title: Problematising constructions of ‘expert teachers’ and ‘vulnerable children’ in New Zealand Early Childhood

authors: Kamenarac, Olivera

subjects: teacher identities

abstract: Over the last two decades, early childhood education (ECE) has come to the top of the political agenda in New Zealand and internationally. The interest of governments and policy-makers in ECE has been driven by the thinking that an 'investment' in ECE is a key a country's future social and economic development (Heckman 2000). Through an interplay of the existing early childhood discourses and emerging economic discourses, the contexts in which early childhood teachers understand and undertake their work and view themselves as professionals have, thus rapidly changed (Penn 2013; Brown et al. 2018; Pupala, Kascak, and Tesar 2016). This article problematises constructions of 'expert teachers' and 'vulnerable children', which emerged through an interplay of discourses of social intervention, economic investment and vulnerability in New Zealand ECE. It argues that the identity constructions on offer have a powerful potential to reinforce social-interventionist and neoliberal narratives in ECE, and move its purpose away from the idea of collective democracy (Dewey 1976). Keywords: teacher identities; New Zealand early childhood education; early childhood policies and politics; discourses of vulnerability; poststructural perspectives

text: Problematising constructions of ‘expert teachers’ and ‘vulnerable children’ in New Zealand Early Childhood Over the last two decades, early childhood education (ECE) has come to the top of the political agenda in New Zealand and internationally. The interest of governments and policy-makers in ECE has been driven by the thinking that an 'investment' in ECE is a key a country's future social and economic development (Heckman 2000). Through an interplay of the existing early childhood discourses and emerging economic discourses, the contexts in which early childhood teachers understand and undertake their work and view themselves as professionals have, thus rapidly changed (Penn 2013; Brown et al. 2018; Pupala, Kascak, and Tesar 2016). This article problematises constructions of 'expert teachers' and 'vulnerable children', which emerged through an interplay of discourses of social intervention, economic investment and vulnerability in New Zealand ECE. It argues that the identity constructions on offer have a powerful potential to reinforce social-interventionist and neoliberal narratives in ECE, and move its purpose away from the idea of collective democracy (Dewey 1976). Keywords: teacher identities; New Zealand early childhood education; early childhood policies and politics; discourses of vulnerability; poststructural perspectives

year: 2021

title: Dating painted Panel E1 at Nawarla Gabarnmang, central-western Arnhem Land plateau

authors: David, Bruno O.

abstract: Western Arnhem Land, in the Top End of Australia’s Northern Territory, has a rich archaeological landscape, ethnographic record and body of rock art that displays an astonishing array of imagery on shelter walls and ceilings. While the archaeology goes back to the earliest period of Aboriginal occupation of the continent, the rock art represents some of the richest, most diverse and visually most impressive regional assemblages anywhere in the world. To better understand this multi-dimensional cultural record, The Archaeology of Rock Art in Western Arnhem Land, Australia focuses on the nature and antiquity of the region’s rock art as revealed by archaeological surveys and excavations, and the application of novel analytical methods. This volume also presents new findings by which to rethink how Aboriginal peoples have socially engaged in and with places across western Arnhem Land, from the north to the south, from the plains to the spectacular rocky landscapes of the plateau. The dynamic nature of Arnhem Land rock art is explored and articulated in innovative ways that shed new light on the region’s deep time Aboriginal history.

text: Dating painted Panel E1 at Nawarla Gabarnmang, central-western Arnhem Land plateau Western Arnhem Land, in the Top End of Australia’s Northern Territory, has a rich archaeological landscape, ethnographic record and body of rock art that displays an astonishing array of imagery on shelter walls and ceilings. While the archaeology goes back to the earliest period of Aboriginal occupation of the continent, the rock art represents some of the richest, most diverse and visually most impressive regional assemblages anywhere in the world. To better understand this multi-dimensional cultural record, The Archaeology of Rock Art in Western Arnhem Land, Australia focuses on the nature and antiquity of the region’s rock art as revealed by archaeological surveys and excavations, and the application of novel analytical methods. This volume also presents new findings by which to rethink how Aboriginal peoples have socially engaged in and with places across western Arnhem Land, from the north to the south, from the plains to the spectacular rocky landscapes of the plateau. The dynamic nature of Arnhem Land rock art is explored and articulated in innovative ways that shed new light on the region’s deep time Aboriginal history.

