Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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Author: search.filters.author.O'Neill JSubject: search.filters.subject.13 Education

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    Recognition of Children’s Learning in Educational Research, Policy and Practice: Herbison Invited Lecture, NZARE Annual Conference 2022
    (Springer Nature, 2023-06) O'Neill J
    For Jean Herbison, learning in her early 20th century childhood world was relatively uncomplicated and predictable. Life was shaped by unambiguous family, faith and settler colonial prescriptions about how children should behave and what they should become. Approaching the centenary of her birth, children today must navigate a very different society of ‘unlimited can’; an achievement society that generates a debilitating compulsion to self-improve (Byung Chul-Han). In this Herbison lecture, I offer a personal reflection on the contemporary ‘triangle’ of education research, policy and practice in Aotearoa New Zealand. Viewed as a culturally and historically specific ‘form of life’ (Rahel Jaeggi), I ask whether, over the last thirty five years, this triangle may have unwittingly contributed to a collective failure to give adequate recognition to children’s learning. Despite our best intentions, have we simply reified students and in doing so alienated them from learning in all its complexities and dimensions (Knud Illeris)? More than mere acknowledgement of ‘the other’, recognition theory highlights the importance of socially developed qualities such as confidence, respect and esteem (Axel Honneth) to each child’s capacity to develop meaningful relationships to or ‘resonance’ with an ever accelerating and uncontrollable world (Hartmut Rosa) and the people and communities in it. In practical terms, then, what can we draw on that is already immanent in our research, policy and practice triangle to transform children’s institutionalised learning?
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    What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education?
    (Springer Nature on behalf of The Australian Association for Research in Education Inc, 30/09/2022) Keddie A; MacDonald K; Blackmore J; Boyask R; Fitzgerald S; Mihajla G; Heffernan A; Hursh D; McGrath-Champ S; Moller J; O'Neill J; Parding K; Salokangas M; Skerrit C; Stacey M; Thomson P; Wilkins A; Wilson R; Wylie C; Yoon E-S
    The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? There was consensus across the group that school autonomy reform creates further inequities at school and system levels when driven by the logics of marketisation, competition, economic efficiency and public accountability. Against the backdrop of these themes, the conference generated discussion and debate where provocations and points of agreement and disagreement about issues of social justice and the mobilisation of school autonomy reform were raised. As an important output of this discussion, we asked participants to write a short response to the guiding conference question. The following are these responses which range from philosophical considerations, systems and governance perspectives, national particularities and teacher and principal perspectives.