title: "There's still so much more to learn": learning to teach online during a global pandemic

authors: Pepperell, Nicole

subjects: online education, online teaching, online learning, COVID-19, pandemic pedagogy, habitus, Bourdieu, doxa, emergency remote teaching

abstract: The COVID-19 pandemic forced rapid closures of educational institutions worldwide in 2020. Online delivery has become a common means of providing continuity of learning, particularly for tertiary institutions. It remains unclear what impact this experience of online teaching under emergency conditions will have on future online teaching. This paper explores this question through a case study of 25 tertiary teaching staff at the University of Waikato in Aotearoa New Zealand. Applying Bourdieu’s categories of doxic and heterodox habitus, the paper argues that, for many staff, the experience of learning to teach online during a pandemic destabilised a prior doxic professional habitus. For some staff, this destabilisation led to the construction of a more fluid, creative heterodox habitus open to innovative online teaching in the future. For others, the pre-pandemic doxic habitus instead spiralled into ongoing self-criticism and an associated collapse in professional confidence. Professional development initiatives seeking to build on the pandemic teaching experience need to be mindful of these contrasting experiences to increase the chances of improving online teaching practice in the longer term.

text: "There's still so much more to learn": learning to teach online during a global pandemic The COVID-19 pandemic forced rapid closures of educational institutions worldwide in 2020. Online delivery has become a common means of providing continuity of learning, particularly for tertiary institutions. It remains unclear what impact this experience of online teaching under emergency conditions will have on future online teaching. This paper explores this question through a case study of 25 tertiary teaching staff at the University of Waikato in Aotearoa New Zealand. Applying Bourdieu’s categories of doxic and heterodox habitus, the paper argues that, for many staff, the experience of learning to teach online during a pandemic destabilised a prior doxic professional habitus. For some staff, this destabilisation led to the construction of a more fluid, creative heterodox habitus open to innovative online teaching in the future. For others, the pre-pandemic doxic habitus instead spiralled into ongoing self-criticism and an associated collapse in professional confidence. Professional development initiatives seeking to build on the pandemic teaching experience need to be mindful of these contrasting experiences to increase the chances of improving online teaching practice in the longer term.

year: 2022

title: The effects of a high-school poetry competition: A case-study

authors: Locke, Terry

subjects: poetry

abstract: This case-study explores the effects of a school-wide writing competition and the implementation of a poetry-writing unit across all junior English classes in a rural New Zealand school. Teacher interview data were thematically analysed using a social constructionist lens. Results highlight the varied strategies adopted by teachers, while indicating commonalities of approach. The competition proved a spur to teachers, challenging them to address matters of activity sequencing and design, and their classroom roles. Somewhat unexpectedly, the competition was found to be an extrinsic motivator that worked synergistically with teachers’ choices of learning activities and approaches to motivate students, and helped produce whole-class, collective efficacy effects.

text: The effects of a high-school poetry competition: A case-study This case-study explores the effects of a school-wide writing competition and the implementation of a poetry-writing unit across all junior English classes in a rural New Zealand school. Teacher interview data were thematically analysed using a social constructionist lens. Results highlight the varied strategies adopted by teachers, while indicating commonalities of approach. The competition proved a spur to teachers, challenging them to address matters of activity sequencing and design, and their classroom roles. Somewhat unexpectedly, the competition was found to be an extrinsic motivator that worked synergistically with teachers’ choices of learning activities and approaches to motivate students, and helped produce whole-class, collective efficacy effects.

year: 2013

title: Approaching Māori language through meaning: The predominance of Indo-European models of relationships within propositions

authors: Whaanga, Hēmi

subjects: Te reo Māori

abstract: In every language, there are relationships between predicators (such as, for example, 'go'/'haere') and arguments (such as, for example, ‘James'/'Hēmi’). One such relationship that has been proposed is that of agency. Thus, in 'James goes'/ ‘E haere ana a Hēmi’), 'James'/'Hēmi' can be said to be the agent of the action 'go'/'haere'. Much of the international literature on relationships of this type is based on research on English and it has been claimed that the relationships that have been identified are universals. However, there may be differences among languages, differences that are attributable to the fact that different languages encode different ways of perceiving divisions in perceptual space. My aim here is to demonstrate, with reference to a number of different models of predicator/ argument relations, that most of them are based on assumptions that derive from the structure of Indo-European languages, English in particular. In Part 2 of this paper (to appear in a subsequent issue of this Journal), the implications of this discussion will be examined with reference to an analysis of Māori in terms of relationships within propositions.

text: Approaching Māori language through meaning: The predominance of Indo-European models of relationships within propositions In every language, there are relationships between predicators (such as, for example, 'go'/'haere') and arguments (such as, for example, ‘James'/'Hēmi’). One such relationship that has been proposed is that of agency. Thus, in 'James goes'/ ‘E haere ana a Hēmi’), 'James'/'Hēmi' can be said to be the agent of the action 'go'/'haere'. Much of the international literature on relationships of this type is based on research on English and it has been claimed that the relationships that have been identified are universals. However, there may be differences among languages, differences that are attributable to the fact that different languages encode different ways of perceiving divisions in perceptual space. My aim here is to demonstrate, with reference to a number of different models of predicator/ argument relations, that most of them are based on assumptions that derive from the structure of Indo-European languages, English in particular. In Part 2 of this paper (to appear in a subsequent issue of this Journal), the implications of this discussion will be examined with reference to an analysis of Māori in terms of relationships within propositions.

year: 2001-09