title: Learning in the 21st century: Empowering student-centred practices through curriculum integration

authors: Morgan, Jason

subjects: student-centred

abstract: The New Zealand Curriculum [NZC] provides a framework for schools to design and implement the curriculum at three levels: Nationally, school- wide, and in the classroom (Ministry of Education [MoE], 2007). Through a student-centred approach, which the NZC supports, a culturally-responsive curriculum that integrates subject matter from the learning areas with the ‘front-end’ values and key competencies is advocated, promoting the interests of students, their whānau and communities (Dowden, 2010; Fraser & Paraha, 2002). Curriculum integration [CI] is a curriculum design theory, which values students and the world they live in as the main source of curriculum, and as a result of the democratic teaching pedagogy that underpins this practice, acknowledges students as active collaborators throughout the learning process (Brough, 2008a). When students are positioned as curriculum decision-makers and have their voice heard and valued, equal power relationships can be established, enriching and positively influencing student motivation, achievement, and engagement (Brough, 2012).

As Beane (1995) explains, CI is a fundamental realignment of thinking about the purpose of schools, and the sources and purposes of curriculum and knowledge. When students are actively encouraged to engage with learning experiences relevant to their lives, knowledge is acquired in an organic way and developed through meaningful, real-life purposes. When a school’s curriculum is designed to relate to both students’ and their communities’ needs and interests, students are no longer placed as consumers of information, but rather as producers of knowledge (Boyd, 2013). By integrating powerful learning environments in their classes which values students’ voice and supports active, autonomous and collaborative learning, teachers and students are engaged in open-ended, democratic decision- making around curriculum decisions. This can enable the fostering of confident, connected, actively involved, lifelong learners (Brough, 2008b; MoE, 2007).

The aim of this thesis was to explore how teachers in the primary school, in particular the senior setting of primary schools, are integrating the curriculum to encourage student-centred practices. It is hoped that this study will illuminate potential ways classroom practice can empower student-centred pedagogy and position students at the centre of educational decision-making. It was anticipated this project would contribute to the limited research in this field in both the primary and New Zealand school contexts.

A critical theoretical framework underpinned this study as it naturally aligned with the research question and the project’s aims. A case study methodology was adopted which used a variety of methods, including semi- structured interviews, naturalistic observations, photographs and documentation.

Through this study it was found student-centred curriculum integration can provide a powerful and motivating curriculum framework and pedagogy for learning in the 21st century. Through a pedagogy that is underpinned by democratic principles and practices, students can develop critical and creative thinking skills. These skills empower students to ‘perform’ knowledge across authentic, real-life contexts. This not only prepares students to lead fulfilling and rewarding lives as active participants within society, but promotes emancipatory ideals leading to beneficial outcomes for communities. This study argues how through curriculum integration, teachers can find ways to empower student-centred practices.

text: Learning in the 21st century: Empowering student-centred practices through curriculum integration The New Zealand Curriculum [NZC] provides a framework for schools to design and implement the curriculum at three levels: Nationally, school- wide, and in the classroom (Ministry of Education [MoE], 2007). Through a student-centred approach, which the NZC supports, a culturally-responsive curriculum that integrates subject matter from the learning areas with the ‘front-end’ values and key competencies is advocated, promoting the interests of students, their whānau and communities (Dowden, 2010; Fraser & Paraha, 2002). Curriculum integration [CI] is a curriculum design theory, which values students and the world they live in as the main source of curriculum, and as a result of the democratic teaching pedagogy that underpins this practice, acknowledges students as active collaborators throughout the learning process (Brough, 2008a). When students are positioned as curriculum decision-makers and have their voice heard and valued, equal power relationships can be established, enriching and positively influencing student motivation, achievement, and engagement (Brough, 2012).

As Beane (1995) explains, CI is a fundamental realignment of thinking about the purpose of schools, and the sources and purposes of curriculum and knowledge. When students are actively encouraged to engage with learning experiences relevant to their lives, knowledge is acquired in an organic way and developed through meaningful, real-life purposes. When a school’s curriculum is designed to relate to both students’ and their communities’ needs and interests, students are no longer placed as consumers of information, but rather as producers of knowledge (Boyd, 2013). By integrating powerful learning environments in their classes which values students’ voice and supports active, autonomous and collaborative learning, teachers and students are engaged in open-ended, democratic decision- making around curriculum decisions. This can enable the fostering of confident, connected, actively involved, lifelong learners (Brough, 2008b; MoE, 2007).

The aim of this thesis was to explore how teachers in the primary school, in particular the senior setting of primary schools, are integrating the curriculum to encourage student-centred practices. It is hoped that this study will illuminate potential ways classroom practice can empower student-centred pedagogy and position students at the centre of educational decision-making. It was anticipated this project would contribute to the limited research in this field in both the primary and New Zealand school contexts.

A critical theoretical framework underpinned this study as it naturally aligned with the research question and the project’s aims. A case study methodology was adopted which used a variety of methods, including semi- structured interviews, naturalistic observations, photographs and documentation.

