title: Negotiating fairness and diversity: Stories from an Aotearoa New Zealand kindergarten

authors: Kelly-Ware, Janette Patricia

subjects: ECE

abstract: A number of research studies have utilised ‘working theories’, a key learning outcome of Te Whāriki, the Aotearoa New Zealand curriculum, as a lens to explore pedagogy in early childhood education. The perceived gap that this research sought to fill related to children’s working theories about fairness and diversity in the social world, alongside power/knowledge perspectives previously underexplored in existing working theories research literature. 

This Participatory Action Research study was located in a kindergarten community with 3- and 4-year old children in 2014. Using a theoretical framework informed by sociocultural and feminist poststructuralist perspectives, field texts composed from a mosaic of methods included a parent questionnaire and parent focus group, teacher discussions, observations, critical incidents and telling examples, and assessment documentation. Through critically and discursively reading and re-reading field texts, aspects of diversity that children were concerned with, including exclusion, the 'shadow side' of diversity, were identified.

Children were making sense of their world(s), their identities, and the possibilities available to them, alongside negotiating relationships with diverse ‘others’. Their working theories, which related to fairness and friendship, gender, sex and sexuality, and ethnicity and skin colour, often involved normalising and limiting discourses.  The subject of children’s working theories, and the perceived risks associated with them, affected teachers’ provocations and responses. 

The fundamental importance of teacher reflexivity and courage in this complex domain was uncovered. The conflicting and often uncontested framing of diversity and fairness by teachers and parents was highlighted. Teachers also have a leadership role to play, supporting parents who are unsure how to support their children’s developing understandings of diversity in the world around them.

This research adds to the growing body of scholarship around ‘working theories’, recognising their value as a lens for seeing and responding to children’s ongoing theorising about aspects of diversity. The unique combination of working theories, power/knowledge perspectives, and dominant discourses offers new insights about critical pedagogy in this terrain. Diversity can be a rich resource for learning if teachers recognise how normalising and limiting discourses can affect children realising their potential. Opening up dialogue involves risks especially in areas that intersect with dominant views of childhood innocence or the irrelevance of some issues to young children. 

The importance of socially relevant curriculum that balances the interests of the child, and the interests of the community is stressed in an ‘Open letter to teachers’ which concludes this thesis. Making spaces for negotiation and meaning making, and valuing multiple perspectives and possibilities are part of renewed social justice, anti-bias teaching approaches.  They are seen as part of the courageous whole setting response required to make the world a fairer, more just place for everyone.

text: Negotiating fairness and diversity: Stories from an Aotearoa New Zealand kindergarten A number of research studies have utilised ‘working theories’, a key learning outcome of Te Whāriki, the Aotearoa New Zealand curriculum, as a lens to explore pedagogy in early childhood education. The perceived gap that this research sought to fill related to children’s working theories about fairness and diversity in the social world, alongside power/knowledge perspectives previously underexplored in existing working theories research literature. 

This Participatory Action Research study was located in a kindergarten community with 3- and 4-year old children in 2014. Using a theoretical framework informed by sociocultural and feminist poststructuralist perspectives, field texts composed from a mosaic of methods included a parent questionnaire and parent focus group, teacher discussions, observations, critical incidents and telling examples, and assessment documentation. Through critically and discursively reading and re-reading field texts, aspects of diversity that children were concerned with, including exclusion, the 'shadow side' of diversity, were identified.

Children were making sense of their world(s), their identities, and the possibilities available to them, alongside negotiating relationships with diverse ‘others’. Their working theories, which related to fairness and friendship, gender, sex and sexuality, and ethnicity and skin colour, often involved normalising and limiting discourses.  The subject of children’s working theories, and the perceived risks associated with them, affected teachers’ provocations and responses. 

The fundamental importance of teacher reflexivity and courage in this complex domain was uncovered. The conflicting and often uncontested framing of diversity and fairness by teachers and parents was highlighted. Teachers also have a leadership role to play, supporting parents who are unsure how to support their children’s developing understandings of diversity in the world around them.

This research adds to the growing body of scholarship around ‘working theories’, recognising their value as a lens for seeing and responding to children’s ongoing theorising about aspects of diversity. The unique combination of working theories, power/knowledge perspectives, and dominant discourses offers new insights about critical pedagogy in this terrain. Diversity can be a rich resource for learning if teachers recognise how normalising and limiting discourses can affect children realising their potential. Opening up dialogue involves risks especially in areas that intersect with dominant views of childhood innocence or the irrelevance of some issues to young children. 

