title: Re-thinking pedagogies: New immigrants in Aotearoa New Zealand early childhood settings

authors: Arndt, Sonja Kathrina

abstract: This chapter examines the importance of teacher orientations towards immigrant children, families, and teachers in early childhood education settings in Aotearoa New Zealand. Informed by a critical literature review and analysis,I highlight the complexity of cultural “otherness”and some tensions, risks, and dangers of superficial, simple interpretations of curriculum aspirations and guidelines. I argue that an orientation towards committed, sensitive, and accepting engagements is required to promote ethical and just practices. Following this, I argue that critical attention must be paid to interpretations of policy documents and guidelines for practice, and that ongoing questioning of possibilities for socially just professional practices are crucial to support diverse immigrants in early childhood settings.

text: Re-thinking pedagogies: New immigrants in Aotearoa New Zealand early childhood settings This chapter examines the importance of teacher orientations towards immigrant children, families, and teachers in early childhood education settings in Aotearoa New Zealand. Informed by a critical literature review and analysis,I highlight the complexity of cultural “otherness”and some tensions, risks, and dangers of superficial, simple interpretations of curriculum aspirations and guidelines. I argue that an orientation towards committed, sensitive, and accepting engagements is required to promote ethical and just practices. Following this, I argue that critical attention must be paid to interpretations of policy documents and guidelines for practice, and that ongoing questioning of possibilities for socially just professional practices are crucial to support diverse immigrants in early childhood settings.

year: 2014

title: Using narrative inquiry to explore mathematics curriculum

authors: Bailey, Judy

subjects: curriculum

abstract: Curriculum can be interpreted broadly to include not only what is taught but how a subject is taught or enacted. Over recent years reflection has become an accepted practice as educators seek to develop their awareness about both what and how they teach. Narrative inquiry is one way in which educators can engage in such reflection. In this paper I describe narrative inquiry, briefly outline my own experience of how narrative inquiry supported a deeper exploration of my thinking about mathematics curriculum (the what and how), and propose that narrative inquiry is a valuable means to deepen one’s understandings of curricula.

text: Using narrative inquiry to explore mathematics curriculum Curriculum can be interpreted broadly to include not only what is taught but how a subject is taught or enacted. Over recent years reflection has become an accepted practice as educators seek to develop their awareness about both what and how they teach. Narrative inquiry is one way in which educators can engage in such reflection. In this paper I describe narrative inquiry, briefly outline my own experience of how narrative inquiry supported a deeper exploration of my thinking about mathematics curriculum (the what and how), and propose that narrative inquiry is a valuable means to deepen one’s understandings of curricula.

year: 2008

title: Pūtahitanga: The intersection of western science and mātauranga Māori in the context of Aotearoa New Zealand’s physical oceanography

authors: Stevens, Craig L.

subjects: Mātauranga Māori

abstract: Aotearoa New Zealand is a land and cultures surrounded by one of the planet’s larger marine exclusive economic zones per capita. Understanding, living within and utilising this domain requires a well-developed knowledge of the physical oceanography–fate, provenance and transfer of ocean-water, material and energy. In the Aotearoa New Zealand context, understanding and utilising the environment through science also requires that Māori have a stake in the science and a pathway to connecting with their mātauranga. The pūtahitanga (intersection) of mātauranga Māori and western science perspectives brings challenges for implementation of the Vision Mātauranga framework for physical oceanographic science. Here we discuss the drivers and key themes for the pūtahitanga and propose a mahere kaupapa/plan bound by: (i) climate, (ii) decolonisation, (iii) shared language, (iv) data sovereignty, and (v) developing a cohort who can lead the field in the coming decades.

text: Pūtahitanga: The intersection of western science and mātauranga Māori in the context of Aotearoa New Zealand’s physical oceanography Aotearoa New Zealand is a land and cultures surrounded by one of the planet’s larger marine exclusive economic zones per capita. Understanding, living within and utilising this domain requires a well-developed knowledge of the physical oceanography–fate, provenance and transfer of ocean-water, material and energy. In the Aotearoa New Zealand context, understanding and utilising the environment through science also requires that Māori have a stake in the science and a pathway to connecting with their mātauranga. The pūtahitanga (intersection) of mātauranga Māori and western science perspectives brings challenges for implementation of the Vision Mātauranga framework for physical oceanographic science. Here we discuss the drivers and key themes for the pūtahitanga and propose a mahere kaupapa/plan bound by: (i) climate, (ii) decolonisation, (iii) shared language, (iv) data sovereignty, and (v) developing a cohort who can lead the field in the coming decades.

year: 2021