title: How learning stories shape understandings of children’s learning identities in one community of practice: A narrative inquiry

authors: Sands, Lorraine May

subjects: Narrative inquiry

abstract: Mā te mahi, ka mōhio; mā te mōhio, ka mārama; mā te mārama, ka mātau; mā te mātau, ka ora.
From hard work comes knowledge; from that knowledge comes understanding; from that understanding comes strength; from that strength comes wellbeing and life.
This thesis is a listening, dialogic investigation into ways the community of learners at Greerton Early Learning Centre considers learning stories have affected their children’s learning identities—that is, how they view themselves as learners. Aotearoa New Zealand’s early childhood curriculum, Te Whāriki, focuses on responsive, reciprocal relationships wrapped around the uniqueness and mana of each child. Learning stories—a research-based sociocultural narrative assessment approach—have been used in Aotearoa New Zealand early learning settings for over two decades to capture children’s learning while honouring the intent of Te Whāriki to nurture children’s languages, cultures, and identities. In the current climate of privatisation and neoliberalism, however, the value of learning stories is increasingly contested. This study refutes such discourses and instead navigates the value of multiple ways of knowing, meaningfully embedded in the lived experiences of children in relational communities.

This study was embedded in a narrative inquiry paradigm that sees reality as a socially mediated construction contained within stories that are told and retold across times, social contexts, and places. The study aimed to understand and document how storying children’s lived experience makes a meaningful difference to ways children view themselves as learners. Six children, their families, and their teachers were invited to reengage with selected learning stories from the children’s learning portfolios and then to rethink and retell how these learning stories contributed to their views of children’s learning identities.

The study found that learning stories have powerful effects on the ways children see themselves and on the ways those around them see the children as learners. It was clear from the data that children’s learning identities are embedded in the complex social and cultural contexts that surround them. The teachers’ long-term whanaungatanga relationships with mokopuna and whānau enabled kaiako to write learning stories that connected meaningfully with children’s wider historical, social, and cultural contexts. Insights into children’s learning from the learning stories were actively taken up by the parents and shaped the ways they saw and interacted with their children as learners. Likewise, teachers listened to stories shared from home (whether in a written learning story form or simply in the course of conversations), and these contributed to the teachers’ understandings of the children as agentic learners within sociocultural contexts. The physical folders of learning stories offered children powerful ways to maintain connections and a sense of pride in their learning achievements, linked to the people and places that surrounded those achievements.

Learning stories also enabled children to review their learning growth over time, including times when they had set goals, been supported in pursuing those goals by those around them, and had their achievements and dispositions honoured through documentation as a learning story. The process of robust engagement with crafting and reviewing their own and their colleagues’ learning stories played an important role in teachers’ ongoing professional learning. Finally, it was clear that across the whole community of practice—spanning mokopuna, whānau, and kaiako—learning stories played an important role in developing and reinforcing a shared language of learning as well as a shared understanding of the importance of children’s dispositions and working theories as the most highly valued forms of learning.

Although centred in one community, this research stands on the shoulders of many and may have resonance and implications for those in broader contexts. At a time when the usefulness and appropriateness of learning stories are increasingly contested, this study provides an important demonstration of the power of thoughtfully written learning stories and the alignment of this assessment approach with the vision and values of Te Whāriki. Further, with limited past research looking at the intersection of learning stories and children’s learning identities, this study’s rich account of this interaction in one community of practice provides a valuable contribution to the literature.

text: How learning stories shape understandings of children’s learning identities in one community of practice: A narrative inquiry Mā te mahi, ka mōhio; mā te mōhio, ka mārama; mā te mārama, ka mātau; mā te mātau, ka ora.
From hard work comes knowledge; from that knowledge comes understanding; from that understanding comes strength; from that strength comes wellbeing and life.
This thesis is a listening, dialogic investigation into ways the community of learners at Greerton Early Learning Centre considers learning stories have affected their children’s learning identities—that is, how they view themselves as learners. Aotearoa New Zealand’s early childhood curriculum, Te Whāriki, focuses on responsive, reciprocal relationships wrapped around the uniqueness and mana of each child. Learning stories—a research-based sociocultural narrative assessment approach—have been used in Aotearoa New Zealand early learning settings for over two decades to capture children’s learning while honouring the intent of Te Whāriki to nurture children’s languages, cultures, and identities. In the current climate of privatisation and neoliberalism, however, the value of learning stories is increasingly contested. This study refutes such discourses and instead navigates the value of multiple ways of knowing, meaningfully embedded in the lived experiences of children in relational communities.

This study was embedded in a narrative inquiry paradigm that sees reality as a socially mediated construction contained within stories that are told and retold across times, social contexts, and places. The study aimed to understand and document how storying children’s lived experience makes a meaningful difference to ways children view themselves as learners. Six children, their families, and their teachers were invited to reengage with selected learning stories from the children’s learning portfolios and then to rethink and retell how these learning stories contributed to their views of children’s learning identities.

