title: Conversations with status and power: How Everyday Theatre offers 'spaces of agency' to participants

authors: Aitken, Vivienne Jane

subjects: applied theatre

abstract: This article reviews Everyday Theatre, an interactive applied theatre project from Auckland based company Applied Theatre Consultants Ltd., which explores the dynamics of family relationships and touches obliquely on issues of abuse and violence. The article looks at the form, strategies and processes of Everyday Theatre and explores how the young participants are given opportunities for agency, both aesthetically and in terms of the structure and direction of the event. Beginning with an attempt to offer a critical framework for the discussion of power and status, largely informed by Freirean and Foucaultian principles, the article then traces how the power relations between participants and facilitators are negotiated in each phase of the programme. Whilst asserting that important spaces for agency are created within it, the article also discusses the inevitable limitations of participants' empowerment in any theatre, or pedagogical relationship. The article concludes with the suggestion that by offering deliberately incomplete narratives within a careful process that at once builds and productively constrains participant agency, 'The Family Game' offers a sensitive and fitting approach to the issue of children's agency within families.

text: Conversations with status and power: How Everyday Theatre offers 'spaces of agency' to participants This article reviews Everyday Theatre, an interactive applied theatre project from Auckland based company Applied Theatre Consultants Ltd., which explores the dynamics of family relationships and touches obliquely on issues of abuse and violence. The article looks at the form, strategies and processes of Everyday Theatre and explores how the young participants are given opportunities for agency, both aesthetically and in terms of the structure and direction of the event. Beginning with an attempt to offer a critical framework for the discussion of power and status, largely informed by Freirean and Foucaultian principles, the article then traces how the power relations between participants and facilitators are negotiated in each phase of the programme. Whilst asserting that important spaces for agency are created within it, the article also discusses the inevitable limitations of participants' empowerment in any theatre, or pedagogical relationship. The article concludes with the suggestion that by offering deliberately incomplete narratives within a careful process that at once builds and productively constrains participant agency, 'The Family Game' offers a sensitive and fitting approach to the issue of children's agency within families.

year: 2009

title: Contextual complexities shaping primary teachers' pedagogical practices with digital technologies: An interpretive phenomenological study in the Maldivian ESL context

authors: Mohamed, Zahra

subjects: Pedagogical practices

abstract: Literature on digital technology (DT) integration has revealed a range of complexities around DT use for teaching and learning. Previous research suggests that frequent DT use does not necessarily lead to the pedagogically purposeful use of DTs for student learning. However, the literature overlooks the impact the various contextual and subject content factors may have when exploring teachers’ technological pedagogical practices. This thesis examines teachers’ practices with DTs in relation to the subject content and multilevel context within which teachers’ practices are situated. My study’s context is that of primary education in Maldivian urban and rural schools, with a specific focus on how teachers use DTs in teaching English as a second language (ESL). I also examine the influence of national, school, classroom, and teacher-level factors at play on the participant primary teacher group. The research questions guiding my study are:
1. What impacts do DT use have on ESL pedagogical practices of primary teachers in two Maldivian schools?
2. What contextual factors affect teaching and learning English with and through DTs in two Maldivian schools, and do they differ across schools?
3. What interplay of factors influence Maldivian primary teachers’ DT use in their English lessons?
Adopting an interpretive phenomenological research design meant I could capture the lived experience of nine (four urban and five rural) primary teachers in two Maldivian schools over 8 months. Data collected through lesson observations, postobservation conversations, lesson plans, semistructured interviews, mini surveys and field notes helped in understanding their practices, beliefs, and attitudes about using DTs in ESL lessons. Additionally, other data collected from mini surveys and postobservation conversations with students of the participant teachers, plus interview data and school documents that principals and IT staff provided, helped my understanding of the multilevel contextual factors that influenced teachers’ DT use for teaching and learning.
The findings indicate that an important reason for using DTs was as an attention grabber, perhaps as a set induction, video explanations, form-focused instruction (FFI), and exam-format listening. These findings were examined in relation to the SAMR model to ascertain the pedagogical level of DT use teachers usually applied. The findings also point to the national, school, and classroom factors affecting primary teachers’ practices with DTs in ESL lessons, and these are addressed fully in the Discussion and Conclusion chapters. At the national level, the two factors that have a potential influence on teachers’ DTs use include the development and promulgation of a national educational ICT policy and teacher education, the focus of which needs to move from developing teachers’ technological knowledge to pedagogical applications of tools. While technology leadership and DT-based professional learning and development were factors at the school level, access to DTs and technical support were classroom-level factors that significantly influenced participant teachers’ decisions around DT use. Apart from these external factors, internal or teacher-level factors such as teachers’ knowledge, beliefs, attitudes, and existing pedagogical practices shaped their practices with DTs when teaching English.
This study has contributed to the literature by identifying primary teachers’ ESL pedagogical practices with DTs. For one thing, it fills a significant gap in TPACK research which often considers TPACK to be subject-independent. My research, therefore, contributes by showing the connection between technology, pedagogy, and subject-specific content (English language). Another contribution is the use of classroom observation data to capture teachers’ DT use, as DT integration literature predominantly uses self-reported data. My research also contributes to a TPACK-in-Context framework (Figure 2.4) adapted from the TPACK framework (Mishra & Koehler, 2006) to provide a contextually situated understanding of primary teachers’ DT use in ESL lessons. Additionally, the NVivo-enhanced Spiral QDA process (Figure 3.7) I adapted from Seidel’s (1998) qualitative data analysis (QDA) model contributes to understanding the nonlinear, recursive, and iterative nature of the qualitative data analysis process. Finally, my illustration of the complex interplay of factors affecting the pedagogical use of DTs (Figure 5.2) contributes to the understanding of the relationships between TPACK (Mishra & Koehler, 2006), TAM (Davis, 1989), and SAMR (Puentedura, 2012), three dominant models/frameworks in DT literature.

