title: Teacher pedagogy as an act of moral answerability: A self-study of an infant teacher's answerable acts in infant pedagogy in New Zealand ECEC

authors: Redder, Bridgette Miriam

subjects: moral answerability

abstract: Typically, educational research considers how teachers are ethically accountable to learners, their families, teacher colleagues and society as a whole. But this thesis set out to explore the extent to which teachers are also morally accountable for their pedagogical acts. My route to such insight drew upon the notion of moral answerability (Bakhtin, 1993), which invites dialogic processes of meaning-making between (my) pedagogical acts from multiple standpoints across time and space. As an infant teacher myself, I selected a self-study method aligned with dialogic methodology in order to connect (my) self, others and pedagogical practices in consideration of infant practice. This thesis is therefore based on the premise that teacher pedagogy is an act of moral answerability. 
My self-study took place in a community based early childhood education and care (ECEC) service.  Initially, I video recorded my practice engaging with infants which I took to separate staff meetings where footage was analysed by my teacher colleagues in dialogue with me. Subsequently, I analysed the staff meeting dialogue. Bakhtin’s notion of moral answerability was applied as the unit of analysis in order to analyse pedagogy as an act of moral answerability. 
Insights from (my) dialogic self-study have revealed that as an answerable self I have numerous accountabilities to different selves in relation to others. These accountabilities were evident in the way I exposed (my) answerable self in the dialogue, upheld the best interests of infants, ensured infants’ perspectives were taken into account, and was aware of not denying my subjectivity. The discovery that as a teacher I am an answerable self in relationship with others, summons a re-conceptualisation of professional identity as a plural concept. This challenges the traditional conceptualisation of professional identity as singular, in ownership of a defined set of assets valued by the teaching profession.

text: Teacher pedagogy as an act of moral answerability: A self-study of an infant teacher's answerable acts in infant pedagogy in New Zealand ECEC Typically, educational research considers how teachers are ethically accountable to learners, their families, teacher colleagues and society as a whole. But this thesis set out to explore the extent to which teachers are also morally accountable for their pedagogical acts. My route to such insight drew upon the notion of moral answerability (Bakhtin, 1993), which invites dialogic processes of meaning-making between (my) pedagogical acts from multiple standpoints across time and space. As an infant teacher myself, I selected a self-study method aligned with dialogic methodology in order to connect (my) self, others and pedagogical practices in consideration of infant practice. This thesis is therefore based on the premise that teacher pedagogy is an act of moral answerability. 
My self-study took place in a community based early childhood education and care (ECEC) service.  Initially, I video recorded my practice engaging with infants which I took to separate staff meetings where footage was analysed by my teacher colleagues in dialogue with me. Subsequently, I analysed the staff meeting dialogue. Bakhtin’s notion of moral answerability was applied as the unit of analysis in order to analyse pedagogy as an act of moral answerability. 
Insights from (my) dialogic self-study have revealed that as an answerable self I have numerous accountabilities to different selves in relation to others. These accountabilities were evident in the way I exposed (my) answerable self in the dialogue, upheld the best interests of infants, ensured infants’ perspectives were taken into account, and was aware of not denying my subjectivity. The discovery that as a teacher I am an answerable self in relationship with others, summons a re-conceptualisation of professional identity as a plural concept. This challenges the traditional conceptualisation of professional identity as singular, in ownership of a defined set of assets valued by the teaching profession.

year: 2019

title: The Chemistry of Cycloaurated Complexes

authors: Kilpin, Kelly Joan

subjects: gold

abstract: New cycloaurated complexes have been synthesised and characterised. The biological and catalytic activity (in the addition of 2-methylfuran to methyl vinyl ketone) of selected complexes was evaluated. New complexes reported in this thesis where fully characterised by NMR (¹H, ¹³C and ³¹P when appropriate) and IR spectroscopy, ESI-mass spectrometry and elemental analysis.

The simple cycloaurated iminophosphoranes (2-AuCl₂C₆H₄)Ph₂P=N-R (R = (R,S)-CHMePh, (S)-CHMePh, p-C₆H₄F or But) were synthesised by the reaction of the appropriate ortho-mercurated compound with [Me₄N][AuCl₄] and [Me₄N]Cl in acetonitrile; the complex (2-AuCl₂C₆H₄)Ph₂P=N-(S)-CHMePh was structurally characterised. The cis chloride ligands on the complexes were replaced by chelating dianionic ligands such as thiosalicylate and catecholate - the resulting bis-metallacyclic complexes have a better anti-tumour activity (against P388 murine leukemia cells) than the parent dichlorides. The nitrogen-gold coordinate bond is relatively robust and is not cleaved by cyanide or dithiocarbamate ligands. The reaction of (2-AuCl₂C₆H₄)Ph₂P=N-Ph with PPh₃ results in substitution of the chloride ligand trans to the nitrogen (shown by an X-ray crystal structure). Both the endo ((2-AuCl₂C₆H₄)Ph₂P=NC(O)Ph) and exo ((2-AuCl₂C₆H₄)C(O)N=PPh₃) cycloaurated isomers of the stabilised iminophosphorane Ph₃P=NC(O)Ph were synthesised and structurally characterised.

