title: Teacher Otherness in Early Childhood Education: Rethinking uncertainty and difference through a Kristevan lens

authors: Arndt, Sonja Kathrina

subjects: early childhood education

abstract: …shall we be, intimately and subjectively, able to live with the others, to live as others, without ostracism but also without leveling? (Kristeva, 1991, p. 2, emphasis in the original)

This thesis is a critical philosophical response to Kristeva’s opening question.  I draw on Kristeva’s theories to challenge, question, and make accessible new contributions to conceptualisations of cultural Otherness in research and practice with, by and for early childhood teachers.  The thesis aims to elevate such critical attention to the complexities of early childhood teacher Otherness, by repositioning the importance of the uncertainties and potentialities that arise in living ‘with’ and ‘as’ the Other.  Kristeva’s work is seminal to my thinking and writing personally, professionally and philosophically.  Most significantly, her philosophical and psychoanalytical notions of the foreigner, of the foreigner within, and her theory on the subject in process are fundamental to my examinations throughout this thesis.  Highlighting the often unspeakable senses and experiences of being Other, unfamiliar, unpredictable, strange, Kristeva’s foreigner lens offers new opportunities for (re)articulating and (re)inserting some of the raw, nuanced intricacies of Otherness into teachers’ identity work.  Each chapter performs a particular role in fulfilling these aims, and theoretically underpins the argument for elevating diverse ways of seeing teachers’ differences differently.
Despite Aotearoa New Zealand’s globalised, culturally diverse society, teachers’ cultural Otherness is so far largely under-researched, both nationally and internationally.  I respond to the hermeneutical gap arising as a result of this lack of research, and to simultaneous calls for increasingly critical philosophical thought in the field of early childhood education.  Early childhood teachers’ crucial positioning in the wider society and their influence on young lives make reconceptualisations of their own cultural selves vital and urgent.  The thesis culminates in concluding calls for revolt through an evolving model of useful entry points for further research and practice.  The model draws on Kristeva’s (2014) concept of revolt, as “an opposition to already established norms, values and powers” (p. 4).  It offers openings for constant critical renegotiations of limiting, marginalising or normalising practices and orientations.  Kristeva’s assertion that there can be no evolution without revolt lays the foundation for critical philosophical engagements, as ‘mini revolts’, to rethink uncertainty and difference in relation to teachers’ Otherness.  In conclusion I argue that Kristevan revolt is crucial, in small inner ways, and in wider societal and political ways, locally in Aotearoa New Zealand, and also globally.

text: Teacher Otherness in Early Childhood Education: Rethinking uncertainty and difference through a Kristevan lens …shall we be, intimately and subjectively, able to live with the others, to live as others, without ostracism but also without leveling? (Kristeva, 1991, p. 2, emphasis in the original)

This thesis is a critical philosophical response to Kristeva’s opening question.  I draw on Kristeva’s theories to challenge, question, and make accessible new contributions to conceptualisations of cultural Otherness in research and practice with, by and for early childhood teachers.  The thesis aims to elevate such critical attention to the complexities of early childhood teacher Otherness, by repositioning the importance of the uncertainties and potentialities that arise in living ‘with’ and ‘as’ the Other.  Kristeva’s work is seminal to my thinking and writing personally, professionally and philosophically.  Most significantly, her philosophical and psychoanalytical notions of the foreigner, of the foreigner within, and her theory on the subject in process are fundamental to my examinations throughout this thesis.  Highlighting the often unspeakable senses and experiences of being Other, unfamiliar, unpredictable, strange, Kristeva’s foreigner lens offers new opportunities for (re)articulating and (re)inserting some of the raw, nuanced intricacies of Otherness into teachers’ identity work.  Each chapter performs a particular role in fulfilling these aims, and theoretically underpins the argument for elevating diverse ways of seeing teachers’ differences differently.
Despite Aotearoa New Zealand’s globalised, culturally diverse society, teachers’ cultural Otherness is so far largely under-researched, both nationally and internationally.  I respond to the hermeneutical gap arising as a result of this lack of research, and to simultaneous calls for increasingly critical philosophical thought in the field of early childhood education.  Early childhood teachers’ crucial positioning in the wider society and their influence on young lives make reconceptualisations of their own cultural selves vital and urgent.  The thesis culminates in concluding calls for revolt through an evolving model of useful entry points for further research and practice.  The model draws on Kristeva’s (2014) concept of revolt, as “an opposition to already established norms, values and powers” (p. 4).  It offers openings for constant critical renegotiations of limiting, marginalising or normalising practices and orientations.  Kristeva’s assertion that there can be no evolution without revolt lays the foundation for critical philosophical engagements, as ‘mini revolts’, to rethink uncertainty and difference in relation to teachers’ Otherness.  In conclusion I argue that Kristevan revolt is crucial, in small inner ways, and in wider societal and political ways, locally in Aotearoa New Zealand, and also globally.