The study found that learning stories have powerful effects on the ways children see themselves and on the ways those around them see the children as learners. It was clear from the data that children’s learning identities are embedded in the complex social and cultural contexts that surround them. The teachers’ long-term whanaungatanga relationships with mokopuna and whānau enabled kaiako to write learning stories that connected meaningfully with children’s wider historical, social, and cultural contexts. Insights into children’s learning from the learning stories were actively taken up by the parents and shaped the ways they saw and interacted with their children as learners. Likewise, teachers listened to stories shared from home (whether in a written learning story form or simply in the course of conversations), and these contributed to the teachers’ understandings of the children as agentic learners within sociocultural contexts. The physical folders of learning stories offered children powerful ways to maintain connections and a sense of pride in their learning achievements, linked to the people and places that surrounded those achievements.

Learning stories also enabled children to review their learning growth over time, including times when they had set goals, been supported in pursuing those goals by those around them, and had their achievements and dispositions honoured through documentation as a learning story. The process of robust engagement with crafting and reviewing their own and their colleagues’ learning stories played an important role in teachers’ ongoing professional learning. Finally, it was clear that across the whole community of practice—spanning mokopuna, whānau, and kaiako—learning stories played an important role in developing and reinforcing a shared language of learning as well as a shared understanding of the importance of children’s dispositions and working theories as the most highly valued forms of learning.

Although centred in one community, this research stands on the shoulders of many and may have resonance and implications for those in broader contexts. At a time when the usefulness and appropriateness of learning stories are increasingly contested, this study provides an important demonstration of the power of thoughtfully written learning stories and the alignment of this assessment approach with the vision and values of Te Whāriki. Further, with limited past research looking at the intersection of learning stories and children’s learning identities, this study’s rich account of this interaction in one community of practice provides a valuable contribution to the literature.

year: 2022

title: Kai whakakitenga-nui te whakatōhea: Whenua planning for kai security

authors: Maxwell, Te Kahautu

abstract: To exercise Tino Rangatiratanga in our pursuit to define our local food systems through the traditional knowledge and practice of growing kai that will inspire and transform the health and well-being of all Whakatōhea, Whānau, Hapū, Iwi.

text: Kai whakakitenga-nui te whakatōhea: Whenua planning for kai security To exercise Tino Rangatiratanga in our pursuit to define our local food systems through the traditional knowledge and practice of growing kai that will inspire and transform the health and well-being of all Whakatōhea, Whānau, Hapū, Iwi.

year: 2025

title: Sociocultural and academic adjustment experiences of Omani international students at a New Zealand university

authors: Al-Tamimi, Muwafaq

abstract: Promoting international student mobility is a key consideration in the internationalisation of higher education. Due to this attention, it has become increasingly important to understand international students’ experiences. Previous research on international students’ adjustment experiences has reported various issues and unique aspects depending on the context of their adjustment. However, there is a need for research on Omani international students in New Zealand to provide insight into what might affect students’ academic, social, and cultural adjustment. This study explored how Omani students described their sociocultural and academic adjustment experiences and how they gave meaning to these from their viewpoints.   
A qualitative phenomenological approach underpinned by an interpretive research paradigm was used to investigate the adjustment experiences of 12 Omani student participants. Data were gathered through semi-structured interviews from January to September 2020 at one New Zealand university. Two rounds of interviews were held for each participant. During data collection, Omani participants were enrolled in bachelor degree programmes in Engineering, Education, Earth Science, and Management. NVivo 11 was used to assist in organising and analysing data from the interviews using a thematic approach.  
Findings suggest that Omani students experienced adjustment as an interactive social, cultural, and academic experience. For most of them, their initial experience was facilitated by their homestay, attendance at language school, and participation in the Omani Students’ Association. This triad of interactions and support meant Omani students felt happy and included in the local community. However, after this initial stage of comfort, many experienced negative emotions, such as homesickness, especially during Islamic holidays.  
Omani students’ sociocultural adjustment was made easier by them engaging in social interaction and seeking out friendships. However, they reported little interaction with hostnational students; most interactions and friendships were with co-nationals and international friends. Omani students did not experience cultural distance as a barrier to their adjustment process despite the move from a Muslim-majority country to a Western country. Thus, overall, students reported being satisfied with their lives in New Zealand. They were conscious they had developed self-discipline and self-reliance, which they viewed as important in their successful adjustment.
Academic adjustment was promoted by interaction with other students in group work and academic support from their lecturers. Group work was reported as an opportunity to interact with degree programme classmates and make new friends, but six of the 12 students described difficulties interacting in group work. Interactions with lecturers were described as informal and positive for academic success.  
Across both their social and academic lives, the participating Omani students identified their proficiency with English as a barrier to communication and adjustment. As a result, they were eager to improve their English levels to integrate into the host culture and community.  
The U-curve model (Lysgaard, 1955) and the ABC model (Ward et al., 2001) were used as lenses to explain the above findings. The U-curve model describes the adjustment process as four stages: “honeymoon”, “culture shock”, “adjustment”, and “mastery”. The U-curve model was able to describe and explain the adjustment experiences of eight of the 12 students in this study in suggesting a honeymoon period on arrival. However, four students reported difficulty in terms of homesickness and loneliness upon arrival. This fits with the ABC model, which proposes that adjusting to a new culture can be initially difficult and stressful, but, over time, individuals can manage stress and learn the social skills needed for effective interactions, leading to adjustment. Hence, the study findings indicate the need for a model that allows for two different initial experiences and acknowledges that international students move through stages of adjustment. The culture learning process in the ABC model can explain the mechanism of moving between the stages of the U-curve model.  
Findings have implications for Omani scholarship providers, future Omani international students, New Zealand policy makers, and New Zealand universities. They are advised to consider the importance of homestays in providing a comfortable, safe environment for students to interact with host nationals. It is also recommended that the value of having intercultural friendships and being open to other cultures is promoted to Omani students, as this can ease the adjustment process.

