title: Developing pathic sensibilities: A critical priority for teacher education programmes

authors: Giles, David

subjects: hermeneutic phenomenology

abstract: This paper reports on a hermeneutic phenomenological research inquiry which explored ‘lived experiences’ of the teacher–student relationship in teacher education. An essential understanding from this research is that teachers and students experience their relationship as a play that is uncertain and lived beyond the rules of engagement. Teachers who are attuned to this play show phronesis in the way they relate. This research questions instrumental models of teacher education underpinned by a dominant neoliberal ideology. This research calls for the re-educating of teacher educators and teachers towards essential understandings of relationship and the pathic sensibilities associated with being-in-relationship.

text: Developing pathic sensibilities: A critical priority for teacher education programmes This paper reports on a hermeneutic phenomenological research inquiry which explored ‘lived experiences’ of the teacher–student relationship in teacher education. An essential understanding from this research is that teachers and students experience their relationship as a play that is uncertain and lived beyond the rules of engagement. Teachers who are attuned to this play show phronesis in the way they relate. This research questions instrumental models of teacher education underpinned by a dominant neoliberal ideology. This research calls for the re-educating of teacher educators and teachers towards essential understandings of relationship and the pathic sensibilities associated with being-in-relationship.

year: 2010

title: Teachers and Curriculum, Volume 14, 2014: Editorial

authors: Ussher, William (Bill) Grant

abstract: In this, the 2014 general issue of Teachers and Curriculum, we are pleased to incorporate a wide range of contributions that demonstrate the breadth and complexity of teaching and curriculum work in education settings. The editorial board of this journal continues to be committed to working with contributors to present research, debates, and accounts of practice that are accessible to practitioners and have the potential to inform practice. We acknowledge that practitioners do not always feel that they have the requisite knowledge or ability to make a ‘legitimate’ contribution to our growing understandings of curriculum, pedagogy, assessment or policy. In many ways this could be viewed as a learned behaviour, in response to our own educational experiences that position ‘academic’ knowledge as held by ‘experts’, while positioning practitioner ways of knowing as of lesser consequence. Teachers and Curriculum is committed to addressing these binary ways of this thinking by providing a forum for both practitioner and academic contributions.

text: Teachers and Curriculum, Volume 14, 2014: Editorial In this, the 2014 general issue of Teachers and Curriculum, we are pleased to incorporate a wide range of contributions that demonstrate the breadth and complexity of teaching and curriculum work in education settings. The editorial board of this journal continues to be committed to working with contributors to present research, debates, and accounts of practice that are accessible to practitioners and have the potential to inform practice. We acknowledge that practitioners do not always feel that they have the requisite knowledge or ability to make a ‘legitimate’ contribution to our growing understandings of curriculum, pedagogy, assessment or policy. In many ways this could be viewed as a learned behaviour, in response to our own educational experiences that position ‘academic’ knowledge as held by ‘experts’, while positioning practitioner ways of knowing as of lesser consequence. Teachers and Curriculum is committed to addressing these binary ways of this thinking by providing a forum for both practitioner and academic contributions.

year: 2014

title: Haumanu Hauora: Strengthening health institution responsiveness to climate change

authors: Masters-Awatere, Bridgette

abstract: The “Haumanu Hauora: Strengthening health institution responsiveness to climate change” project (Haumanu Hauora) is funded by the Deep South National Science Challenge. Our research team has 
been working to determine how health institutions (for example DHBs) develop Māori responsive policy as a preparatory step in anticipation of climate change impacts on Māori health. The project 
has involved several components, one of which involved speaking with tāngata whenua and DHB staff from the Bay of Plenty, Lakes and Waikato DHB regions about their experiences of climate 
change and involvement with health services. Another component was an environmental scan of available website information on the 17 other DHBs to ascertain the extent of policy that speaks to 
both the Treaty of Waitangi and climate change. This report presents an overview of the findings. 

This report begins with some context setting. We provide a summary of our literature reviews before a brief outline of the establishment of DHBs, which are the “health institution” of focus for 
this research. As the primary health provider and funders around the country, DHBs have been engaged as the site through which to understand the Māori health and climate change policy needs. 
Although DHBs were disestablished at the conclusion of our project, there are still lessons to learn from the ‘old’ health system. We present themes from tāngata whenua and rangatahi interviews as 
a way to foreground policy development information provided by DHB staff.

text: Haumanu Hauora: Strengthening health institution responsiveness to climate change The “Haumanu Hauora: Strengthening health institution responsiveness to climate change” project (Haumanu Hauora) is funded by the Deep South National Science Challenge. Our research team has 
been working to determine how health institutions (for example DHBs) develop Māori responsive policy as a preparatory step in anticipation of climate change impacts on Māori health. The project 
has involved several components, one of which involved speaking with tāngata whenua and DHB staff from the Bay of Plenty, Lakes and Waikato DHB regions about their experiences of climate 
change and involvement with health services. Another component was an environmental scan of available website information on the 17 other DHBs to ascertain the extent of policy that speaks to 
both the Treaty of Waitangi and climate change. This report presents an overview of the findings. 

This report begins with some context setting. We provide a summary of our literature reviews before a brief outline of the establishment of DHBs, which are the “health institution” of focus for 
this research. As the primary health provider and funders around the country, DHBs have been engaged as the site through which to understand the Māori health and climate change policy needs. 
Although DHBs were disestablished at the conclusion of our project, there are still lessons to learn from the ‘old’ health system. We present themes from tāngata whenua and rangatahi interviews as 
a way to foreground policy development information provided by DHB staff.

year: 2022-07-12