title: Equity, equality, and biculturalism in the restructuring of New Zealand schools: A life-history approach

authors: Middleton, Sue

subjects: New Zealand

abstract: Interview data from the initial phase of "Monitoring Today's Schools," a research project to monitor the impact of New Zealand's educational restructuring, are examined.

text: Equity, equality, and biculturalism in the restructuring of New Zealand schools: A life-history approach Interview data from the initial phase of "Monitoring Today's Schools," a research project to monitor the impact of New Zealand's educational restructuring, are examined.

year: 1992

title: Imaging and Imagining the Waikato: A Spatial History c.1800-c.1914

authors: Dench, Simon Jeffery

subjects: colonisation

abstract: This thesis reframes the history of the Waikato from the late eighteenth to the early twentieth centuries through a spatial history approach using a visual archive. I argue that Pākehā images of the Waikato were both contemporary records and instruments of colonisation in the region, and that the discursive power of these images is undiminished. In this thesis I focus on spatial occasions represented by maps and photographs in order to reframe the history of colonisation in the Waikato.
First, I move visual sources of historical evidence, specifically maps and photographs, from the periphery to the centre of the frame. An exploration of
the historical context of the selected maps and photographs serves as the narrative framework for the thesis in a strategy that replaces the more usual method of choosing images to illustrate a text that has already been written. This theoretical and methodological framework for what I consider to be a richer and more satisfying use of visual evidence in history is a key feature of this thesis. Second, I employ a colonisation lens to emphasise the negative consequences of colonisation for the indigenous people and landscapes, as well as the diverse and far from unproblematic experiences of the colonists themselves. This thesis positions three phases of Pākehā colonisation: Reconnaissance, Invasion and Occupation. These overtly militaristic labels apply to real military actions as well as to less obvious but longer-lasting and wider-spread discursive strategies of incursion and control.
While this thesis emphasises the negative impacts of colonisation, this is a history from the colonisers’ point of view. The images that form the focus of the thesis were created by Pākehā in the service of Pākehā intentions, actions and identities. But, rather than serving to justify or excuse colonisation as an end that justified the means, I undermine the inevitability inherent in the traditional settlement narrative. I do this by highlighting the ambiguities and contradictions of the colonisers’ intentions and experiences through a close and contextualised reading of the images they made to record and represent themselves. In the process, I refute the legitimacy and validity of Pākehā claims to control Waikato spaces.

text: Imaging and Imagining the Waikato: A Spatial History c.1800-c.1914 This thesis reframes the history of the Waikato from the late eighteenth to the early twentieth centuries through a spatial history approach using a visual archive. I argue that Pākehā images of the Waikato were both contemporary records and instruments of colonisation in the region, and that the discursive power of these images is undiminished. In this thesis I focus on spatial occasions represented by maps and photographs in order to reframe the history of colonisation in the Waikato.
First, I move visual sources of historical evidence, specifically maps and photographs, from the periphery to the centre of the frame. An exploration of
the historical context of the selected maps and photographs serves as the narrative framework for the thesis in a strategy that replaces the more usual method of choosing images to illustrate a text that has already been written. This theoretical and methodological framework for what I consider to be a richer and more satisfying use of visual evidence in history is a key feature of this thesis. Second, I employ a colonisation lens to emphasise the negative consequences of colonisation for the indigenous people and landscapes, as well as the diverse and far from unproblematic experiences of the colonists themselves. This thesis positions three phases of Pākehā colonisation: Reconnaissance, Invasion and Occupation. These overtly militaristic labels apply to real military actions as well as to less obvious but longer-lasting and wider-spread discursive strategies of incursion and control.
While this thesis emphasises the negative impacts of colonisation, this is a history from the colonisers’ point of view. The images that form the focus of the thesis were created by Pākehā in the service of Pākehā intentions, actions and identities. But, rather than serving to justify or excuse colonisation as an end that justified the means, I undermine the inevitability inherent in the traditional settlement narrative. I do this by highlighting the ambiguities and contradictions of the colonisers’ intentions and experiences through a close and contextualised reading of the images they made to record and represent themselves. In the process, I refute the legitimacy and validity of Pākehā claims to control Waikato spaces.