The importance of socially relevant curriculum that balances the interests of the child, and the interests of the community is stressed in an ‘Open letter to teachers’ which concludes this thesis. Making spaces for negotiation and meaning making, and valuing multiple perspectives and possibilities are part of renewed social justice, anti-bias teaching approaches.  They are seen as part of the courageous whole setting response required to make the world a fairer, more just place for everyone.

year: 2018

title: Students’ attitudes towards learning mathematics: Impact of teaching in a sporting context

authors: Sanchal, Anantika

abstract: This study investigated the impact on Year 10 students’ attitudes towards mathematics when learning mathematics in a sporting context. A closed ended, self-reported questionnaire with Likert type statements was used to collect data. Individual statements were analysed by comparing the percentage of students agreeing or disagreeing pre-teaching and post-teaching. In this study, students’ attitude comprised of their confidence, awareness of mathematics and engagement. This study suggests that when students learn in a sporting context, their confidence, seeing the importance of mathematics and engagement increases. The paper also considers implications for teachers, teacher educators and for scholars who are interested in further research.

text: Students’ attitudes towards learning mathematics: Impact of teaching in a sporting context This study investigated the impact on Year 10 students’ attitudes towards mathematics when learning mathematics in a sporting context. A closed ended, self-reported questionnaire with Likert type statements was used to collect data. Individual statements were analysed by comparing the percentage of students agreeing or disagreeing pre-teaching and post-teaching. In this study, students’ attitude comprised of their confidence, awareness of mathematics and engagement. This study suggests that when students learn in a sporting context, their confidence, seeing the importance of mathematics and engagement increases. The paper also considers implications for teachers, teacher educators and for scholars who are interested in further research.

year: 2017

title: An Evaluation of an Impaired Driver Treatment Programme Facilitated by Tūhoe Hauora

authors: Waru, Nicole Arihia

subjects: Tuhoe Hauora

abstract: Driving while impaired is a substantial issue in Aotearoa.  It has the potential to result in loss of life and cause significant health and economic strain on society.  Recidivist impaired drivers are major contributors to this problem.  Countermeasures of impaired driving have previously included liquor licencing, drinking age restrictions, health promotion campaigns and health rehabilitation therapies.  The Ministry of Health offer an Impaired Driving therapy throughout Aotearoa as countermeasure to this issue.  The programme is administered through the funder-contract system. Participation is compulsory for those mandated by court order.  
This study evaluates an Impaired Driver programme facilitated by Tūhoe Hauora; a kaupapa Māori mental health and addiction provider based in Taneatua, Eastern Bay of Plenty.  The course is delivered once weekly over a period of ten weeks to a group of twelve or less recidivist impaired drivers or first time offenders who were convicted of driving with excessive levels of breath alcohol.    
The evaluation draws from a community psychology paradigm in exploration of the lived experiences of programme participants, in the context of course 2 of the 2014 Tūhoe Hauora Impaired Driving course.  
The experiences of five individuals were explored using in-depth face to face interviews and presented using a case-by-case approach.  Participant observation, document review, evaluation visits and participant surveys were used as supplement methods of inquiry.  The findings illustrated that Tūhoe Hauora met contract requirements by addressing impaired driving recidivism to date of interview.  The evaluation also found the course actualising the mission of Tūhoe Hauora which was to address the holistic well-being of programme participants.  The research did present areas in the programme that could be improved particularly pertaining to the referral process and a need for agency collaboration.  Recommendations were formulated in attempt to address the programme gaps and discussion is offered in addressing the multi-layered oppression that was experienced throughout the evaluation process by both Tūhoe Hauora and the evaluation participants.

text: An Evaluation of an Impaired Driver Treatment Programme Facilitated by Tūhoe Hauora Driving while impaired is a substantial issue in Aotearoa.  It has the potential to result in loss of life and cause significant health and economic strain on society.  Recidivist impaired drivers are major contributors to this problem.  Countermeasures of impaired driving have previously included liquor licencing, drinking age restrictions, health promotion campaigns and health rehabilitation therapies.  The Ministry of Health offer an Impaired Driving therapy throughout Aotearoa as countermeasure to this issue.  The programme is administered through the funder-contract system. Participation is compulsory for those mandated by court order.  
This study evaluates an Impaired Driver programme facilitated by Tūhoe Hauora; a kaupapa Māori mental health and addiction provider based in Taneatua, Eastern Bay of Plenty.  The course is delivered once weekly over a period of ten weeks to a group of twelve or less recidivist impaired drivers or first time offenders who were convicted of driving with excessive levels of breath alcohol.    
The evaluation draws from a community psychology paradigm in exploration of the lived experiences of programme participants, in the context of course 2 of the 2014 Tūhoe Hauora Impaired Driving course.  
The experiences of five individuals were explored using in-depth face to face interviews and presented using a case-by-case approach.  Participant observation, document review, evaluation visits and participant surveys were used as supplement methods of inquiry.  The findings illustrated that Tūhoe Hauora met contract requirements by addressing impaired driving recidivism to date of interview.  The evaluation also found the course actualising the mission of Tūhoe Hauora which was to address the holistic well-being of programme participants.  The research did present areas in the programme that could be improved particularly pertaining to the referral process and a need for agency collaboration.  Recommendations were formulated in attempt to address the programme gaps and discussion is offered in addressing the multi-layered oppression that was experienced throughout the evaluation process by both Tūhoe Hauora and the evaluation participants.

year: 2016