title: Discursive constructions of teachers’ professional identities in early childhood policies and practice in Aotearoa New Zealand: Complexities and contradictions

authors: Kamenarac, Olivera

subjects: Early childhood policies

abstract: Over the last two decades, neo-liberal education reform has notably transformed the landscape of early childhood education and care (ECEC) in Aotearoa New Zealand. From an increasingly supportive approach, aiming to ensure access to and the participation of all children in quality ECEC provision, the country has swung towards a 'hands off' approach, which allowed the market to define who provides early childhood services, to whom and how. Increasing privatisation, competition and individualisation in the sector left teachers with many challenges, such as how to secure financial sustainability in the market and yet meet needs of children, families and community. The time of rapid transformation and challenge has also created an opportunity for teachers individually and the early childhood profession collectively to re-think their understanding of the purpose of ECEC, professionalism, and ways of ‘being’ a teacher and ‘doing’ early childhood education in the contemporary context of Aotearoa New Zealand. 
Drawing on a framework of poststructural discursive studies and theoretical ideas of feminist poststructuralists, this thesis examines discursive constructions of teachers’ professional identities in ECEC policies and practice in Aotearoa New Zealand over the last two decades. Through an analysis of some key ECEC policy documents, and collective and individual interviews with teachers, professional leaders and managers from both community-owned and for-profit services, the study shows the shaping of complementing and opposing discourses on teachers’ work and professional identities. 
The thesis argues that the Aotearoa New Zealand ECEC has been torn between tensions created through an interplay of divergent and opposing discursive windows, which set a powerful context for constructions of complex and fluid teachers’ professional identities. It shows that discursive windows of enterprise, economic investment and vulnerability have promoted competition, individualism, entrepreneurship and social-intervention emphases in the sector, and frequently overpowered discourses of collectivism, collegiality, and empowerment, in which democratic education and professionalism have been rooted. Through a constant struggle to resolve tensions among the confronting and yet simultaneously coexisting interests and priorities in ECEC, teachers need to constantly re-invent their professional selves. 
This thesis adds to the scholarship about possible impacts of policy developments on teachers’ professional identities specifically and the teaching profession generally. By discussing some complex issues in the Aotearoa New Zealand ECEC, the study contributes to an understanding of how contemporary early childhood discourses may weaken capacity for constructing advocate-activist teachers’ identities, which are both a priority and necessity in ECEC at times when the market drives teachers’ work, requiring them to favour for-profit and enterprise interests over the wellbeing of children, families and community. 
However, the study also gives us some hope that discourses of democratic education, which have been strongly embedded in the New Zealand Early Childhood Curriculum Te Whāriki and the sector’s political activism, could be used as a counterbalance to the discourses which have inhibited ECEC from being a more democratic, socially just and equitable place for all citizens. As being oddly in the contrast to the increasing dominance of the privatised and market-led provision, this study suggests that the curriculum’s discourses and the discourses of political activism constitute a powerful foundation that could move teachers towards constructing advocate-activist professional identities and teaching profession in the Aotearoa New Zealand ECEC.

text: Discursive constructions of teachers’ professional identities in early childhood policies and practice in Aotearoa New Zealand: Complexities and contradictions Over the last two decades, neo-liberal education reform has notably transformed the landscape of early childhood education and care (ECEC) in Aotearoa New Zealand. From an increasingly supportive approach, aiming to ensure access to and the participation of all children in quality ECEC provision, the country has swung towards a 'hands off' approach, which allowed the market to define who provides early childhood services, to whom and how. Increasing privatisation, competition and individualisation in the sector left teachers with many challenges, such as how to secure financial sustainability in the market and yet meet needs of children, families and community. The time of rapid transformation and challenge has also created an opportunity for teachers individually and the early childhood profession collectively to re-think their understanding of the purpose of ECEC, professionalism, and ways of ‘being’ a teacher and ‘doing’ early childhood education in the contemporary context of Aotearoa New Zealand. 
Drawing on a framework of poststructural discursive studies and theoretical ideas of feminist poststructuralists, this thesis examines discursive constructions of teachers’ professional identities in ECEC policies and practice in Aotearoa New Zealand over the last two decades. Through an analysis of some key ECEC policy documents, and collective and individual interviews with teachers, professional leaders and managers from both community-owned and for-profit services, the study shows the shaping of complementing and opposing discourses on teachers’ work and professional identities. 
The thesis argues that the Aotearoa New Zealand ECEC has been torn between tensions created through an interplay of divergent and opposing discursive windows, which set a powerful context for constructions of complex and fluid teachers’ professional identities. It shows that discursive windows of enterprise, economic investment and vulnerability have promoted competition, individualism, entrepreneurship and social-intervention emphases in the sector, and frequently overpowered discourses of collectivism, collegiality, and empowerment, in which democratic education and professionalism have been rooted. Through a constant struggle to resolve tensions among the confronting and yet simultaneously coexisting interests and priorities in ECEC, teachers need to constantly re-invent their professional selves. 
This thesis adds to the scholarship about possible impacts of policy developments on teachers’ professional identities specifically and the teaching profession generally. By discussing some complex issues in the Aotearoa New Zealand ECEC, the study contributes to an understanding of how contemporary early childhood discourses may weaken capacity for constructing advocate-activist teachers’ identities, which are both a priority and necessity in ECEC at times when the market drives teachers’ work, requiring them to favour for-profit and enterprise interests over the wellbeing of children, families and community. 
However, the study also gives us some hope that discourses of democratic education, which have been strongly embedded in the New Zealand Early Childhood Curriculum Te Whāriki and the sector’s political activism, could be used as a counterbalance to the discourses which have inhibited ECEC from being a more democratic, socially just and equitable place for all citizens. As being oddly in the contrast to the increasing dominance of the privatised and market-led provision, this study suggests that the curriculum’s discourses and the discourses of political activism constitute a powerful foundation that could move teachers towards constructing advocate-activist professional identities and teaching profession in the Aotearoa New Zealand ECEC.

