title: Issues and Challenges around the fostering of a productive respectful community ethos within an integrated/inclusive class context

authors: Cheesman, Sue

abstract: In teaching and facilitating dance in integrated community contexts, building a community among participants seems critically important. In this context, how are the differing needs of a class managed in order to foster a respectful productive learning environment? How is a sense of agency cultivated? What pedagogical issues arise in such a context? In this article, I attempt to interrogate these questions, recognising strategies, identifying and unpacking some of the negotiations, issues and challenges. My approach draws on the work of Chappell (2011), Kuppers (2007, 2014), Shapiro (1998) and Zitomer (2013). Theorising my personal practice from a dance teacher’s ‘self-narrative’ point of view, interwoven with other viewpoints from dance and educational research, it can be argued that much is to be gained from reflection that empowers teachers and learners in integrated community contexts.

text: Issues and Challenges around the fostering of a productive respectful community ethos within an integrated/inclusive class context In teaching and facilitating dance in integrated community contexts, building a community among participants seems critically important. In this context, how are the differing needs of a class managed in order to foster a respectful productive learning environment? How is a sense of agency cultivated? What pedagogical issues arise in such a context? In this article, I attempt to interrogate these questions, recognising strategies, identifying and unpacking some of the negotiations, issues and challenges. My approach draws on the work of Chappell (2011), Kuppers (2007, 2014), Shapiro (1998) and Zitomer (2013). Theorising my personal practice from a dance teacher’s ‘self-narrative’ point of view, interwoven with other viewpoints from dance and educational research, it can be argued that much is to be gained from reflection that empowers teachers and learners in integrated community contexts.

year: 2017

title: Forging school–scientist partnerships: A case of easier said than done?

authors: Falloon, Garry

subjects: Collaboration

abstract: Since the early 1980s, a number of initiatives have been undertaken worldwide which have involved scientists and teachers working together in projects designed to support the science learning of students. Many of these have attempted to establish school-scientist partnerships. In these, scientists, teachers, and students formed teams engaged in mutually beneficial science-based activities founded on principles such as equal recognition and input, and shared vision, responsibility and risk. This article uses two partnership programmes run by a New Zealand Science Research Institute, to illustrate the challenges faced by scientists and teachers as they attempted to forge meaningful and effective partnerships. It argues that achieving the theorised position of a shared partnership space at the intersection of the worlds of scientists and teachers is problematic, and that scientists must instead be prepared to penetrate deeply into the world of the classroom when undertaking any such interactions. Findings indicate epistemological differences, curriculum and school systems and issues, and teacher efficacy and science knowledge significantly affect the process of partnership formation. Furthermore, it is argued that a re-thinking of partnerships is needed to reflect present economic and education environments, which are very different to those in which they were originally conceived nearly 30 years ago. It suggests that technology has an important role to play in future partnership interactions.

text: Forging school–scientist partnerships: A case of easier said than done? Since the early 1980s, a number of initiatives have been undertaken worldwide which have involved scientists and teachers working together in projects designed to support the science learning of students. Many of these have attempted to establish school-scientist partnerships. In these, scientists, teachers, and students formed teams engaged in mutually beneficial science-based activities founded on principles such as equal recognition and input, and shared vision, responsibility and risk. This article uses two partnership programmes run by a New Zealand Science Research Institute, to illustrate the challenges faced by scientists and teachers as they attempted to forge meaningful and effective partnerships. It argues that achieving the theorised position of a shared partnership space at the intersection of the worlds of scientists and teachers is problematic, and that scientists must instead be prepared to penetrate deeply into the world of the classroom when undertaking any such interactions. Findings indicate epistemological differences, curriculum and school systems and issues, and teacher efficacy and science knowledge significantly affect the process of partnership formation. Furthermore, it is argued that a re-thinking of partnerships is needed to reflect present economic and education environments, which are very different to those in which they were originally conceived nearly 30 years ago. It suggests that technology has an important role to play in future partnership interactions.

year: 2013

title: Breaking the consensus: The politicisation of Maori affairs

authors: Barber, Keith

subjects: Tremewan

abstract: This article takes issue with the claim made by Tremewan (2005a) that the
New Zealand social sciences have been uncritical of neotraditionalist and
culturalist trends in social policy. It points out that at least since the 1980s
there has existed a significant body of social science literature critical of these trends. The article also takes issue with Tremewan’s attribution of increased political dissent in the area of Maori affairs to the culturalist ideological currents dominating social policy. The article provides an alternative explanation for this increase in political dissent by focusing upon the material conditions of existence and the opportunism of power-seeking politicians.

text: Breaking the consensus: The politicisation of Maori affairs This article takes issue with the claim made by Tremewan (2005a) that the
New Zealand social sciences have been uncritical of neotraditionalist and
culturalist trends in social policy. It points out that at least since the 1980s
there has existed a significant body of social science literature critical of these trends. The article also takes issue with Tremewan’s attribution of increased political dissent in the area of Maori affairs to the culturalist ideological currents dominating social policy. The article provides an alternative explanation for this increase in political dissent by focusing upon the material conditions of existence and the opportunism of power-seeking politicians.

year: 2006