title: The Solomon Islands mathematics: Pedagogy in transition?

authors: Calder, Nigel Stuart

subjects: teacher education

abstract: This article examines the transition of the Solomon Islands School of Education's primary and secondary mathematics education programme from a focus on content knowledge and teacher transmission, to a more activity-based, problem-solving, learner-centred approach. The ways the development team co-constructed that change so that it incorporated current mathematics education pedagogy, the Solomon Islands' Mathematics Curriculum document, and elements of Solomon Islands mathematics are described. How the team attempted to manage the dilemma between local educational imperatives and the globalisation of mathematics education is considered. Central to this are comparisons with international research on mathematics education pedagogy, while giving recognition to the situating of these within localised contexts. The article describes the ways the transition evolved, and how issues related to the change process, such as trust, culture, pedagogy and power, were engaged with, both proactively and incidentally. It will also consider lecturer/student reflection on the programme and the ways the changes may have influenced teaching. This article contends that change that is co-constructed and hinged to respectful partner relationships, will lead to greater participant autonomy and enhance the sustainability of the change. Finally, it poses questions that require subsequent examination for the transition to be sustainable.

text: The Solomon Islands mathematics: Pedagogy in transition? This article examines the transition of the Solomon Islands School of Education's primary and secondary mathematics education programme from a focus on content knowledge and teacher transmission, to a more activity-based, problem-solving, learner-centred approach. The ways the development team co-constructed that change so that it incorporated current mathematics education pedagogy, the Solomon Islands' Mathematics Curriculum document, and elements of Solomon Islands mathematics are described. How the team attempted to manage the dilemma between local educational imperatives and the globalisation of mathematics education is considered. Central to this are comparisons with international research on mathematics education pedagogy, while giving recognition to the situating of these within localised contexts. The article describes the ways the transition evolved, and how issues related to the change process, such as trust, culture, pedagogy and power, were engaged with, both proactively and incidentally. It will also consider lecturer/student reflection on the programme and the ways the changes may have influenced teaching. This article contends that change that is co-constructed and hinged to respectful partner relationships, will lead to greater participant autonomy and enhance the sustainability of the change. Finally, it poses questions that require subsequent examination for the transition to be sustainable.

year: 2011

title: Transcending the personal and political: Provocations

authors: Morrison, Michele

abstract: Each case study in this book stands alone. The leaders portrayed in these narratives, and the authors who collaborated with them in the re-storying of their lived experience, bring unique worldviews and particular theoretical lenses to bear. le is appropriate chat readers should do the same. In this concluding chapter we seek not to prescribe meaning nor constrain interpretation but to highlight three emerging themes: complexity, agency, and action. Rather than summarise each case we select examples that evoke and illustrate the points we wish co make. We consider the implications of complexity, agency, and action for practitioners, policy makers, and the education profession (pre- and in-service). Finally, we conclude with a series of provocations that we hope will ignite passionate debate, professional commitment, and the political will necessary co reach national consensus over what we mean by social justice and how we best go about achieving this.

text: Transcending the personal and political: Provocations Each case study in this book stands alone. The leaders portrayed in these narratives, and the authors who collaborated with them in the re-storying of their lived experience, bring unique worldviews and particular theoretical lenses to bear. le is appropriate chat readers should do the same. In this concluding chapter we seek not to prescribe meaning nor constrain interpretation but to highlight three emerging themes: complexity, agency, and action. Rather than summarise each case we select examples that evoke and illustrate the points we wish co make. We consider the implications of complexity, agency, and action for practitioners, policy makers, and the education profession (pre- and in-service). Finally, we conclude with a series of provocations that we hope will ignite passionate debate, professional commitment, and the political will necessary co reach national consensus over what we mean by social justice and how we best go about achieving this.

year: 2017

title: Planning and governance under the LGA: Lessons from the RMA experience.

authors: Borrie, Nancy

subjects: New Zealand

abstract: The purpose of this report is to identify ways in which experiences gained from the
RMA as a devolved and co-operative planning mandate can enable local and central
government and other stakeholders to more effectively implement the LGA. The
report is based on findings from the FRST-funded research programme on Planning
under Co-operative Mandates (PUCM). We argue in this report that the experiences gained from the RMA can inform
effective implementation of the LGA in three important respects: Preparation and implementation of LTCCPs; The community consultation process for formulating community outcomes;
and Māori participation in planning and governance.

text: Planning and governance under the LGA: Lessons from the RMA experience. The purpose of this report is to identify ways in which experiences gained from the
RMA as a devolved and co-operative planning mandate can enable local and central
government and other stakeholders to more effectively implement the LGA. The
report is based on findings from the FRST-funded research programme on Planning
under Co-operative Mandates (PUCM). We argue in this report that the experiences gained from the RMA can inform
effective implementation of the LGA in three important respects: Preparation and implementation of LTCCPs; The community consultation process for formulating community outcomes;
and Māori participation in planning and governance.

year: 2004-06-01