title: Re-thinking ways of being a teacher and doing an early childhood project: A critical examination of discourses and identities in early childhood policies and practice

authors: Kamenarac, Olivera

subjects: teachers professional identities

abstract: The conference presentation draws on the author's recent study on how teacher professional identities have been re-constructed in response to shifting discourses in Aotearoa New Zealand early childhood (ECE) policies and practices (Kamenarac, 2019). Through the theoretical lens of feminist poststructuralists (Baxter, 2016; Weedon, 1997), it critically looks at the text of leading New Zealand ECE policies and interviews with early childhood teachers to examine the power of language as a constitutive force in producing particular ways of seeing the world (e.g. the purpose of ECE) and being a subject (i.e. a teacher, a child, a parent) in the world. The author employs a discourse-analysis approach (Bacchi, 2000; Gee, 2014; Kamenarac, 2019) to explore how meanings of the policy concepts, or, to put it another way, a translation of policy discourses, shifted in diverse institutional contexts, producing oppositional views of teachers' work, identities and relationships. By choosing consciously (or not) language and discourses to make sense of themselves and others, teachers positioned some groups of children and families as 'disempowered subjects', while construing themselves as 'catalysts for preventing vulnerability', narrowing views of the purpose of education in society. The author argues, to re-position themselves towards what it means to be advocate-activist teachers (Kamenarac, 2019b) and 'citizen scholars' (Giroux & Giroux, 2016) in the world, teachers need to critically look at discourses underpinning their ways of being and doing and deliberately construct identities and practices embedded in the ideas of socially just, democratic and equitable education and the world.

text: Re-thinking ways of being a teacher and doing an early childhood project: A critical examination of discourses and identities in early childhood policies and practice The conference presentation draws on the author's recent study on how teacher professional identities have been re-constructed in response to shifting discourses in Aotearoa New Zealand early childhood (ECE) policies and practices (Kamenarac, 2019). Through the theoretical lens of feminist poststructuralists (Baxter, 2016; Weedon, 1997), it critically looks at the text of leading New Zealand ECE policies and interviews with early childhood teachers to examine the power of language as a constitutive force in producing particular ways of seeing the world (e.g. the purpose of ECE) and being a subject (i.e. a teacher, a child, a parent) in the world. The author employs a discourse-analysis approach (Bacchi, 2000; Gee, 2014; Kamenarac, 2019) to explore how meanings of the policy concepts, or, to put it another way, a translation of policy discourses, shifted in diverse institutional contexts, producing oppositional views of teachers' work, identities and relationships. By choosing consciously (or not) language and discourses to make sense of themselves and others, teachers positioned some groups of children and families as 'disempowered subjects', while construing themselves as 'catalysts for preventing vulnerability', narrowing views of the purpose of education in society. The author argues, to re-position themselves towards what it means to be advocate-activist teachers (Kamenarac, 2019b) and 'citizen scholars' (Giroux & Giroux, 2016) in the world, teachers need to critically look at discourses underpinning their ways of being and doing and deliberately construct identities and practices embedded in the ideas of socially just, democratic and equitable education and the world.

year: 2021

title: The Professional Practice of Teaching in New Zealand (6th Edition), edited by Mary F. Hill & Martin Thrupp [BOOK REVIEW]

authors: Wright, Noeline

subjects: teaching practice

abstract: The Sixth Edition of The Professional Practice of Teaching in New Zealand (Eds Mary F. Hill and Martin Thrupp) updates this long standing initial teacher education (ITE) text. It has a new look and the chapters convey a contemporary, inviting impression.

text: The Professional Practice of Teaching in New Zealand (6th Edition), edited by Mary F. Hill & Martin Thrupp [BOOK REVIEW] The Sixth Edition of The Professional Practice of Teaching in New Zealand (Eds Mary F. Hill and Martin Thrupp) updates this long standing initial teacher education (ITE) text. It has a new look and the chapters convey a contemporary, inviting impression.

year: 2020

title: Iarararararī

authors: Maxwell, Te Kahautu

abstract: Poi. Lyrics composed by Raniera Poihipi rāua ko Te Kahautu Maxwell. Musical score composed by Te Kahautu Maxwell, Pixie Rogers, Tama Hata, Raharuha Mitai, Renee Mitai, Maisey Rika, Ramari Sherman, Te Rina Ransfield. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (4mins)

Waiata Tira: Aroha
Whakaeke: Haere mai rā
Mōteatea: Te Pātere a Te Turuki
Poi: Iarararararī
Waiata ā ringa: Taku Mana Māori Motuhake
Haka: Waiwharangi
Whakawātea: Āio

text: Iarararararī Poi. Lyrics composed by Raniera Poihipi rāua ko Te Kahautu Maxwell. Musical score composed by Te Kahautu Maxwell, Pixie Rogers, Tama Hata, Raharuha Mitai, Renee Mitai, Maisey Rika, Ramari Sherman, Te Rina Ransfield. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (4mins)

Waiata Tira: Aroha
Whakaeke: Haere mai rā
Mōteatea: Te Pātere a Te Turuki
Poi: Iarararararī
Waiata ā ringa: Taku Mana Māori Motuhake
Haka: Waiwharangi
Whakawātea: Āio

year: 2020-02-06