title: "You kind of have to be a bit superhuman" : early childhood teacher beliefs about what it takes to be a good teacher: A discourse analysis

authors: Ewens, Sandra Jane

subjects: early childhood

abstract: The early childhood teaching profession has developed into a community with its own language and culture (Cumming & Sumsion, 2014). Early childhood teacher beliefs and discourses have been developed and sustained within this context which is both influenced by, and influences these beliefs and subsequent teacher practice. This study explores these beliefs within a New Zealand context, and the discourses shaping them, and considers how these discourses have the potential to enable or constrain teacher practice. 
Over the past 30 years, there has been growing interest in, and acknowledgement of, the importance of early childhood education (ECE) in New Zealand at both government and societal levels.  While participation in ECE can lead to positive outcomes for children, the service must be of high quality.  Recent reports however, have identified there is significant variability across ECE services. Teacher practice can make a significant impact on the level of quality children experience therefore this study explores this variability by the examining the espoused beliefs of qualified ECE teachers, working in English medium, teacher-led, ECE centres; particularly in relation to what makes a ‘good’ teacher. Teacher beliefs have a significant role in driving teacher decision-making and practice but are generally invisible. 
Using poststructural feminist and critical discourse analysis, this study identifies three discourses shaping and being shaped by these beliefs; the dominant essential maternal and neo-liberal discourses, and the marginalised discourse of democratic professionalism. It explores these discourses at both the micro level and the macro level of national policy and considers how these beliefs and discourses have the potential to constrain or enable teacher practice. Through a poststructural feminist lens, this analysis makes the invisible visible, providing provocation for individual teachers to examine the discourses constituting their professional lives and either claim them or resist them. In addition, a critical lens recommends structural and policy changes for government and teacher education to help address the constraining effects of these discourses.

text: "You kind of have to be a bit superhuman" : early childhood teacher beliefs about what it takes to be a good teacher: A discourse analysis The early childhood teaching profession has developed into a community with its own language and culture (Cumming & Sumsion, 2014). Early childhood teacher beliefs and discourses have been developed and sustained within this context which is both influenced by, and influences these beliefs and subsequent teacher practice. This study explores these beliefs within a New Zealand context, and the discourses shaping them, and considers how these discourses have the potential to enable or constrain teacher practice. 
Over the past 30 years, there has been growing interest in, and acknowledgement of, the importance of early childhood education (ECE) in New Zealand at both government and societal levels.  While participation in ECE can lead to positive outcomes for children, the service must be of high quality.  Recent reports however, have identified there is significant variability across ECE services. Teacher practice can make a significant impact on the level of quality children experience therefore this study explores this variability by the examining the espoused beliefs of qualified ECE teachers, working in English medium, teacher-led, ECE centres; particularly in relation to what makes a ‘good’ teacher. Teacher beliefs have a significant role in driving teacher decision-making and practice but are generally invisible. 
Using poststructural feminist and critical discourse analysis, this study identifies three discourses shaping and being shaped by these beliefs; the dominant essential maternal and neo-liberal discourses, and the marginalised discourse of democratic professionalism. It explores these discourses at both the micro level and the macro level of national policy and considers how these beliefs and discourses have the potential to constrain or enable teacher practice. Through a poststructural feminist lens, this analysis makes the invisible visible, providing provocation for individual teachers to examine the discourses constituting their professional lives and either claim them or resist them. In addition, a critical lens recommends structural and policy changes for government and teacher education to help address the constraining effects of these discourses.

year: 2019

title: The Pepsi‐Jenner disaster: Translation and collaboration in global image markets

authors: Isaacs, Bronwyn

abstract: In April 2017, Pepsi released a video commercial featuring the American celebrity Kendall Jenner that rapidly ballooned into a pop culture moment with international import. The infamous commercial begins with a soft rock backing track and a young man playing the cello against an unspecified city skyline. The next scene is a clean-cut, multi-ethnic crowd of marching young people. Smiling and fist-pumping under their fedora hats and headscarves, the students are waving signs with slogans including ‘Join the conversation’ and ‘Peace’. As the music crescendos, the students face off in front of a silent line of police. A smiling Jenner then places a can of Pepsi in the muscled hands of a young male officer dressed in an American-style police uniform. A moment of shock. Silence. Then, inexplicably, the protesters burst forth in cheers and dancing.

