title: Pulling the monstrosity of (hetro)normativity out of the closet: Teacher education as a problem and an answer

authors: lisahunter

abstract: For the purposes of this chapter we suggest that (hetero )normativity¹ is a 'malaise' and a 'monstrous spectre, a menacing form of 'symbolic violence' in classrooms within universities, schools and early childhood centres. It is time to bring it out of the closet, not because it is hidden from view but because it is ubiquitous as a naturalised or taken-for-granted practice in the closets of our perceptions. As authors and activist teacher educators/academics/researchers working in a range of education settings, we are committed to changing the status quo by challenging this malaise and monstrosity. The question we face is: How might (hetero)normativity be exposed, challenged and addressed within initial teacher education (ITE) programmes?
In this chapter we introduce and contextualise the issue of (hetero) normativity within our own ITE programmes, and identify some useful concepts. We provide a narrative that illustrates (hetero )normativity in education within Aotearoa/New Zealand. Writing in a manner so you, the reader, can 'perch on the periphery' and 'listen in' to the issues and dilemmas we are contending with in our work, we apply Bourdieu's theoretical framework to aid reflection. Our chapter concludes by offering some questions to consider how we, and you, might negotiate our situated practices to accost the spectre - that is, how we might expose and challenge heterosexuality and educate for positive change in relation to sexual diversity in schooling and teacher education.

text: Pulling the monstrosity of (hetro)normativity out of the closet: Teacher education as a problem and an answer For the purposes of this chapter we suggest that (hetero )normativity¹ is a 'malaise' and a 'monstrous spectre, a menacing form of 'symbolic violence' in classrooms within universities, schools and early childhood centres. It is time to bring it out of the closet, not because it is hidden from view but because it is ubiquitous as a naturalised or taken-for-granted practice in the closets of our perceptions. As authors and activist teacher educators/academics/researchers working in a range of education settings, we are committed to changing the status quo by challenging this malaise and monstrosity. The question we face is: How might (hetero)normativity be exposed, challenged and addressed within initial teacher education (ITE) programmes?
In this chapter we introduce and contextualise the issue of (hetero) normativity within our own ITE programmes, and identify some useful concepts. We provide a narrative that illustrates (hetero )normativity in education within Aotearoa/New Zealand. Writing in a manner so you, the reader, can 'perch on the periphery' and 'listen in' to the issues and dilemmas we are contending with in our work, we apply Bourdieu's theoretical framework to aid reflection. Our chapter concludes by offering some questions to consider how we, and you, might negotiate our situated practices to accost the spectre - that is, how we might expose and challenge heterosexuality and educate for positive change in relation to sexual diversity in schooling and teacher education.

year: 2015

title: Body fractions: A physical approach to fraction learning

authors: Mills, Judith Patricia

subjects: primary school

abstract: Many students experience great difficulty understanding the meaning of fractions (Anthony & Walshaw, 2007; Behr, Lesh, Post & Silver, 1983; Davis, Hunting & Pearn, 1993; Lamon, 2007; Verschaffel, Greer & Torbeyns, 2006; Young-Loveridge, Taylor, Hawera & Sharma, 2007). For many students who have spent their early mathematics lessons focusing on counting (whole) numbers, recognising that there are many numbers between those whole numbers called fractional numbers, is quite revolutionary. The foundation of understanding fractions is the idea that they are parts of a whole. The fact that one whole object can be divided into many equal parts, with each part having a name relative to the original whole, opens up a whole new realm of number understanding for the students.

text: Body fractions: A physical approach to fraction learning Many students experience great difficulty understanding the meaning of fractions (Anthony & Walshaw, 2007; Behr, Lesh, Post & Silver, 1983; Davis, Hunting & Pearn, 1993; Lamon, 2007; Verschaffel, Greer & Torbeyns, 2006; Young-Loveridge, Taylor, Hawera & Sharma, 2007). For many students who have spent their early mathematics lessons focusing on counting (whole) numbers, recognising that there are many numbers between those whole numbers called fractional numbers, is quite revolutionary. The foundation of understanding fractions is the idea that they are parts of a whole. The fact that one whole object can be divided into many equal parts, with each part having a name relative to the original whole, opens up a whole new realm of number understanding for the students.

year: 2011

title: Contextualising social enterprise in New Zealand

authors: Grant, Suzanne Lisa Parker

subjects: business enterprise

abstract: Purpose – Social enterprise in New Zealand is still in its infancy, with no recognised framework to inform knowledge of current or future developments. In this exploratory paper, the aim is to consider four influences which are shaping the development of social enterprise in New Zealand.

Design/methodology/approach – A critical-appreciative lens utilising Habermas' concepts of the lifeworld and system informs the consideration of these influences.

Findings – Four distinct cultural and historical influences are proposed as contributing to the scope and “flavour” of social enterprise developing in New Zealand: socio-cultural norms, e.g. “Kiwi ingenuity”; the neoliberal reforms initiated by successive governments during the 1980s; Crown settlements in relation to breaches of the principles of 1840 Treaty of Waitangi; New Zealanders' as international citizens.

Originality/value – The paper shows how feedback and dialogue across the sectors, at local, national and international levels, is now required to determine how other scholars, practitioners and policy makers perceive this proposed initial framework.

text: Contextualising social enterprise in New Zealand Purpose – Social enterprise in New Zealand is still in its infancy, with no recognised framework to inform knowledge of current or future developments. In this exploratory paper, the aim is to consider four influences which are shaping the development of social enterprise in New Zealand.

Design/methodology/approach – A critical-appreciative lens utilising Habermas' concepts of the lifeworld and system informs the consideration of these influences.

Findings – Four distinct cultural and historical influences are proposed as contributing to the scope and “flavour” of social enterprise developing in New Zealand: socio-cultural norms, e.g. “Kiwi ingenuity”; the neoliberal reforms initiated by successive governments during the 1980s; Crown settlements in relation to breaches of the principles of 1840 Treaty of Waitangi; New Zealanders' as international citizens.

Originality/value – The paper shows how feedback and dialogue across the sectors, at local, national and international levels, is now required to determine how other scholars, practitioners and policy makers perceive this proposed initial framework.

year: 2008