title: Discursive constructions of teachers’ professional identities in early childhood policies and practice in Aotearoa New Zealand: Complexities and contradictions

authors: Kamenarac, Olivera

subjects: Early childhood policies

abstract: Over the last two decades, neo-liberal education reform has notably transformed the landscape of early childhood education and care (ECEC) in Aotearoa New Zealand. From an increasingly supportive approach, aiming to ensure access to and the participation of all children in quality ECEC provision, the country has swung towards a 'hands off' approach, which allowed the market to define who provides early childhood services, to whom and how. Increasing privatisation, competition and individualisation in the sector left teachers with many challenges, such as how to secure financial sustainability in the market and yet meet needs of children, families and community. The time of rapid transformation and challenge has also created an opportunity for teachers individually and the early childhood profession collectively to re-think their understanding of the purpose of ECEC, professionalism, and ways of ‘being’ a teacher and ‘doing’ early childhood education in the contemporary context of Aotearoa New Zealand. 
Drawing on a framework of poststructural discursive studies and theoretical ideas of feminist poststructuralists, this thesis examines discursive constructions of teachers’ professional identities in ECEC policies and practice in Aotearoa New Zealand over the last two decades. Through an analysis of some key ECEC policy documents, and collective and individual interviews with teachers, professional leaders and managers from both community-owned and for-profit services, the study shows the shaping of complementing and opposing discourses on teachers’ work and professional identities. 
The thesis argues that the Aotearoa New Zealand ECEC has been torn between tensions created through an interplay of divergent and opposing discursive windows, which set a powerful context for constructions of complex and fluid teachers’ professional identities. It shows that discursive windows of enterprise, economic investment and vulnerability have promoted competition, individualism, entrepreneurship and social-intervention emphases in the sector, and frequently overpowered discourses of collectivism, collegiality, and empowerment, in which democratic education and professionalism have been rooted. Through a constant struggle to resolve tensions among the confronting and yet simultaneously coexisting interests and priorities in ECEC, teachers need to constantly re-invent their professional selves. 
This thesis adds to the scholarship about possible impacts of policy developments on teachers’ professional identities specifically and the teaching profession generally. By discussing some complex issues in the Aotearoa New Zealand ECEC, the study contributes to an understanding of how contemporary early childhood discourses may weaken capacity for constructing advocate-activist teachers’ identities, which are both a priority and necessity in ECEC at times when the market drives teachers’ work, requiring them to favour for-profit and enterprise interests over the wellbeing of children, families and community. 
However, the study also gives us some hope that discourses of democratic education, which have been strongly embedded in the New Zealand Early Childhood Curriculum Te Whāriki and the sector’s political activism, could be used as a counterbalance to the discourses which have inhibited ECEC from being a more democratic, socially just and equitable place for all citizens. As being oddly in the contrast to the increasing dominance of the privatised and market-led provision, this study suggests that the curriculum’s discourses and the discourses of political activism constitute a powerful foundation that could move teachers towards constructing advocate-activist professional identities and teaching profession in the Aotearoa New Zealand ECEC.

text: Discursive constructions of teachers’ professional identities in early childhood policies and practice in Aotearoa New Zealand: Complexities and contradictions Over the last two decades, neo-liberal education reform has notably transformed the landscape of early childhood education and care (ECEC) in Aotearoa New Zealand. From an increasingly supportive approach, aiming to ensure access to and the participation of all children in quality ECEC provision, the country has swung towards a 'hands off' approach, which allowed the market to define who provides early childhood services, to whom and how. Increasing privatisation, competition and individualisation in the sector left teachers with many challenges, such as how to secure financial sustainability in the market and yet meet needs of children, families and community. The time of rapid transformation and challenge has also created an opportunity for teachers individually and the early childhood profession collectively to re-think their understanding of the purpose of ECEC, professionalism, and ways of ‘being’ a teacher and ‘doing’ early childhood education in the contemporary context of Aotearoa New Zealand. 
Drawing on a framework of poststructural discursive studies and theoretical ideas of feminist poststructuralists, this thesis examines discursive constructions of teachers’ professional identities in ECEC policies and practice in Aotearoa New Zealand over the last two decades. Through an analysis of some key ECEC policy documents, and collective and individual interviews with teachers, professional leaders and managers from both community-owned and for-profit services, the study shows the shaping of complementing and opposing discourses on teachers’ work and professional identities. 
The thesis argues that the Aotearoa New Zealand ECEC has been torn between tensions created through an interplay of divergent and opposing discursive windows, which set a powerful context for constructions of complex and fluid teachers’ professional identities. It shows that discursive windows of enterprise, economic investment and vulnerability have promoted competition, individualism, entrepreneurship and social-intervention emphases in the sector, and frequently overpowered discourses of collectivism, collegiality, and empowerment, in which democratic education and professionalism have been rooted. Through a constant struggle to resolve tensions among the confronting and yet simultaneously coexisting interests and priorities in ECEC, teachers need to constantly re-invent their professional selves. 
This thesis adds to the scholarship about possible impacts of policy developments on teachers’ professional identities specifically and the teaching profession generally. By discussing some complex issues in the Aotearoa New Zealand ECEC, the study contributes to an understanding of how contemporary early childhood discourses may weaken capacity for constructing advocate-activist teachers’ identities, which are both a priority and necessity in ECEC at times when the market drives teachers’ work, requiring them to favour for-profit and enterprise interests over the wellbeing of children, families and community. 
However, the study also gives us some hope that discourses of democratic education, which have been strongly embedded in the New Zealand Early Childhood Curriculum Te Whāriki and the sector’s political activism, could be used as a counterbalance to the discourses which have inhibited ECEC from being a more democratic, socially just and equitable place for all citizens. As being oddly in the contrast to the increasing dominance of the privatised and market-led provision, this study suggests that the curriculum’s discourses and the discourses of political activism constitute a powerful foundation that could move teachers towards constructing advocate-activist professional identities and teaching profession in the Aotearoa New Zealand ECEC.