text: The Pepsi‐Jenner disaster: Translation and collaboration in global image markets In April 2017, Pepsi released a video commercial featuring the American celebrity Kendall Jenner that rapidly ballooned into a pop culture moment with international import. The infamous commercial begins with a soft rock backing track and a young man playing the cello against an unspecified city skyline. The next scene is a clean-cut, multi-ethnic crowd of marching young people. Smiling and fist-pumping under their fedora hats and headscarves, the students are waving signs with slogans including ‘Join the conversation’ and ‘Peace’. As the music crescendos, the students face off in front of a silent line of police. A smiling Jenner then places a can of Pepsi in the muscled hands of a young male officer dressed in an American-style police uniform. A moment of shock. Silence. Then, inexplicably, the protesters burst forth in cheers and dancing.

year: 2022-06

title: "More than bloods and obs" - Whānau Māori discuss health and hospital care

authors: Masters-Awatere, Bridgette

abstract: The impact of colonisation on Māori, the Indigenous people of Aotearoa New Zealand, combined with negative interactions with health workers, has contributed to insufficient resources and reduced access to primary health care. The purpose of this report is to share narratives of whānau Māori who have experienced a child’s hospital admission in order to highlight the common aspects (good and bad) of their stay at Waikato Hospital. The overarching aim of the Harti Hauora Tamariki (HHT) tool trial, within which this report is located, is to demonstrate the measurable impact of a developed screening tool (referred to throughout as the Harti tool). The Harti tool is a comprehensive approach to assessing and addressing holistic health needs for hospitalised children and their whānau. Our recruitment strategy gave priority to those whose kōrero would capture the realities of those living in situations of few resources. This report presents findings from conversational interviews with whānau of tamariki Māori admitted to the paediatrics ward of Waikato Hospital. We have purposefully presented the interview findings as narratives to allow the reader to engage in their own interpretation of commonalities of experiences. Each case study follows the same format: an overview, their hospital experience, and their description of everyday health. Across all the cases, similarities of experience emerge; financial stressors and strain; hunger and isolation; concern for their child(ren); and families that are actively engaged in caring for their children’s health and well-being. The Harti tool, when administered by a culturally competent Harti Research Assistant (Harti RA), appears to work to counteract previous alienating experiences. Being treated with dignity, respect and value had a positive impact. Participants spoke at length regarding how wonderful it was to be able to engage with the Harti RA’s as Māori and in a culturally appropriate way.

text: "More than bloods and obs" - Whānau Māori discuss health and hospital care The impact of colonisation on Māori, the Indigenous people of Aotearoa New Zealand, combined with negative interactions with health workers, has contributed to insufficient resources and reduced access to primary health care. The purpose of this report is to share narratives of whānau Māori who have experienced a child’s hospital admission in order to highlight the common aspects (good and bad) of their stay at Waikato Hospital. The overarching aim of the Harti Hauora Tamariki (HHT) tool trial, within which this report is located, is to demonstrate the measurable impact of a developed screening tool (referred to throughout as the Harti tool). The Harti tool is a comprehensive approach to assessing and addressing holistic health needs for hospitalised children and their whānau. Our recruitment strategy gave priority to those whose kōrero would capture the realities of those living in situations of few resources. This report presents findings from conversational interviews with whānau of tamariki Māori admitted to the paediatrics ward of Waikato Hospital. We have purposefully presented the interview findings as narratives to allow the reader to engage in their own interpretation of commonalities of experiences. Each case study follows the same format: an overview, their hospital experience, and their description of everyday health. Across all the cases, similarities of experience emerge; financial stressors and strain; hunger and isolation; concern for their child(ren); and families that are actively engaged in caring for their children’s health and well-being. The Harti tool, when administered by a culturally competent Harti Research Assistant (Harti RA), appears to work to counteract previous alienating experiences. Being treated with dignity, respect and value had a positive impact. Participants spoke at length regarding how wonderful it was to be able to engage with the Harti RA’s as Māori and in a culturally appropriate way.

year: 2019