title: "It's the controlling still". Power effects in the implementation of the bicultural/bilingual early childhood curriculum in Aotearoa/New Zealand.

authors: Ritchie, Jenny

subjects: racism

abstract: Racism is an undelying current within educational practice in Aotearoa/New Zealand. This paper discusses some of the data from a doctoral study that explored a particular teacher education context. In Aotearoa, the early childhood curriculum, Te Whariki, has a bicultural paradigm that requires a degree of bicultural and bilingual competence on the part of educators. This paper explores some of the issues around preparing teachers to deliver this curriculum, with a particular focus on racism.

text: "It's the controlling still". Power effects in the implementation of the bicultural/bilingual early childhood curriculum in Aotearoa/New Zealand. Racism is an undelying current within educational practice in Aotearoa/New Zealand. This paper discusses some of the data from a doctoral study that explored a particular teacher education context. In Aotearoa, the early childhood curriculum, Te Whariki, has a bicultural paradigm that requires a degree of bicultural and bilingual competence on the part of educators. This paper explores some of the issues around preparing teachers to deliver this curriculum, with a particular focus on racism.

year: 2005

title: Rethinking English in Māori-medium education

authors: Hill, Richard Kenneth

subjects: Māori-medium

abstract: English language instruction in New Zealand's Māori-medium schools is controversial, with many schools either excluding it from their curriculum or adopting a tokenistic approach. Yet, how Māori-medium educators can best support their students' academic English language growth is still an under-researched and unresolved question. This paper reports on a project involving the English language transition programmes of three Māori-medium primary schools. Interviews and observations of key personnel within these schools revealed the components of their programmes, their perceptions of the need for English transition education and the issues they were facing in implementing English language instruction. The project found a direct relationship between levels of student language attainment and the quantity and quality of exposure to English instruction. Where an English programme occupied a significant place in a school's timetable and was staffed by teachers knowledgeable about the learning needs of bilingual students and how best to attend to these, the result was higher literacy scores and more satisfied students. This paper argues that planning English language outcomes for Māori-medium students is essential if becoming biliterate is an important aim. This planning must also be long-term, across all 13 years of the students' education.

text: Rethinking English in Māori-medium education English language instruction in New Zealand's Māori-medium schools is controversial, with many schools either excluding it from their curriculum or adopting a tokenistic approach. Yet, how Māori-medium educators can best support their students' academic English language growth is still an under-researched and unresolved question. This paper reports on a project involving the English language transition programmes of three Māori-medium primary schools. Interviews and observations of key personnel within these schools revealed the components of their programmes, their perceptions of the need for English transition education and the issues they were facing in implementing English language instruction. The project found a direct relationship between levels of student language attainment and the quantity and quality of exposure to English instruction. Where an English programme occupied a significant place in a school's timetable and was staffed by teachers knowledgeable about the learning needs of bilingual students and how best to attend to these, the result was higher literacy scores and more satisfied students. This paper argues that planning English language outcomes for Māori-medium students is essential if becoming biliterate is an important aim. This planning must also be long-term, across all 13 years of the students' education.

year: 2011

title: Wondering about ... the intimate geographies of Married at First Sight New Zealand #MAFSNZ

authors: Johnston, Lynda

abstract: Why should I, or any geographers, be wondering about Married at First Sight New Zealand (MAFSNZ, TV3 2019), the franchised reality television show where strangers meet each other at the alter? Pitched, as a ‘ground-breaking social experiment’ there is a lot we can learn from this show about people and places. The success of the show - with ratings of over one million viewers in Australia (Dawson 2019) and up to 170,000 in Aotearoa New Zealand (Grieves 2019) – rests on the adventures of couples as they ‘hothouse’ the highs and lows of marital life. The latest season aired 17 episodes over six weeks as ‘10 singles put it all on the line and embark on a new journey to find love’ (TV3 2019).

text: Wondering about ... the intimate geographies of Married at First Sight New Zealand #MAFSNZ Why should I, or any geographers, be wondering about Married at First Sight New Zealand (MAFSNZ, TV3 2019), the franchised reality television show where strangers meet each other at the alter? Pitched, as a ‘ground-breaking social experiment’ there is a lot we can learn from this show about people and places. The success of the show - with ratings of over one million viewers in Australia (Dawson 2019) and up to 170,000 in Aotearoa New Zealand (Grieves 2019) – rests on the adventures of couples as they ‘hothouse’ the highs and lows of marital life. The latest season aired 17 episodes over six weeks as ‘10 singles put it all on the line and embark on a new journey to find love’ (TV3 2019).

year: 2019