year: 2017

title: Exploring teacher transition in New Zealand primary schools: The impact of changing class levels on teacher professional learning

authors: Carlyon, Tracey

subjects: transition

abstract: This thesis provides an in-depth understanding of teacher transition and the impact of this on teacher professional learning. The focus is on the transition that occurs when a teacher changes from teaching in one class level to another in New Zealand primary schools. Of particular interest is learning more about how teachers’ perceptions of transition are developed, the outcomes that are generated for them and other stakeholders, how teachers negotiate transition, and the role of school leadership in teacher transition. 
This research uses case study methodology, and although it is primarily qualitative in nature, a mixed methods approach was applied to gather both qualitative and quantitative data. Data were collected from 536 teachers via an online survey and from four teachers by means of a semi-structured interview. By converging and comparing broad numeric trends that emerged from the quantitative data with the detail from the qualitative data, I was able to gain a more in-depth understanding of teacher transition and the impact of this on teacher professional learning.
Findings from this study suggest that there are significant benefits for teachers and other stakeholders when teachers transition. These highlight that transition has a very significant impact on teacher learning, and stimulates the interplay between a teacher’s professional learning and professional identity which can result in changes in practice and pedagogy. The influence from these changes is shown to strengthen a teacher’s professional identity, bring about more effective teaching and extended professionality. Those theories which suggest that teacher development occurs in sequential stages and that all teachers progress through these stages in a linear fashion as they become more experienced, are challenged, and the suggestion that teachers require opportunities, such as transition at different times during their careers for professional development and learning, is supported. 
There are four major implications for teacher education that have emerged from the findings of this study. First, they suggest that cognisance be taken of the opportunity that transition provides for teacher learning and that transition is conceptualised as a form of professional learning and development. Secondly, they indicate that when tensions are acknowledged and clearly understood, teachers are better placed to see transition as a positive opportunity for professional learning and development. The third set of implications concern teachers being given sufficient opportunities to prepare, both mentally and physically, for transition. Finally, the study shows that the success of teacher transition is fundamentally dependent on the action of school leadership to ensure that school cultures and systems are conducive for teachers to change class levels successfully.
The new information from this study gives support to initial teacher educators, student teachers, teachers, school leaders, schools, Boards of Trustees and policy makers to ensure all teachers can successfully transition. In an effort to build knowledge about teacher transition, this study advocates that all teachers are given the chance to take full advantage of the unique opportunity for rich professional learning and development that transition between class levels offers.

text: Exploring teacher transition in New Zealand primary schools: The impact of changing class levels on teacher professional learning This thesis provides an in-depth understanding of teacher transition and the impact of this on teacher professional learning. The focus is on the transition that occurs when a teacher changes from teaching in one class level to another in New Zealand primary schools. Of particular interest is learning more about how teachers’ perceptions of transition are developed, the outcomes that are generated for them and other stakeholders, how teachers negotiate transition, and the role of school leadership in teacher transition. 
This research uses case study methodology, and although it is primarily qualitative in nature, a mixed methods approach was applied to gather both qualitative and quantitative data. Data were collected from 536 teachers via an online survey and from four teachers by means of a semi-structured interview. By converging and comparing broad numeric trends that emerged from the quantitative data with the detail from the qualitative data, I was able to gain a more in-depth understanding of teacher transition and the impact of this on teacher professional learning.
Findings from this study suggest that there are significant benefits for teachers and other stakeholders when teachers transition. These highlight that transition has a very significant impact on teacher learning, and stimulates the interplay between a teacher’s professional learning and professional identity which can result in changes in practice and pedagogy. The influence from these changes is shown to strengthen a teacher’s professional identity, bring about more effective teaching and extended professionality. Those theories which suggest that teacher development occurs in sequential stages and that all teachers progress through these stages in a linear fashion as they become more experienced, are challenged, and the suggestion that teachers require opportunities, such as transition at different times during their careers for professional development and learning, is supported. 
There are four major implications for teacher education that have emerged from the findings of this study. First, they suggest that cognisance be taken of the opportunity that transition provides for teacher learning and that transition is conceptualised as a form of professional learning and development. Secondly, they indicate that when tensions are acknowledged and clearly understood, teachers are better placed to see transition as a positive opportunity for professional learning and development. The third set of implications concern teachers being given sufficient opportunities to prepare, both mentally and physically, for transition. Finally, the study shows that the success of teacher transition is fundamentally dependent on the action of school leadership to ensure that school cultures and systems are conducive for teachers to change class levels successfully.
The new information from this study gives support to initial teacher educators, student teachers, teachers, school leaders, schools, Boards of Trustees and policy makers to ensure all teachers can successfully transition. In an effort to build knowledge about teacher transition, this study advocates that all teachers are given the chance to take full advantage of the unique opportunity for rich professional learning and development that transition between class levels offers.

year: 2016

title: Kaumātua mana motuhake: Kaumātua managing life-transitions through tuakana-teina/peer-education

authors: Hokowhitu, Brendan

abstract: People face signifi cant transition points as they age, such as loss of independent living, loss of a spouse and changing health conditions. Successfully navigating these transitions depends on being able to manage emotional and socio-economic factors, as well as service systems, while often being reliant on family or whānau. Historically however, kaumātua have faced a dominant society that has failed to realise their full potential as they age. Yet, for Māori, kaumātua are “carriers of culture, anchors for families, models for lifestyle, bridges to the future, guardians of heritage and role models for younger generations.” Kaumātua mana motuhake is invested in upholding kaumātua tino rangatiratanga (independence and autonomy) via high-quality Māori research that will lead to better life outcomes for kaumātua and their whā nau.

text: Kaumātua mana motuhake: Kaumātua managing life-transitions through tuakana-teina/peer-education People face signifi cant transition points as they age, such as loss of independent living, loss of a spouse and changing health conditions. Successfully navigating these transitions depends on being able to manage emotional and socio-economic factors, as well as service systems, while often being reliant on family or whānau. Historically however, kaumātua have faced a dominant society that has failed to realise their full potential as they age. Yet, for Māori, kaumātua are “carriers of culture, anchors for families, models for lifestyle, bridges to the future, guardians of heritage and role models for younger generations.” Kaumātua mana motuhake is invested in upholding kaumātua tino rangatiratanga (independence and autonomy) via high-quality Māori research that will lead to better life outcomes for kaumātua and their whā nau.

year: 2017