title: The development of teacher self and collective efficacy through a research practice partnership project

authors: Edwards, Frances

abstract: This paper outlines the affordances provided through teacher engagement in an educational research partnership project for the development of teacher self-efficacy and collective teacher efficacy. Six teachers, previously involved in a successful two-year project, chose to commit to continuing to research and develop their practice. They agreed to focus on whole class teaching which was an area of interest for their community of schools. This qualitative study utilised audio recordings of workshops, and artefacts produced by these teachers. Data was analysed thematically. Findings show there was clear evidence of growing individual and collective teacher efficacy as teachers used common language and shared and analysed student data over time. The teachers also became more prominent in their role as teacher leaders and proactive and engaged in planning for student improvement within and across their schools. Factors that contributed to teacher self-efficacy and collective efficacy were identified. Implications for teachers and schools are discussed.

text: The development of teacher self and collective efficacy through a research practice partnership project This paper outlines the affordances provided through teacher engagement in an educational research partnership project for the development of teacher self-efficacy and collective teacher efficacy. Six teachers, previously involved in a successful two-year project, chose to commit to continuing to research and develop their practice. They agreed to focus on whole class teaching which was an area of interest for their community of schools. This qualitative study utilised audio recordings of workshops, and artefacts produced by these teachers. Data was analysed thematically. Findings show there was clear evidence of growing individual and collective teacher efficacy as teachers used common language and shared and analysed student data over time. The teachers also became more prominent in their role as teacher leaders and proactive and engaged in planning for student improvement within and across their schools. Factors that contributed to teacher self-efficacy and collective efficacy were identified. Implications for teachers and schools are discussed.

year: 2025

title: Archaeological evidence of an ethnographically documented Australian Aboriginal ritual dated to the last ice age

authors: David, B

subjects: GunaiKurnai Land and Waters Aboriginal Corporation

abstract: In societies without writing, ethnographically known rituals have rarely been tracked back archaeologically more than a few hundred years. At the invitation of GunaiKurnai Aboriginal Elders, we undertook archaeological excavations at Cloggs Cave in the foothills of the Australian Alps. In GunaiKurnai Country, caves were not used as residential places during the early colonial period (mid-nineteenth century CE), but as secluded retreats for the performance of rituals by Aboriginal medicine men and women known as ‘mulla-mullung’, as documented by ethnographers. Here we report the discovery of buried 11,000- and 12,000-year-old miniature fireplaces with protruding trimmed wooden artefacts made of Casuarina wood smeared with animal or human fat, matching the configuration and contents of GunaiKurnai ritual installations described in nineteenth-century ethnography. These findings represent 500 generations of cultural transmission of an ethnographically documented ritual practice that dates back to the end of the last ice age and that contains Australia’s oldest known wooden artefacts.

text: Archaeological evidence of an ethnographically documented Australian Aboriginal ritual dated to the last ice age In societies without writing, ethnographically known rituals have rarely been tracked back archaeologically more than a few hundred years. At the invitation of GunaiKurnai Aboriginal Elders, we undertook archaeological excavations at Cloggs Cave in the foothills of the Australian Alps. In GunaiKurnai Country, caves were not used as residential places during the early colonial period (mid-nineteenth century CE), but as secluded retreats for the performance of rituals by Aboriginal medicine men and women known as ‘mulla-mullung’, as documented by ethnographers. Here we report the discovery of buried 11,000- and 12,000-year-old miniature fireplaces with protruding trimmed wooden artefacts made of Casuarina wood smeared with animal or human fat, matching the configuration and contents of GunaiKurnai ritual installations described in nineteenth-century ethnography. These findings represent 500 generations of cultural transmission of an ethnographically documented ritual practice that dates back to the end of the last ice age and that contains Australia’s oldest known wooden artefacts.

year: 2024-08-01

title: Positioning historical trauma theory within Aotearoa New Zealand

authors: Pihama, Leonie

abstract: This article explores the relevance of historical trauma theory for Mäori research. In exploring the impact of historical trauma upon Mäori it has become clear that the terminology associated with historical trauma theory is considered controversial in Aotearoa New Zealand. As such, this article provides an overview of key defi nitions relevant to historical trauma and explores these in relation to recent reporting related to the use of the terms “holocaust” and “genocide” in the context of colonization in Aotearoa New Zealand. It is argued that in order to engage fully with the impacts of colonization on Mäori wellbeing we must articulate fully the impact of historical trauma events and the contribution of those events to the negative health disparities experienced by many of our whänau (extended family), hapü (sub- tribes) and iwi (tribes).

text: Positioning historical trauma theory within Aotearoa New Zealand This article explores the relevance of historical trauma theory for Mäori research. In exploring the impact of historical trauma upon Mäori it has become clear that the terminology associated with historical trauma theory is considered controversial in Aotearoa New Zealand. As such, this article provides an overview of key defi nitions relevant to historical trauma and explores these in relation to recent reporting related to the use of the terms “holocaust” and “genocide” in the context of colonization in Aotearoa New Zealand. It is argued that in order to engage fully with the impacts of colonization on Mäori wellbeing we must articulate fully the impact of historical trauma events and the contribution of those events to the negative health disparities experienced by many of our whänau (extended family), hapü (sub- tribes) and iwi (tribes).

year: 2014