title: Teacher education for an uncertain future: Implications of PISA’s global competence

authors: Cobb, Donella J.

abstract: In 2018, the Organisation for Economic Cooperation and Development’s (OECD) is set to introduce an assessment of Global Competence in its Programme for International Student Achievement (PISA). This assessment lays the foundation for a set of knowledge, skills, values and beliefs that the OECD considers necessary to become a globally competent citizen. Throughout this chapter, we identify and critique the intended socialising function of PISA’s Global Competence and consider its implications for Initial Teacher Education (ITE). We do this by drawing on Bernstein’s theoretical tools to engage in a critical analysis of PISA’s Global Competence framework. Our analysis reveals three key findings: (1) PISA’s Global Competence acts as a symbolic regulator of consciousness, (2) PISA’s Global Competence facilitates a new form of global pedagogic governance and (3) ITE can play an important role in either reproducing, disrupting or transforming the socialising function of PISA’s Global Competence. In conclusion, we argue that engaging with Comparative and International Education scholarship will prepare pre-service teachers to respond to the complexities and demands of an uncertain educational future within an increasingly globalised educational landscape.

text: Teacher education for an uncertain future: Implications of PISA’s global competence In 2018, the Organisation for Economic Cooperation and Development’s (OECD) is set to introduce an assessment of Global Competence in its Programme for International Student Achievement (PISA). This assessment lays the foundation for a set of knowledge, skills, values and beliefs that the OECD considers necessary to become a globally competent citizen. Throughout this chapter, we identify and critique the intended socialising function of PISA’s Global Competence and consider its implications for Initial Teacher Education (ITE). We do this by drawing on Bernstein’s theoretical tools to engage in a critical analysis of PISA’s Global Competence framework. Our analysis reveals three key findings: (1) PISA’s Global Competence acts as a symbolic regulator of consciousness, (2) PISA’s Global Competence facilitates a new form of global pedagogic governance and (3) ITE can play an important role in either reproducing, disrupting or transforming the socialising function of PISA’s Global Competence. In conclusion, we argue that engaging with Comparative and International Education scholarship will prepare pre-service teachers to respond to the complexities and demands of an uncertain educational future within an increasingly globalised educational landscape.

year: 2018

title: Pacific students and pedagogical success [Editorial]

authors: Sharma, Sashi

abstract: Debates about rates of achievement for Pacific students have been a feature of educational conversations in New Zealand for over three decades. We do not intend rehearsing the substance of them here, as components of them are included in the articles in this special edition. However, two aspects of this ongoing commentary continue to stand out. Points related to the educational underachievement of Pacific students are an enduring feature of these discussions. Secondly, Pacific students are seen to struggle, in particular, in Science, Technology and Maths (STEM) related areas of the New Zealand curriculum. Individual Pacific students can, and do, experience success in New Zealand educational environments including in STEM-related subjects, as Fonua in this edition points out. However, their achievements are considered examples of ‘exceptions that prove the rule’ related to the continuity of a dominant assumption of underachievement. As Chu, also in this edition remarks, “education for Pacific peoples in Aotearoa New Zealand is a contentious issue” (Chu, C. 2018, p. 5) and the articles in this edition reinforce the strength of this claim.

text: Pacific students and pedagogical success [Editorial] Debates about rates of achievement for Pacific students have been a feature of educational conversations in New Zealand for over three decades. We do not intend rehearsing the substance of them here, as components of them are included in the articles in this special edition. However, two aspects of this ongoing commentary continue to stand out. Points related to the educational underachievement of Pacific students are an enduring feature of these discussions. Secondly, Pacific students are seen to struggle, in particular, in Science, Technology and Maths (STEM) related areas of the New Zealand curriculum. Individual Pacific students can, and do, experience success in New Zealand educational environments including in STEM-related subjects, as Fonua in this edition points out. However, their achievements are considered examples of ‘exceptions that prove the rule’ related to the continuity of a dominant assumption of underachievement. As Chu, also in this edition remarks, “education for Pacific peoples in Aotearoa New Zealand is a contentious issue” (Chu, C. 2018, p. 5) and the articles in this edition reinforce the strength of this claim.

year: 2018

title: 'Closing the Gaps': From postcolonialism to Kaupapa Māori and beyond.

authors: Mahuika, Nepia

subjects: New Zealand

abstract: The article discusses New Zealand history, particularly examining Māori theories and interpretations of history. It considers postcolonial theory and Kaupapa Māori theory. The author comments on the government policy of "closing the gaps," referring to efforts to improve the conditions of underachieving New Zealand groups. He also reflects on Mātauranga, a Māori concept concerning knowledge. The history and oral tradition of the people of the Māori iwi, or social unit, of Ngati Porou is also discussed.

text: 'Closing the Gaps': From postcolonialism to Kaupapa Māori and beyond. The article discusses New Zealand history, particularly examining Māori theories and interpretations of history. It considers postcolonial theory and Kaupapa Māori theory. The author comments on the government policy of "closing the gaps," referring to efforts to improve the conditions of underachieving New Zealand groups. He also reflects on Mātauranga, a Māori concept concerning knowledge. The history and oral tradition of the people of the Māori iwi, or social unit, of Ngati Porou is also discussed.

year: 2011