year: 2019

title: Dwelling in the city: A qualitative exploration of the human-nature relationship in three types of urban greenspace

authors: Elliot Noe, Elizabeth Emma

subjects: Connection to nature

abstract: The combination of increasing numbers of people in cities, coupled with decreasing levels of biodiversity, is hypothesised to result in the extinction of experience, or the continued disintegration of the human relationship with the natural world. We use the concepts of sense of place and dwelling to investigate the human relationship with nature in cities by considering the emotional connections between people and places. We conducted ‘go-along’ interviews with 21 residents of Hamilton, New Zealand, to explore the significance of neighbourhood parks and home gardens in the lives of urban residents. Our study highlights the importance of greenspaces in cities to the physical, mental and social health of local residents. Bush parks provided the best opportunities for respondents to observe nature and thereby escape the stress of city life. Participants wanted a variety of parks which would meet the range of their community’s needs and provide habitat for wildlife. Proximity and frequent use of parks resulted in a sense of ownership and responsibility which led to concrete action, such as participation in ecological restoration of valued greenspaces. Providing high quality natural greenspaces within walking distance of residents’ homes disrupts the extinction of experience by fostering positive personal experiences of nature, crucial for the health and wellbeing of people and for native biodiversity.

text: Dwelling in the city: A qualitative exploration of the human-nature relationship in three types of urban greenspace The combination of increasing numbers of people in cities, coupled with decreasing levels of biodiversity, is hypothesised to result in the extinction of experience, or the continued disintegration of the human relationship with the natural world. We use the concepts of sense of place and dwelling to investigate the human relationship with nature in cities by considering the emotional connections between people and places. We conducted ‘go-along’ interviews with 21 residents of Hamilton, New Zealand, to explore the significance of neighbourhood parks and home gardens in the lives of urban residents. Our study highlights the importance of greenspaces in cities to the physical, mental and social health of local residents. Bush parks provided the best opportunities for respondents to observe nature and thereby escape the stress of city life. Participants wanted a variety of parks which would meet the range of their community’s needs and provide habitat for wildlife. Proximity and frequent use of parks resulted in a sense of ownership and responsibility which led to concrete action, such as participation in ecological restoration of valued greenspaces. Providing high quality natural greenspaces within walking distance of residents’ homes disrupts the extinction of experience by fostering positive personal experiences of nature, crucial for the health and wellbeing of people and for native biodiversity.

year: 2023-02-01

title: Mahi Toi Skills in Contemporary Education, Training and Maori Development

authors: Joseph, Makarita Ngapine Tangitu

subjects: Kia mau ki nga taonga tuku iho o nga tupuna

abstract: Since the 1980’s, national investment in human capital and skill formation policy in education has been promoted as key to economic success and social inclusion. Social inclusion, however, is often expressed as helping citizens to become employable. Although employability is a key focus of skills formation and education policy, the context of the western ideologies that it derives from and caters to perpetuates the exclusion of mahi toi (arts and crafts) skills in education. Using a kaupapa Māori approach, two key informants who specialise and teach mahi toi skills, either rāranga (weaving) or pounamu (jade/greenstone), were interviewed. The aim was to get a better understanding of how these skills can contribute to personal, professional and Māori development in the 21st century, and to provide information indicating where and how these skills can be learnt, either through private training enterprises (PTE) or public tertiary educational institutions (TEI), thereby highlighting the value of teaching and learning rāranga and pounamu skills. Findings from analysing their pūrākau indicate that learning rāranga or pounamu skills can provide a foundation for believing in your potential, contribute to cultural identity, improve confidence and communication skills, help an individual be bestowed or acquire mana, offer a type of therapy, enhance career progression and professional identity, provide financial rewards and stability, and help with the revitalisation and transfer of cultural knowledge. Ultimately, it is concluded that mahi toi skills such as rāranga and pounamu can contribute to the development of an individual’s personal and professional lives, but also has benefits for the organisation where they become employed as well as extended whānau, hapū and iwi.

text: Mahi Toi Skills in Contemporary Education, Training and Maori Development Since the 1980’s, national investment in human capital and skill formation policy in education has been promoted as key to economic success and social inclusion. Social inclusion, however, is often expressed as helping citizens to become employable. Although employability is a key focus of skills formation and education policy, the context of the western ideologies that it derives from and caters to perpetuates the exclusion of mahi toi (arts and crafts) skills in education. Using a kaupapa Māori approach, two key informants who specialise and teach mahi toi skills, either rāranga (weaving) or pounamu (jade/greenstone), were interviewed. The aim was to get a better understanding of how these skills can contribute to personal, professional and Māori development in the 21st century, and to provide information indicating where and how these skills can be learnt, either through private training enterprises (PTE) or public tertiary educational institutions (TEI), thereby highlighting the value of teaching and learning rāranga and pounamu skills. Findings from analysing their pūrākau indicate that learning rāranga or pounamu skills can provide a foundation for believing in your potential, contribute to cultural identity, improve confidence and communication skills, help an individual be bestowed or acquire mana, offer a type of therapy, enhance career progression and professional identity, provide financial rewards and stability, and help with the revitalisation and transfer of cultural knowledge. Ultimately, it is concluded that mahi toi skills such as rāranga and pounamu can contribute to the development of an individual’s personal and professional lives, but also has benefits for the organisation where they become employed as well as extended whānau, hapū and iwi.

year: 2018