text: Contextual complexities shaping primary teachers' pedagogical practices with digital technologies: An interpretive phenomenological study in the Maldivian ESL context Literature on digital technology (DT) integration has revealed a range of complexities around DT use for teaching and learning. Previous research suggests that frequent DT use does not necessarily lead to the pedagogically purposeful use of DTs for student learning. However, the literature overlooks the impact the various contextual and subject content factors may have when exploring teachers’ technological pedagogical practices. This thesis examines teachers’ practices with DTs in relation to the subject content and multilevel context within which teachers’ practices are situated. My study’s context is that of primary education in Maldivian urban and rural schools, with a specific focus on how teachers use DTs in teaching English as a second language (ESL). I also examine the influence of national, school, classroom, and teacher-level factors at play on the participant primary teacher group. The research questions guiding my study are:
1. What impacts do DT use have on ESL pedagogical practices of primary teachers in two Maldivian schools?
2. What contextual factors affect teaching and learning English with and through DTs in two Maldivian schools, and do they differ across schools?
3. What interplay of factors influence Maldivian primary teachers’ DT use in their English lessons?
Adopting an interpretive phenomenological research design meant I could capture the lived experience of nine (four urban and five rural) primary teachers in two Maldivian schools over 8 months. Data collected through lesson observations, postobservation conversations, lesson plans, semistructured interviews, mini surveys and field notes helped in understanding their practices, beliefs, and attitudes about using DTs in ESL lessons. Additionally, other data collected from mini surveys and postobservation conversations with students of the participant teachers, plus interview data and school documents that principals and IT staff provided, helped my understanding of the multilevel contextual factors that influenced teachers’ DT use for teaching and learning.
The findings indicate that an important reason for using DTs was as an attention grabber, perhaps as a set induction, video explanations, form-focused instruction (FFI), and exam-format listening. These findings were examined in relation to the SAMR model to ascertain the pedagogical level of DT use teachers usually applied. The findings also point to the national, school, and classroom factors affecting primary teachers’ practices with DTs in ESL lessons, and these are addressed fully in the Discussion and Conclusion chapters. At the national level, the two factors that have a potential influence on teachers’ DTs use include the development and promulgation of a national educational ICT policy and teacher education, the focus of which needs to move from developing teachers’ technological knowledge to pedagogical applications of tools. While technology leadership and DT-based professional learning and development were factors at the school level, access to DTs and technical support were classroom-level factors that significantly influenced participant teachers’ decisions around DT use. Apart from these external factors, internal or teacher-level factors such as teachers’ knowledge, beliefs, attitudes, and existing pedagogical practices shaped their practices with DTs when teaching English.
This study has contributed to the literature by identifying primary teachers’ ESL pedagogical practices with DTs. For one thing, it fills a significant gap in TPACK research which often considers TPACK to be subject-independent. My research, therefore, contributes by showing the connection between technology, pedagogy, and subject-specific content (English language). Another contribution is the use of classroom observation data to capture teachers’ DT use, as DT integration literature predominantly uses self-reported data. My research also contributes to a TPACK-in-Context framework (Figure 2.4) adapted from the TPACK framework (Mishra & Koehler, 2006) to provide a contextually situated understanding of primary teachers’ DT use in ESL lessons. Additionally, the NVivo-enhanced Spiral QDA process (Figure 3.7) I adapted from Seidel’s (1998) qualitative data analysis (QDA) model contributes to understanding the nonlinear, recursive, and iterative nature of the qualitative data analysis process. Finally, my illustration of the complex interplay of factors affecting the pedagogical use of DTs (Figure 5.2) contributes to the understanding of the relationships between TPACK (Mishra & Koehler, 2006), TAM (Davis, 1989), and SAMR (Puentedura, 2012), three dominant models/frameworks in DT literature.