year: 2019

title: Understanding decimal numbers: an investigation of student meaning constructions in intermediate and high school

authors: Carr, Kenneth Colin

abstract: This study grew out of informal observations of the poor achievement of 13 year old New Zealand students with decimal numbers. These observations were confirmed by the results of large-scale quantitative tests with 11 to 14 year olds both in New Zealand and overseas.
The research design combined quantitative and qualitative approaches. Initially a decimal numbers survey was administered to a sample of 11 to 14 year olds (n = 102). Next a series of stimulus cards was constructed based on the survey results and the researcher’s observations. These cards formed the basis of interview protocols for a longitudinal study of 11 to 14 year olds (n = 28) over two years. Additionally, the individual interviews investigated the students’ views of learning mathematics and mathematics teaching, including their affective responses to decimal numbers and mathematics. 
The research was influenced by the constructivist view of learning in which the emphasis is on the individual actively constructing his/her own interpretations from incoming stimuli. In particular, use was made of the generative learning model to account for students’ constructions of meaning. Students employed these constructions of meaning, or mini-theories, to describe and explain their ideas when solving problems with decimal numbers.
The findings gave further support to a constructivist view of learning mathematics, and pointed to the strong influence of affective variables in mathematics learning. It was considered that the generative learning model, with its strong cognitive emphasis, may be criticized for its inattention to attitudinal factors. As well, (and contrary to generative learning model postulates) the research suggested that learning was often of a fragmented and situation-specific nature and that students held incorrect mini-theories without testing them against a number of existing ideas. 
The implications of the findings for teaching and learning, the curriculum, assessment procedures, and in-service and pre-service teacher education are discussed in the final chapter.

text: Understanding decimal numbers: an investigation of student meaning constructions in intermediate and high school This study grew out of informal observations of the poor achievement of 13 year old New Zealand students with decimal numbers. These observations were confirmed by the results of large-scale quantitative tests with 11 to 14 year olds both in New Zealand and overseas.
The research design combined quantitative and qualitative approaches. Initially a decimal numbers survey was administered to a sample of 11 to 14 year olds (n = 102). Next a series of stimulus cards was constructed based on the survey results and the researcher’s observations. These cards formed the basis of interview protocols for a longitudinal study of 11 to 14 year olds (n = 28) over two years. Additionally, the individual interviews investigated the students’ views of learning mathematics and mathematics teaching, including their affective responses to decimal numbers and mathematics. 
The research was influenced by the constructivist view of learning in which the emphasis is on the individual actively constructing his/her own interpretations from incoming stimuli. In particular, use was made of the generative learning model to account for students’ constructions of meaning. Students employed these constructions of meaning, or mini-theories, to describe and explain their ideas when solving problems with decimal numbers.
The findings gave further support to a constructivist view of learning mathematics, and pointed to the strong influence of affective variables in mathematics learning. It was considered that the generative learning model, with its strong cognitive emphasis, may be criticized for its inattention to attitudinal factors. As well, (and contrary to generative learning model postulates) the research suggested that learning was often of a fragmented and situation-specific nature and that students held incorrect mini-theories without testing them against a number of existing ideas. 
The implications of the findings for teaching and learning, the curriculum, assessment procedures, and in-service and pre-service teacher education are discussed in the final chapter.

year: 1986

title: Haumanu hauora: A commentary on strengthening health institution responsiveness to Māori health in the face of climate change

authors: Masters-Awatere, Bridgette

abstract: Climate change is the biggest threat to humanity through compounding ecological disasters. A focus on global averages tends to hide dramatic differences and mask health disparities that exist for Indigenous people. For 21 years, district health boards (DHBs) were responsible for providing or funding the provision of health services across Aotearoa. The introduction of the Pae Ora (Healthy Futures) Act 2022 disestablished DHBs and offered an opportunity to reshape health in ways that give serious consideration to climate change impacts. The need to give greater consideration to Indigenous people in climate change conversations is essential. The Waitangi Tribunal highlights areas where the Crown needs to work to improve Māori health outcomes. A clear deficit in existing policy process means a lack of preparedness for the intersecting health crises vulnerable Māori will experience in the face of climate change. Structural change is needed to strengthen health institution responsiveness to Māori health needs.

text: Haumanu hauora: A commentary on strengthening health institution responsiveness to Māori health in the face of climate change Climate change is the biggest threat to humanity through compounding ecological disasters. A focus on global averages tends to hide dramatic differences and mask health disparities that exist for Indigenous people. For 21 years, district health boards (DHBs) were responsible for providing or funding the provision of health services across Aotearoa. The introduction of the Pae Ora (Healthy Futures) Act 2022 disestablished DHBs and offered an opportunity to reshape health in ways that give serious consideration to climate change impacts. The need to give greater consideration to Indigenous people in climate change conversations is essential. The Waitangi Tribunal highlights areas where the Crown needs to work to improve Māori health outcomes. A clear deficit in existing policy process means a lack of preparedness for the intersecting health crises vulnerable Māori will experience in the face of climate change. Structural change is needed to strengthen health institution responsiveness to Māori health needs.

year: 2025