Journal Articles

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

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Has files: YesSubject: search.filters.subject.1302 Curriculum and Pedagogy

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Now showing 1 - 10 of 22
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    Music Education and the Neoliberal Turn in Aotearoa New Zealand
    (The MayDay Group, 2021) McPhail G; McNeill J
    In this paper we explore the adoption of a neoliberal turn in New Zealand’s education system and its consequences, focusing particularly on secondary school music education. In the 1980s, New Zealand was one of the first states in the Western world to implement comprehensive neoliberal economic policies. Some 35 years later, education in New Zealand is situated in a highly devolved institutional framework that privileges neoliberal objectives. This article outlines the genesis of this socio-political context and the downstream effects of this environment on the secondary school music curriculum. Our central question is this: What have been the results of the “New Zealand Experiment” in terms of the type of music curriculum students now experience? The deeper problematic of the paper, however, concerns the fragmentation and instrumentalization of knowledge. On balance, we conclude that effects of the neoliberal turn within education in New Zealand may have been more detrimental than beneficial, as these agendas have encouraged a break with past more liberal and humanistic aims for education. However, we also argue that the changes have not been the product of any systematic project but rather the result of a confluence of complex and stratified causal mechanisms at work in the socio-political world.
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    Journeying from “I” to “we”: assembling hybrid caring collectives of geography doctoral scholars
    (Taylor and Francis Group, 2018-02) Dombroski K; Watkins AF; Fitt H; Frater J; Banwell K; Mackenzie K; Mutambo L; Hawke K; Persendt F; Turković J; Ko SY; Hart D
    Completing a PhD is difficult. Add a major earthquake sequence and general stress levels become much higher. Caring for some of the nonacademic needs of doctoral scholars in this environment becomes critical to their scholarly success. Yet academic supervisors, who are in the same challenging environment, may already be stretched to capacity. How then do we increase care for doctoral scholars? While it has been shown elsewhere that supportive and interactive department cultures reduce attrition rates, little work has been done on how exactly departments might create these supportive environments: the focus is generally on the individual actions of supervisors, or the individual quality of students admitted. We suggest that a range of actors and contingencies are involved in journeying toward a more caring collective culture. We direct attention to the hybridity of an emerging ‘caring collective’, in which the assembled actors are not only ‘students’ and ‘staff’, but also bodies, technologies, objects, institutions, and other nonhuman actors including tectonic plates and earthquakes. The concept of the hybrid caring collective is useful, we argue, as a way of understanding the distributed responsibility for the care of doctoral scholars, and as a way of stepping beyond the student/supervisor blame game.
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    Pathways to engagement: a longitudinal study of the first-year student experience in the educational interface
    (Springer Nature Switzerland AG, 2/07/2019) Kahu ER; Picton C; Nelson K
    Student engagement is critical to success in the first year of university, yet evidence about how and why various factors influence engagement remains relatively rare. This study addresses this gap combining an existing framework of student engagement (Kahu and Nelson, Higher Education Research and Development, 37(1), 58–71, 2018) with student narratives to provide a detailed understanding of students’ engagement throughout their first year. Weekly semi-structured interviews with 19 first-year students at an Australian university illustrate how student and university factors interact to influence engagement, as conceptualised in the framework. The findings provide empirical support for the framework of student engagement, offering a more nuanced understanding of the student experience within the framework’s educational interface. The importance of self-efficacy, belonging, emotions and wellbeing as interwoven pathways to student engagement is demonstrated and the contextual and dynamic nature of engagement highlighted. Further work is necessary to understand how this knowledge can best facilitate student engagement and perhaps reduce cycles of disengagement.
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    Teachers’ perspectives of social-emotional learning: Informing the development of a linguistically and culturally responsive framework for social-emotional wellbeing in Aotearoa New Zealand
    (Elsevier Ltd, 2022) Denston A; Martin R; Fickel L; O'Toole V
    Teachers’ understandings of social-emotional wellbeing contribute to developing ways that teachers can engage with students to develop social-emotional skills. This collaborative research project adopted a critical participatory action research methodology, informed by Kaupapa Māori research principles. The perceptions of teachers were explored through wānanga (ethical spaces for research) to inform the development of a co-constructed culturally and linguistically sustaining framework for social-emotional wellbeing. Findings suggested that creating a framework requires being informed by indigenous models of wellbeing. Results suggest that developing such a framework requires teachers to develop understandings of their own social-emotional competencies, as well as their students.