Through this study it was found student-centred curriculum integration can provide a powerful and motivating curriculum framework and pedagogy for learning in the 21st century. Through a pedagogy that is underpinned by democratic principles and practices, students can develop critical and creative thinking skills. These skills empower students to ‘perform’ knowledge across authentic, real-life contexts. This not only prepares students to lead fulfilling and rewarding lives as active participants within society, but promotes emancipatory ideals leading to beneficial outcomes for communities. This study argues how through curriculum integration, teachers can find ways to empower student-centred practices.

year: 2014

title: A revised age for the Kawakawa/Oruanui tephra, a key marker for the Last Glacial Maximum in New Zealand

authors: Vandergoes, Marcus J.

abstract: The Kawakawa/Oruanui tephra (KOT) is a key chronostratigraphic marker in terrestrial and marine deposits of the New Zealand (NZ) sector of the southwest Pacific. Erupted early during the Last Glacial Maximum (LGM), the wide distribution of the KOT enables inter-regional alignment of proxy records and facilitates comparison between NZ climatic variations and those from well-dated records elsewhere. We present 22 new radiocarbon ages for the KOT from sites and materials considered optimal for dating, and apply Bayesian statistical methods via OxCal4.1.7 that incorporate stratigraphic information to develop a new age probability model for KOT. The revised calibrated age, ±2 standard deviations, for the eruption of the KOT is 25,360 ± 160 cal yr BP. The age revision provides a basis for refining marine reservoir ages for the LGM in the southwest Pacific.

text: A revised age for the Kawakawa/Oruanui tephra, a key marker for the Last Glacial Maximum in New Zealand The Kawakawa/Oruanui tephra (KOT) is a key chronostratigraphic marker in terrestrial and marine deposits of the New Zealand (NZ) sector of the southwest Pacific. Erupted early during the Last Glacial Maximum (LGM), the wide distribution of the KOT enables inter-regional alignment of proxy records and facilitates comparison between NZ climatic variations and those from well-dated records elsewhere. We present 22 new radiocarbon ages for the KOT from sites and materials considered optimal for dating, and apply Bayesian statistical methods via OxCal4.1.7 that incorporate stratigraphic information to develop a new age probability model for KOT. The revised calibrated age, ±2 standard deviations, for the eruption of the KOT is 25,360 ± 160 cal yr BP. The age revision provides a basis for refining marine reservoir ages for the LGM in the southwest Pacific.

year: 2013

title: Cultural justice, ethics and teaching

authors: Nairn, Ray

subjects: Maori

abstract: Te Tiriti o Waitangi provides both a basis for cultural justice in this society and an explication of the term; each of the articles identifying a significant aspect of cultural justice. First, there is the guarantee to the Maori signatories that the Crown would protect their independence - tino rangatiratanga, (also read as authority, autonomy or self-determination) [Article II]. In Article III Maori are promised that they will also have the “Rights and Privileges of British subjects”. Finally, in Article I, Maori cede to the Crown the right to govern, to make laws to protect all peoples from the evil consequences of lawlessness. The 1835 Declaration of Independence located legislative authority in the Wakaminenga (the gathered rangatira meeting in Congress); and in 1840, in the context of the Crown promises, Maori authorised the Crown to exercise that authority. For Maori Te Tiriti specifies cultural justice for interactions between Maori and settlers in the new society. Maori are guaranteed the right to self-determination (and the economic and social resources to make that practical) in their relations with New Zealand society. They are also entitled to the same opportunities as other citizens. The latter rights, embodied in local legislation and international covenants to which we are signatory, are not alternatives to the prior right of Maori people to their (cultural) autonomy. The exercise of legislative and organisational authority must be exercised in a manner consistent with the promises which clearly requires consultation and negotiation with Maori.

text: Cultural justice, ethics and teaching Te Tiriti o Waitangi provides both a basis for cultural justice in this society and an explication of the term; each of the articles identifying a significant aspect of cultural justice. First, there is the guarantee to the Maori signatories that the Crown would protect their independence - tino rangatiratanga, (also read as authority, autonomy or self-determination) [Article II]. In Article III Maori are promised that they will also have the “Rights and Privileges of British subjects”. Finally, in Article I, Maori cede to the Crown the right to govern, to make laws to protect all peoples from the evil consequences of lawlessness. The 1835 Declaration of Independence located legislative authority in the Wakaminenga (the gathered rangatira meeting in Congress); and in 1840, in the context of the Crown promises, Maori authorised the Crown to exercise that authority. For Maori Te Tiriti specifies cultural justice for interactions between Maori and settlers in the new society. Maori are guaranteed the right to self-determination (and the economic and social resources to make that practical) in their relations with New Zealand society. They are also entitled to the same opportunities as other citizens. The latter rights, embodied in local legislation and international covenants to which we are signatory, are not alternatives to the prior right of Maori people to their (cultural) autonomy. The exercise of legislative and organisational authority must be exercised in a manner consistent with the promises which clearly requires consultation and negotiation with Maori.

year: 1993