text: Sociocultural and academic adjustment experiences of Omani international students at a New Zealand university Promoting international student mobility is a key consideration in the internationalisation of higher education. Due to this attention, it has become increasingly important to understand international students’ experiences. Previous research on international students’ adjustment experiences has reported various issues and unique aspects depending on the context of their adjustment. However, there is a need for research on Omani international students in New Zealand to provide insight into what might affect students’ academic, social, and cultural adjustment. This study explored how Omani students described their sociocultural and academic adjustment experiences and how they gave meaning to these from their viewpoints.   
A qualitative phenomenological approach underpinned by an interpretive research paradigm was used to investigate the adjustment experiences of 12 Omani student participants. Data were gathered through semi-structured interviews from January to September 2020 at one New Zealand university. Two rounds of interviews were held for each participant. During data collection, Omani participants were enrolled in bachelor degree programmes in Engineering, Education, Earth Science, and Management. NVivo 11 was used to assist in organising and analysing data from the interviews using a thematic approach.  
Findings suggest that Omani students experienced adjustment as an interactive social, cultural, and academic experience. For most of them, their initial experience was facilitated by their homestay, attendance at language school, and participation in the Omani Students’ Association. This triad of interactions and support meant Omani students felt happy and included in the local community. However, after this initial stage of comfort, many experienced negative emotions, such as homesickness, especially during Islamic holidays.  
Omani students’ sociocultural adjustment was made easier by them engaging in social interaction and seeking out friendships. However, they reported little interaction with hostnational students; most interactions and friendships were with co-nationals and international friends. Omani students did not experience cultural distance as a barrier to their adjustment process despite the move from a Muslim-majority country to a Western country. Thus, overall, students reported being satisfied with their lives in New Zealand. They were conscious they had developed self-discipline and self-reliance, which they viewed as important in their successful adjustment.
Academic adjustment was promoted by interaction with other students in group work and academic support from their lecturers. Group work was reported as an opportunity to interact with degree programme classmates and make new friends, but six of the 12 students described difficulties interacting in group work. Interactions with lecturers were described as informal and positive for academic success.  
Across both their social and academic lives, the participating Omani students identified their proficiency with English as a barrier to communication and adjustment. As a result, they were eager to improve their English levels to integrate into the host culture and community.  
The U-curve model (Lysgaard, 1955) and the ABC model (Ward et al., 2001) were used as lenses to explain the above findings. The U-curve model describes the adjustment process as four stages: “honeymoon”, “culture shock”, “adjustment”, and “mastery”. The U-curve model was able to describe and explain the adjustment experiences of eight of the 12 students in this study in suggesting a honeymoon period on arrival. However, four students reported difficulty in terms of homesickness and loneliness upon arrival. This fits with the ABC model, which proposes that adjusting to a new culture can be initially difficult and stressful, but, over time, individuals can manage stress and learn the social skills needed for effective interactions, leading to adjustment. Hence, the study findings indicate the need for a model that allows for two different initial experiences and acknowledges that international students move through stages of adjustment. The culture learning process in the ABC model can explain the mechanism of moving between the stages of the U-curve model.  
Findings have implications for Omani scholarship providers, future Omani international students, New Zealand policy makers, and New Zealand universities. They are advised to consider the importance of homestays in providing a comfortable, safe environment for students to interact with host nationals. It is also recommended that the value of having intercultural friendships and being open to other cultures is promoted to Omani students, as this can ease the adjustment process.

year: 2024