year: 2023

title: Te Whakaruruhau Transition and Wellbeing programme: An implementation evaluation

authors: Robins, Kathryn

subjects: Maori

abstract: Based on the recognition that many women who come into refuge have few options
but to return to the sort of environment in which they have been abused, the
Transition and Wellbeing programme aims to provide medium to long term housing
for families as they re‐establish themselves in the community.
Data for the evaluation of the programme was collected from two main sources; the
women on the programme and key informants at Te Whakaruruhau. Five women,
two of whom are housed in transitional accommodation were interviewed
individually, while focus groups were conducted with middle and senior management
teams.
The completion of the interviews enabled the development of a programme logic,
which describes the ‘theory’ of the programme. The model details the activities or
what the programme does. These activities include linking women to programmes
and resources, providing practical support, addressing specific cultural needs and the
availability of quality advocates. These activities are built on foundational values, such
as, whanaungatanga, manaakitanga and wairuatanga. The programme is only made
possible with internal and external inputs. Of the external inputs, funding
contributions are considered vital to the functioning of the programme.
The women’s perspectives identified varying outcomes from their participation in the
programme. The logic model details the intended outcomes in the short, medium and
long‐term, reflecting personal, relational and community wellbeing. Short term
outcomes include improved communication, improved self‐esteem, improved
confidence and personal growth. Medium outcomes saw (re)engagement in training,
education and for some, (re)entry into the workforce. Long term outcomes related to
the establishment of a sustainable life style free from violence.
The participants did not see a need to modify the programme in any significant way.
Some did think that it could be usefully extended by adding to the existing activities a
hands on, artistic approach. Programme developers may consider more creative ways
in which to assess and measure the impact of the programme. Finally, it is suggested
that the programme could benefit from a more systemic assessment process to
determine whether women are “ready” to enter it.

text: Te Whakaruruhau Transition and Wellbeing programme: An implementation evaluation Based on the recognition that many women who come into refuge have few options
but to return to the sort of environment in which they have been abused, the
Transition and Wellbeing programme aims to provide medium to long term housing
for families as they re‐establish themselves in the community.
Data for the evaluation of the programme was collected from two main sources; the
women on the programme and key informants at Te Whakaruruhau. Five women,
two of whom are housed in transitional accommodation were interviewed
individually, while focus groups were conducted with middle and senior management
teams.
The completion of the interviews enabled the development of a programme logic,
which describes the ‘theory’ of the programme. The model details the activities or
what the programme does. These activities include linking women to programmes
and resources, providing practical support, addressing specific cultural needs and the
availability of quality advocates. These activities are built on foundational values, such
as, whanaungatanga, manaakitanga and wairuatanga. The programme is only made
possible with internal and external inputs. Of the external inputs, funding
contributions are considered vital to the functioning of the programme.
The women’s perspectives identified varying outcomes from their participation in the
programme. The logic model details the intended outcomes in the short, medium and
long‐term, reflecting personal, relational and community wellbeing. Short term
outcomes include improved communication, improved self‐esteem, improved
confidence and personal growth. Medium outcomes saw (re)engagement in training,
education and for some, (re)entry into the workforce. Long term outcomes related to
the establishment of a sustainable life style free from violence.
The participants did not see a need to modify the programme in any significant way.
Some did think that it could be usefully extended by adding to the existing activities a
hands on, artistic approach. Programme developers may consider more creative ways
in which to assess and measure the impact of the programme. Finally, it is suggested
that the programme could benefit from a more systemic assessment process to
determine whether women are “ready” to enter it.

year: 2008-06-26