title: An analysis of classroom verbal interaction, teacher and participant location, and group activities: A pilot study

authors: Codyre, Martin Allen

abstract: At a time when so much intellectual energy is being expended in discussions about educational "accountability" and the end product of the educational system, it seems appropriate to begin to focus empirically on the "input" of education in an attempt to enhance the "output". In its relatively short history, educational research in New Zealand has tended to look at the broader issues of education rather than at the specifics of classrooms. To date, very little data has been collected relating to the activities that occur in the typical New Zealand classrooms in different types of school at various levels.

text: An analysis of classroom verbal interaction, teacher and participant location, and group activities: A pilot study At a time when so much intellectual energy is being expended in discussions about educational "accountability" and the end product of the educational system, it seems appropriate to begin to focus empirically on the "input" of education in an attempt to enhance the "output". In its relatively short history, educational research in New Zealand has tended to look at the broader issues of education rather than at the specifics of classrooms. To date, very little data has been collected relating to the activities that occur in the typical New Zealand classrooms in different types of school at various levels.

year: 1973

title: CoRe: A way to build pedagogical content knowledge for beginning teachers

authors: Eames, Chris W.

abstract: Research has shown that one of the factors which enables teachers to be effective is their rich pedagogical content knowledge (PCK). Beginning teachers need support to develop this PCK and recent research in the field has proposed a conceptual tool known as “content representations”, or CoRes, as a model for doing this. The study reported here brought together science and technology experts in content and pedagogy, early career secondary teachers, and researchers to design a CoRe to assist development of teacher PCK. The study then researched the early career teachers’ use of the CoRe in their planning and delivery of a unit in their classrooms to examine the effect of the CoRe on teaching and learning, and on the development of the teachers’ PCK.

text: CoRe: A way to build pedagogical content knowledge for beginning teachers Research has shown that one of the factors which enables teachers to be effective is their rich pedagogical content knowledge (PCK). Beginning teachers need support to develop this PCK and recent research in the field has proposed a conceptual tool known as “content representations”, or CoRes, as a model for doing this. The study reported here brought together science and technology experts in content and pedagogy, early career secondary teachers, and researchers to design a CoRe to assist development of teacher PCK. The study then researched the early career teachers’ use of the CoRe in their planning and delivery of a unit in their classrooms to examine the effect of the CoRe on teaching and learning, and on the development of the teachers’ PCK.

year: 2011

title: Talking About Race and Positionality in Psychology: Asians as Tangata Tiriti

authors: Tan, Kyle K. H.

subjects: tangata whenua

abstract: The article discusses the dominance of Western, educated, industrialized, rich, and democratic (WEIRD) perspectives in the field of psychology in Aotearoa New Zealand. This has resulted in a racial hierarchy of knowledge, with Indigenous and culturally diverse epistemologies marginalized. The lack of diversity in the curriculum and the limited representation of non-Pākehā (non-New Zealand European) psychologists in the country have led to calls for a more inclusive environment.

The first perspective proposed is to understand Asians as a racialized group with diverse experiences. Asians in Aotearoa come from various backgrounds and face different degrees of racism and acculturation. The notion of 'Asian' may be used to marginalize the interests of Māori, perpetuating institutional racism. The concept of 'Asianisations' describes different forms of racial marginalization experienced by Asians in the country.

The second perspective emphasizes the positionality of Asians as tangata Tiriti (people of the Treaty). Te Tiriti o Waitangi, the Treaty between the British Crown and Māori chiefs, is seen as granting tangata Tiriti equal rights and privileges alongside Pākehā and Māori. As tangata Tiriti, Asians have a responsibility to uphold Tiriti principles, which include partnership, active protection, equity, and options to address Māori inequities. Asian psychologists can engage in culturally safe care for Māori clients and collaborate with and empower Māori leadership in research.

The article highlights the need for Asian psychologists to reflect on their positionality, power structures, and biases within the discipline and society. It encourages them to challenge the dominance of WEIRD psychology and work towards decolonizing the field. By doing so, they can contribute to the flourishing of Kaupapa Māori psychology and develop culturally informed practices that draw on the richness of Asian cultures.

text: Talking About Race and Positionality in Psychology: Asians as Tangata Tiriti The article discusses the dominance of Western, educated, industrialized, rich, and democratic (WEIRD) perspectives in the field of psychology in Aotearoa New Zealand. This has resulted in a racial hierarchy of knowledge, with Indigenous and culturally diverse epistemologies marginalized. The lack of diversity in the curriculum and the limited representation of non-Pākehā (non-New Zealand European) psychologists in the country have led to calls for a more inclusive environment.

The first perspective proposed is to understand Asians as a racialized group with diverse experiences. Asians in Aotearoa come from various backgrounds and face different degrees of racism and acculturation. The notion of 'Asian' may be used to marginalize the interests of Māori, perpetuating institutional racism. The concept of 'Asianisations' describes different forms of racial marginalization experienced by Asians in the country.

The second perspective emphasizes the positionality of Asians as tangata Tiriti (people of the Treaty). Te Tiriti o Waitangi, the Treaty between the British Crown and Māori chiefs, is seen as granting tangata Tiriti equal rights and privileges alongside Pākehā and Māori. As tangata Tiriti, Asians have a responsibility to uphold Tiriti principles, which include partnership, active protection, equity, and options to address Māori inequities. Asian psychologists can engage in culturally safe care for Māori clients and collaborate with and empower Māori leadership in research.

The article highlights the need for Asian psychologists to reflect on their positionality, power structures, and biases within the discipline and society. It encourages them to challenge the dominance of WEIRD psychology and work towards decolonizing the field. By doing so, they can contribute to the flourishing of Kaupapa Māori psychology and develop culturally informed practices that draw on the richness of Asian cultures.

year: 2023-07-24