Cycloaurated Ph₃P=S and Ph₃P=Se were synthesised by a transmetallation reaction from 2-Hg[(C₆H₄)P(E)Ph₂]₂ (E = S or Se). The synthesis of cycloaurated Ph₃P=O by an analogous method was unsuccessful. PhP(S)(NEt₂)₂ was also cycloaurated via a transmetallation reaction. X-ray crystallography confirmed the sulfur (not the nitrogen) was coordinated to the gold centre. The complexes show a similar stability and reactivity to the C,N cycloaurated species - the cis chloride ligands can be replaced by the chelating thiosalicylate ligand. Again the bis-metallacyclic species showed better biological activity than the parent dichloride. 

The direct reaction of the 2-pyridyl sulfonamide ligands 2-(C₅H₅N)CH₂NHSO₂R (R = p-tolyl, Ph or Me), 2-(C₅H₅N)CH₂CH₂NHSO₂R (R = p-tolyl or Ph) or 8-(p-tosylamino)quinoline with refluxing aqueous H[AuCl₄] gave N,N' coordinated complexes containing a five- or six-membered cycloaurated ring. The cycloaurated complexes derived from the ligands 2-(C₅H₅N)CH₂NHSO₂Me and 8-(p-tosylamino)quinoline were structurally characterised. The cycloaurated N,N' systems were not as stable as the C,N systems - reaction with reducing agents led to reduction of Au(III) to Au(I) and elemental gold. 

The 2-pyridine thiocarboxamide ligands 2-(C₅H₅N)C(S)NHR (R= p-tolyl, CH₂Ph, Me, p-C₆H₅OMe) also underwent direct cycloauration upon reaction with H[AuCl₄]. Coordination via the pyridyl nitrogen and sulfur atom was confirmed by an X-ray crystal structure of cycloaurated 2-(C₅H₅N)C(S)NHCH₂Ph. The N,S cycloaurated systems show poor stability in solution and decompose relatively quickly so applications are limited. The ligand with a 2 pyridyl substituent reacted with H[AuCl₄] in a different manner. Instead of cycloauration, the ligand was oxidised and an internal cyclisation occurred to give a 1,2,4-thiadiazolo[2,3-a]pyridinium heterocyclic ring. 

The reaction of the cycloaurated dichloride complexes (2-benzylpyridine)AuCl₂ and (2-AuCl₂C₆H₄)Ph₂P=N-Ph with the tripodal Kläui ligands (Na[(C₅H₅)Co{P(O)R₂}₃], R = OMe or OEt) and Tl[BF₄] resulted in the formation of cationic gold(III) salts. In the solid state the Kläui ligand is strongly coordinated through two of the three oxygen atoms, and weakly by the third, giving the gold a distorted square pyramidal geometry. In solution there is rapid interchange between the coordinated and non-coordinated oxygen atoms.

text: The Chemistry of Cycloaurated Complexes New cycloaurated complexes have been synthesised and characterised. The biological and catalytic activity (in the addition of 2-methylfuran to methyl vinyl ketone) of selected complexes was evaluated. New complexes reported in this thesis where fully characterised by NMR (¹H, ¹³C and ³¹P when appropriate) and IR spectroscopy, ESI-mass spectrometry and elemental analysis.

The simple cycloaurated iminophosphoranes (2-AuCl₂C₆H₄)Ph₂P=N-R (R = (R,S)-CHMePh, (S)-CHMePh, p-C₆H₄F or But) were synthesised by the reaction of the appropriate ortho-mercurated compound with [Me₄N][AuCl₄] and [Me₄N]Cl in acetonitrile; the complex (2-AuCl₂C₆H₄)Ph₂P=N-(S)-CHMePh was structurally characterised. The cis chloride ligands on the complexes were replaced by chelating dianionic ligands such as thiosalicylate and catecholate - the resulting bis-metallacyclic complexes have a better anti-tumour activity (against P388 murine leukemia cells) than the parent dichlorides. The nitrogen-gold coordinate bond is relatively robust and is not cleaved by cyanide or dithiocarbamate ligands. The reaction of (2-AuCl₂C₆H₄)Ph₂P=N-Ph with PPh₃ results in substitution of the chloride ligand trans to the nitrogen (shown by an X-ray crystal structure). Both the endo ((2-AuCl₂C₆H₄)Ph₂P=NC(O)Ph) and exo ((2-AuCl₂C₆H₄)C(O)N=PPh₃) cycloaurated isomers of the stabilised iminophosphorane Ph₃P=NC(O)Ph were synthesised and structurally characterised.

Cycloaurated Ph₃P=S and Ph₃P=Se were synthesised by a transmetallation reaction from 2-Hg[(C₆H₄)P(E)Ph₂]₂ (E = S or Se). The synthesis of cycloaurated Ph₃P=O by an analogous method was unsuccessful. PhP(S)(NEt₂)₂ was also cycloaurated via a transmetallation reaction. X-ray crystallography confirmed the sulfur (not the nitrogen) was coordinated to the gold centre. The complexes show a similar stability and reactivity to the C,N cycloaurated species - the cis chloride ligands can be replaced by the chelating thiosalicylate ligand. Again the bis-metallacyclic species showed better biological activity than the parent dichloride. 

