title: Moving beyond deconstruction and reconstruction: Teacher knowledge as action

authors: Jones, Alister

abstract: Primary teachers generally have a deep knowledge of their students and a broad repertoire of pedagogical practices, particularly practices that involve teacher–student and student–student interactions, but they often lack in-depth content knowledge and have a limited repertoire of subject-specific pedagogies. This is almost always a particular issue for their teaching of science. Pedagogically appropriate teacher engagement of/with students requires teachers to have both appropriate content knowledge and knowledge of their students. In this context the idea of “knowledge in action” is central. In-depth content knowledge and subject-specific pedagogies influence teachers’ pedagogical content knowledge. Effective formative assessment or Assessment for Learning (AfL) interactions mean that teachers need rich and flexible PCK in order to undertake effective interactions with diverse groups of students. In this chapter we highlight what we mean by effective AfL interactions, teachers’ knowledges required for effective interactions and how we might enhance teachers’ knowledges to enhance the potential for student learning.

text: Moving beyond deconstruction and reconstruction: Teacher knowledge as action Primary teachers generally have a deep knowledge of their students and a broad repertoire of pedagogical practices, particularly practices that involve teacher–student and student–student interactions, but they often lack in-depth content knowledge and have a limited repertoire of subject-specific pedagogies. This is almost always a particular issue for their teaching of science. Pedagogically appropriate teacher engagement of/with students requires teachers to have both appropriate content knowledge and knowledge of their students. In this context the idea of “knowledge in action” is central. In-depth content knowledge and subject-specific pedagogies influence teachers’ pedagogical content knowledge. Effective formative assessment or Assessment for Learning (AfL) interactions mean that teachers need rich and flexible PCK in order to undertake effective interactions with diverse groups of students. In this chapter we highlight what we mean by effective AfL interactions, teachers’ knowledges required for effective interactions and how we might enhance teachers’ knowledges to enhance the potential for student learning.

year: 2011

title: Afterword: Kinship Possibilities in Water Futures

authors: McCormack, Fiona

abstract: This special issue of Oceania interrogates the material and cultural factors underpinning water socio‐economies in Australia; a critical project given the wet and dry crises now unfolding in theAnthropocene. Three themes inform the collection–materialities, imaginaries and temporalities–each of which animates a diverse array of ethnographic inquiry into transformative water futures. Theradical potential of kinship is also a cross‐cutting theme, with the articles collectively revealing howkin relatedness works to disrupt the categorical framing of‘modern water’as an extractive resource.

text: Afterword: Kinship Possibilities in Water Futures This special issue of Oceania interrogates the material and cultural factors underpinning water socio‐economies in Australia; a critical project given the wet and dry crises now unfolding in theAnthropocene. Three themes inform the collection–materialities, imaginaries and temporalities–each of which animates a diverse array of ethnographic inquiry into transformative water futures. Theradical potential of kinship is also a cross‐cutting theme, with the articles collectively revealing howkin relatedness works to disrupt the categorical framing of‘modern water’as an extractive resource.

year: 2023

title: Lessons for teachers through intergenerational Māori experiences in Aotearoa’s education system

authors: Virtue, Katie

abstract: The intention of this research is to serve as professional development for myself and fellow teachers who work with tamariki Māori (Māori children) within mainstream education contexts in Aotearoa. This research explores historical factors that have contributed to the academic disparities of Māori including colonisation, the doctrine of discovery and contention over the differing versions of the Treaty of Waitangi. This research then shifts from holding the coloniser at the centre of the narrative to positioning Māori at the centre as exemplary examples of relentless Māori resistance. More contemporary examples of educational policies are then presented and analysed as an attempt to better understand these contexts.
What is blatantly clear through the exploration of educational policies throughout Aotearoa’s post-colonial history is the absence of Māori voice. For this reason, the findings of this thesis are centred on the voices of four wāhine Māori (Māori Women), across three generations, and their experiences with different teachers through Aotearoa’s education system.  
These stories provide invaluable lessons for all educators in Aotearoa.

text: Lessons for teachers through intergenerational Māori experiences in Aotearoa’s education system The intention of this research is to serve as professional development for myself and fellow teachers who work with tamariki Māori (Māori children) within mainstream education contexts in Aotearoa. This research explores historical factors that have contributed to the academic disparities of Māori including colonisation, the doctrine of discovery and contention over the differing versions of the Treaty of Waitangi. This research then shifts from holding the coloniser at the centre of the narrative to positioning Māori at the centre as exemplary examples of relentless Māori resistance. More contemporary examples of educational policies are then presented and analysed as an attempt to better understand these contexts.
What is blatantly clear through the exploration of educational policies throughout Aotearoa’s post-colonial history is the absence of Māori voice. For this reason, the findings of this thesis are centred on the voices of four wāhine Māori (Māori Women), across three generations, and their experiences with different teachers through Aotearoa’s education system.  
These stories provide invaluable lessons for all educators in Aotearoa.

year: 2021