year: 2017

title: Stop playing up! A critical ethnography of health, physical education and (sub)urban schooling

authors: Fitzpatrick, Katie

subjects: Health

abstract: This thesis explores the place of health and physical education in the lives of Otara youth in New Zealand. Situated in the southern suburbs of New Zealand’s largest city, Otara, South Auckland is known for its cultural diversity, as well as for poverty and crime. It is home to large numbers of indigenous Maori and migrant Pasifika (Pacific Island) youth. Based on a year-long critical ethnography of a multiethnic high school, this thesis explores how these young people engage with and respond to the school subjects of health and physical education. It also discusses broader issues in their lives, including the social geographies within which they reside, and how they understand their bodies, sexuality, health, gender and physicalities. The subjects of health and physical education are compulsory in most schools internationally – in New Zealand they are directly linked in curriculum policy documents and in school practice – but share a somewhat uneasy relationship and differing historical positions. Considered low status in schools, these subjects are also conflated with narrow body and health norms, possibly problematic for young women, and/or are wedded to the social and cultural world of sport. Curriculum policy documents established in the last ten years offer the possibility of critical and social approaches to these subjects, but examples of critical practice remain rare. Health and physical education are thus compulsory, contentious, contradictory and complex subjects within contemporary schooling. Critical ethnographies of schooling are relatively scarce compared with conventional ethnographic accounts, but critical ethnographies of health and physical education (PE) are almost unheard of. The use of such a methodology in this study enabled an indepth account of Otara youth in the subjects of health and PE at school. It also provided a platform for storied accounts of how one teacher, Dan, enacted a critical and culturally connected pedagogy of health and PE with the young people in his classes. This thesis explores the complex potential for health and PE as key sites of learning for Pasifika and Maori youth. It examines health and PE as subjects that are both politically fraught and spaces of hope.

text: Stop playing up! A critical ethnography of health, physical education and (sub)urban schooling This thesis explores the place of health and physical education in the lives of Otara youth in New Zealand. Situated in the southern suburbs of New Zealand’s largest city, Otara, South Auckland is known for its cultural diversity, as well as for poverty and crime. It is home to large numbers of indigenous Maori and migrant Pasifika (Pacific Island) youth. Based on a year-long critical ethnography of a multiethnic high school, this thesis explores how these young people engage with and respond to the school subjects of health and physical education. It also discusses broader issues in their lives, including the social geographies within which they reside, and how they understand their bodies, sexuality, health, gender and physicalities. The subjects of health and physical education are compulsory in most schools internationally – in New Zealand they are directly linked in curriculum policy documents and in school practice – but share a somewhat uneasy relationship and differing historical positions. Considered low status in schools, these subjects are also conflated with narrow body and health norms, possibly problematic for young women, and/or are wedded to the social and cultural world of sport. Curriculum policy documents established in the last ten years offer the possibility of critical and social approaches to these subjects, but examples of critical practice remain rare. Health and physical education are thus compulsory, contentious, contradictory and complex subjects within contemporary schooling. Critical ethnographies of schooling are relatively scarce compared with conventional ethnographic accounts, but critical ethnographies of health and physical education (PE) are almost unheard of. The use of such a methodology in this study enabled an indepth account of Otara youth in the subjects of health and PE at school. It also provided a platform for storied accounts of how one teacher, Dan, enacted a critical and culturally connected pedagogy of health and PE with the young people in his classes. This thesis explores the complex potential for health and PE as key sites of learning for Pasifika and Maori youth. It examines health and PE as subjects that are both politically fraught and spaces of hope.

year: 2010