa New Zealand

authors: Kahuroa, Raella

subjects: early childhood

abstract: This study explores what critical literacy could look like in an early childhood setting in Aotearoa New Zealand. In particular, it explores the work of a teacher- researcher and a small group of pre-school children carrying out critical literacy activities over a defined period of time.

The research data was gathered using qualitative methodological approaches. Qualitative data was collected by videotaping the research activities, and by the teacher-researcher actively reflecting on those activities. Additional perspectives were provided by a critical friend, and by interviews with some of the parents of the child participants.

The major findings from this study indicate that critical literacy learning with preschool children is possible. Additional findings of this research indicate that the use of multimodal literacies supported critical literacy learning, by creating opportunities for children to interact meaningfully with texts. The third finding of significance was that children were more engaged with critical literacy learning when they cared about the text being used.

The study implies that critical literacy work with preschool children is possible. This work could inform other early childhood teachers either considering a critical literacy approach, or already involved in critical literacy teaching.

text: Other people's stories:  What critical literacy might look like in an early childhood setting in Aotearoa New Zealand This study explores what critical literacy could look like in an early childhood setting in Aotearoa New Zealand. In particular, it explores the work of a teacher- researcher and a small group of pre-school children carrying out critical literacy activities over a defined period of time.

The research data was gathered using qualitative methodological approaches. Qualitative data was collected by videotaping the research activities, and by the teacher-researcher actively reflecting on those activities. Additional perspectives were provided by a critical friend, and by interviews with some of the parents of the child participants.

The major findings from this study indicate that critical literacy learning with preschool children is possible. Additional findings of this research indicate that the use of multimodal literacies supported critical literacy learning, by creating opportunities for children to interact meaningfully with texts. The third finding of significance was that children were more engaged with critical literacy learning when they cared about the text being used.

The study implies that critical literacy work with preschool children is possible. This work could inform other early childhood teachers either considering a critical literacy approach, or already involved in critical literacy teaching.

year: 2013

title: Human ethics guidelines for schools

authors: Cooper, Beverley

subjects: guidelines

abstract: The article depicts the development, the process and the composition human ethics guidelines for schools in New Zealand. It states that the guidelines must be provided at schools for guiding school-based student research that requires human beings as participants in the research. The guidelines is also necessary in helping student and teacher researchers to plan their investigations with foresight and to alert school management to their responsibilities and possible issues and risks.

text: Human ethics guidelines for schools The article depicts the development, the process and the composition human ethics guidelines for schools in New Zealand. It states that the guidelines must be provided at schools for guiding school-based student research that requires human beings as participants in the research. The guidelines is also necessary in helping student and teacher researchers to plan their investigations with foresight and to alert school management to their responsibilities and possible issues and risks.

year: 2009

title: Local volunteers respond to the Rena oil spill in Maketū, New Zealand

authors: Smith, Kelly

subjects: community action

abstract: Following the MV Rena grounding and oil spill in the Bay of Plenty, New Zealand in October 2011, the Māori community of Maketū were quick to respond to the arrival of oil on their beaches. They asserted their rangatiratanga by establishing their marae as a base and successfully coordinated a cleanup by more than 450 volunteers, feeding these volunteers every day. We interviewed 11 clean-up leaders and volunteers in Maketū to gather information about how the oil spill affected people in the community and how they ensured the success of their clean-up efforts. Many volunteers returned to help with the clean-up day after day over several weeks. Concepts of kaitiakitanga and manaakitanga underpinned the work of the Maketū clean-up organisers. Participants attributed the success of the Maketū clean-up to the speed with which they responded, the support they received from their community and local businesses, and their local knowledge.

text: Local volunteers respond to the Rena oil spill in Maketū, New Zealand Following the MV Rena grounding and oil spill in the Bay of Plenty, New Zealand in October 2011, the Māori community of Maketū were quick to respond to the arrival of oil on their beaches. They asserted their rangatiratanga by establishing their marae as a base and successfully coordinated a cleanup by more than 450 volunteers, feeding these volunteers every day. We interviewed 11 clean-up leaders and volunteers in Maketū to gather information about how the oil spill affected people in the community and how they ensured the success of their clean-up efforts. Many volunteers returned to help with the clean-up day after day over several weeks. Concepts of kaitiakitanga and manaakitanga underpinned the work of the Maketū clean-up organisers. Participants attributed the success of the Maketū clean-up to the speed with which they responded, the support they received from their community and local businesses, and their local knowledge.

year: 2016