year: 2018

title: Footprints: Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education

authors: Forbes, Dianne Leslie

subjects: online learning

abstract: This study looks at how students and staff experience asynchronous online discussion (AOD) within initial teacher education. The aim is to explore participant perspectives, including expectations of fellow participants, with a view to informing pedagogy, defined as the relationship between teaching and learning (Loughran, 2006). 

The underpinning argument is essentially that learning and teaching can be enhanced by awareness of how participants experience the situation. Understanding the complexities of AOD entails a better understanding of participants’ tacit reasoning, expectations, misunderstandings, and responses to tasks and behaviours (Brookfield & Preskill, 2005; Loughran, 2006). It is the situation as it is perceived which is central to the quality of teaching and learning, and this puts participants and their experiences at the centre of efforts to improve pedagogy and to enhance deep learning.

This study is framed by sociocultural theory and phenomenography to explore AOD through the eyes of teacher educators and teacher education students in a specific teacher education context. Participants engaged in focus groups (face-to-face and online) and a series of semi-structured interviews, generating data about experiences and perspectives of AOD. 

Key findings show the need for participants in AOD to: establish expectations for purposeful communication; to maintain a presence for learning premised on formative interaction; and to work together in ways conducive to community and student leadership in pursuit of deep learning. 

This thesis adds to the limited research literature on teacher perceptions about online teaching (Spector, 2007), and makes a contribution to addressing the neglect of student approaches to study in higher education using eLearning technologies for discussion (Ellis et al, 2008; Jackson et al, 2010; Sharpe et al, 2010). The results contribute to knowledge in the field of online learning in initial teacher education by giving rise to specific pedagogical strategies for teachers and students in given situations, and by providing conceptual tools for participants when thinking about teaching and learning through AOD. 

Participant experiences function as footprints, picking out pathways as others make their way through AOD (Salmon, 2002).

text: Footprints: Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education This study looks at how students and staff experience asynchronous online discussion (AOD) within initial teacher education. The aim is to explore participant perspectives, including expectations of fellow participants, with a view to informing pedagogy, defined as the relationship between teaching and learning (Loughran, 2006). 

The underpinning argument is essentially that learning and teaching can be enhanced by awareness of how participants experience the situation. Understanding the complexities of AOD entails a better understanding of participants’ tacit reasoning, expectations, misunderstandings, and responses to tasks and behaviours (Brookfield & Preskill, 2005; Loughran, 2006). It is the situation as it is perceived which is central to the quality of teaching and learning, and this puts participants and their experiences at the centre of efforts to improve pedagogy and to enhance deep learning.

This study is framed by sociocultural theory and phenomenography to explore AOD through the eyes of teacher educators and teacher education students in a specific teacher education context. Participants engaged in focus groups (face-to-face and online) and a series of semi-structured interviews, generating data about experiences and perspectives of AOD. 

Key findings show the need for participants in AOD to: establish expectations for purposeful communication; to maintain a presence for learning premised on formative interaction; and to work together in ways conducive to community and student leadership in pursuit of deep learning. 

This thesis adds to the limited research literature on teacher perceptions about online teaching (Spector, 2007), and makes a contribution to addressing the neglect of student approaches to study in higher education using eLearning technologies for discussion (Ellis et al, 2008; Jackson et al, 2010; Sharpe et al, 2010). The results contribute to knowledge in the field of online learning in initial teacher education by giving rise to specific pedagogical strategies for teachers and students in given situations, and by providing conceptual tools for participants when thinking about teaching and learning through AOD. 

Participant experiences function as footprints, picking out pathways as others make their way through AOD (Salmon, 2002).

year: 2012