The direct reaction of the 2-pyridyl sulfonamide ligands 2-(C₅H₅N)CH₂NHSO₂R (R = p-tolyl, Ph or Me), 2-(C₅H₅N)CH₂CH₂NHSO₂R (R = p-tolyl or Ph) or 8-(p-tosylamino)quinoline with refluxing aqueous H[AuCl₄] gave N,N' coordinated complexes containing a five- or six-membered cycloaurated ring. The cycloaurated complexes derived from the ligands 2-(C₅H₅N)CH₂NHSO₂Me and 8-(p-tosylamino)quinoline were structurally characterised. The cycloaurated N,N' systems were not as stable as the C,N systems - reaction with reducing agents led to reduction of Au(III) to Au(I) and elemental gold. 

The 2-pyridine thiocarboxamide ligands 2-(C₅H₅N)C(S)NHR (R= p-tolyl, CH₂Ph, Me, p-C₆H₅OMe) also underwent direct cycloauration upon reaction with H[AuCl₄]. Coordination via the pyridyl nitrogen and sulfur atom was confirmed by an X-ray crystal structure of cycloaurated 2-(C₅H₅N)C(S)NHCH₂Ph. The N,S cycloaurated systems show poor stability in solution and decompose relatively quickly so applications are limited. The ligand with a 2 pyridyl substituent reacted with H[AuCl₄] in a different manner. Instead of cycloauration, the ligand was oxidised and an internal cyclisation occurred to give a 1,2,4-thiadiazolo[2,3-a]pyridinium heterocyclic ring. 

The reaction of the cycloaurated dichloride complexes (2-benzylpyridine)AuCl₂ and (2-AuCl₂C₆H₄)Ph₂P=N-Ph with the tripodal Kläui ligands (Na[(C₅H₅)Co{P(O)R₂}₃], R = OMe or OEt) and Tl[BF₄] resulted in the formation of cationic gold(III) salts. In the solid state the Kläui ligand is strongly coordinated through two of the three oxygen atoms, and weakly by the third, giving the gold a distorted square pyramidal geometry. In solution there is rapid interchange between the coordinated and non-coordinated oxygen atoms.

year: 2009

title: Activating whanau (extended family) processes within a community and school literacy partnership

authors: Glynn, Ted

subjects: Maori Education

abstract: "The paper describes the positive outcomes of a home and school literacy partnership in one mainstream primary school where the principal and the large majority of students, teachers, and whānau belong to one Māori hapū (sub-tribe), Ngāti Whakaue. Participating students were identified by teachers as experiencing difficulties with reading and writing. They were assigned randomly to one of two conditions: (1) participating in their school’s regular reading programme (school group) or (2) participating also in the home tutored reading and writing programme (home and school group).

Students in the home and school group improved their reading and writing outcomes over and above the outcomes achieved by students participating only in the regular school programme. There were two key reasons for the success of this partnership. The first was parents and whānau members successful implementation of both a Māori language reading tutoring programme, Tatari, Tautoko Tauawhi, and the two components of the writing programme, Tuhi Atu Tui Mai and Whakaputa Whakaaro. The second was the professional educational and cultural expertise of the home and school liaison worker, Hiro. Because of her language and cultural expertise and her mana (acknowledged authority and standing), Hiro was able to engage Māori parents and whānau actively in the home and school project. The co-constructed narrative between Hiro and Mere (the second author) provided a salient context for understanding the power of culturally preferred pedagogy in establishing effective home and school partnerships."

text: Activating whanau (extended family) processes within a community and school literacy partnership "The paper describes the positive outcomes of a home and school literacy partnership in one mainstream primary school where the principal and the large majority of students, teachers, and whānau belong to one Māori hapū (sub-tribe), Ngāti Whakaue. Participating students were identified by teachers as experiencing difficulties with reading and writing. They were assigned randomly to one of two conditions: (1) participating in their school’s regular reading programme (school group) or (2) participating also in the home tutored reading and writing programme (home and school group).

Students in the home and school group improved their reading and writing outcomes over and above the outcomes achieved by students participating only in the regular school programme. There were two key reasons for the success of this partnership. The first was parents and whānau members successful implementation of both a Māori language reading tutoring programme, Tatari, Tautoko Tauawhi, and the two components of the writing programme, Tuhi Atu Tui Mai and Whakaputa Whakaaro. The second was the professional educational and cultural expertise of the home and school liaison worker, Hiro. Because of her language and cultural expertise and her mana (acknowledged authority and standing), Hiro was able to engage Māori parents and whānau actively in the home and school project. The co-constructed narrative between Hiro and Mere (the second author) provided a salient context for understanding the power of culturally preferred pedagogy in establishing effective home and school partnerships."

year: 2004