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    Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom
    (Castledown Publishers, 12/04/2022) Qi GY; Wang Y
    This is a qualitative examination of how a Chinese language teacher responded to challenges and developed her agency in a unique teaching and learning environment, termed as the blended classroom. The uniqueness of this classroom lies in its attendance by two cohorts of students at the same time – the face-to-face and the online groups. The online group joined the face-to-face group and the teacher via a synchronous online classroom called Blackboard Collaborate. Through analysing data from the teacher’s reflection, face-to-face and email interviews and the recordings of her blended class, this research unfolds a semester-long trajectory of her agency development in the blended classroom. Guided by the Complex Dynamic Systems Theory (CDST), we conclude that teacher agency is a system composed of multi-layers of subsystems and it is a product of the constant interaction amongst these interconnected and interdependent subsystems, with certain subsystems playing a more dominant role than others at a given stage of one’s agency development. This finding led to our proposal of a framework of teacher agency system. This research advances our understanding of teacher agency as a system in the context of online and blended learning.
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    Exploring Understandings of Sexuality Among “Gay” Migrant Filipinos Living in New Zealand
    (SAGE Publications Inc, 19/05/2022) Adams J; Manalastas EJ; Coquilla R; Montayre J; Neville S
    Ethnicity, sexuality, and health are inextricably linked. This study reports on individual interviews carried out with 21 “gay” migrant Filipinos living in New Zealand to understand sexual identity and identify how they manage the disclosure of their identity. The participants provided both simple and complex accounts of sexuality. For many, these aligned with Western notions of how gay and bisexual are understood as categories; but for others, their understandings and use of such terms was influenced by Filipino cultural and contextual meanings. This included the use of “gay” as a catch-all category, including for those who identify as transgender. Active and careful management of their diverse identities was reported by participants. While disclosure to family was reasonably common, this was couched in terms of sexuality being tolerated rather than fully accepted. Disclosing identity was comparatively easier in New Zealand, but nonetheless there was active control over disclosure in some work and medical situations. Such findings add a degree of complexity within health promotion and public health, as identity cannot be regarded as static and common understandings do not exist. However, the strong community orientation and relative openness of “gay” Filipinos in relation to sexuality and gender afford opportunities for targeted interventions among this group.
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    Inclusive Education: How do New Zealand Secondary Teachers Understand Inclusion and how does this Understanding Influence their Practice?
    (Institute of Education, Massey University, 2019) Clark-Howard K
    Inclusive education expects that all students are welcome and that teachers focus on adapting environments so every student can be present, participate, learn and belong. This article summarises a mixed methods, small-scale inquiry which investigated how a sample of 44 New Zealand secondary school teachers understand inclusion and how this understanding influences their practice. While most participants responding to the online the survey reportedly agree with the values underpinning inclusive education, most participants also felt that students with severe needs should be taught by specially trained teachers. Participants identified numerous barriers which influenced student achievement in inclusive schools and reported feeling inadequately prepared to teach in inclusive schools. Furthermore, consistent and clear inclusionary practices were not evident. While further investigation is required, the findings from this small-scale inquiry serves as a starting point into investigating how New Zealand secondary teachers can be supported towards becoming confident, inclusive educators.
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    Practice Leader Role in Developing Resource Teachers: Learning and Behaviour Professional Identity Through Induction
    (Massey University, 20/09/2017) Arnold J
    This research paper centres on a professional inquiry across Resource Teachers: Learning and Behaviour (RTLB) clusters within New Zealand that explored the role induction played in the ongoing development of new RTLB’s professional identity. A review of the literature was timely as although the RTLB service has the RTLB Toolkit, induction practices vary across the country. There is no ‘set’ framework that RTLB all use, and evolvement of professional identity is not mentioned within the RTLB Toolkit. Through anonymous online surveys to both new RTLB to the service in the last three years and, Practice Leaders (PL’s), participants shared key factors they believed supported the development of their professional identity through their induction framework. The research results highlighted five key components of an effective induction process that could foster professional identity growth. They were consistency of induction, clarity and understanding around what is professional identity, developing and maintaining trusting relationships, the importance of ako, Communities of Practice (CoP) and the impact of RTLB training on professional identity.