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Start date: 2020Subject: search.filters.subject.Curricula

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    Children’s participation in curriculum decision-making : supporting their rights to be self-determining : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, Aotearoa New Zealand
    (Massey University, 2025-05-30) Dacre, Maria
    Article 12 of the United Nations Convention on the Rights of the Child (1989; United Nations, n.d.) gives all children the right to participate in decisions on matters of interest to them. Although children spend a significant part of their childhood in school, research demonstrates that children’s participation rights in education are often approached in paternalistic or tokenistic ways by adults. This research study explored how children in a Year 5/6 classroom in Aotearoa New Zealand participated and influenced curriculum decision-making, and specifically how children influence their learning in the classroom. Instigating youth participatory action research (YPAR), I worked alongside children and their teacher in their classroom over three school terms. The children’s experiences were documented and analysed, resulting in a case study that includes three case narratives: (i) curriculum-based learning, (ii) teacher-initiated inquiry, and (iii) child-initiated inquiry. The findings showed the multiple roles children and teacher played in curriculum decision-making, and illustrated how children can be enabled to have active participation in their own learning within the classroom. Using Rogoff’s planes of analysis, the results demonstrated how children engaged in the learning and classroom life through the community, interpersonal, and personal planes. This showcased the role of classroom structures, routines, and peers in how children learn. Through these classroom interactions with peers and teachers, children appropriated new knowledge, skills, and understandings about themselves and their peers. This research demonstrates that children developed self-determining ways of being through their collaborations in learning. A key factor for children’s active participation and influence in curriculum decision-making was their sociocultural participation in classroom activities and events that fostered a collaborative community of practice, connecting to the children’s cultural identity, whānau, prior knowledge, and interests. Autonomy-supportive teaching as a pedagogical approach was evident, highlighting benefits for both children and teacher in supporting children to participate and influence curriculum decision-making. The research offers practical examples of how teachers can engage in a pedagogical partnership with children that gives children opportunities to be self-determining and active agents in their learning, relationships, and school life.
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    Physical Education (PE) as a pathway to empowerment of young people in Rarotonga, Cook Islands : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Development Studies at Massey University, Manawatū, New Zealand
    (Massey University, 2021) Greene, Michelle
    The Cook Islands secondary school’s curriculum Oraanga e te Tupuanga Meitaki | The Health and Well-being Curriculum (OTM | HWC) derives from the New Zealand Curriculum (NZC). While a western education system is based on the concept of building human capital, which conflicts with Pacific Indigenous education values, The OTM | HWC has been adapted to include Cook Islands values and philosophies. Despite a well-intentioned curriculum, the implementation may face additional challenges, with resourcing and teacher recruitment. The design and delivery of the OTM | HWC has the potential to educate the whole person, but students experiences may differ from intended outcomes. With this in mind, the aim of this research is to understand the potential that a culturally relevant Physical Education (PE) curriculum has to empower young people. This research therefore asks: 1) How has the OTM | HWC been adapted and implemented in Rarotonga, Cook Islands? 2) How is culture utilised within the curriculum and how did this play out in schools? 3) What challenges might be present with respect to the design and delivery of PE programmes? As this thesis is grounded in Development Studies and draws from theories of Sport for Development and PE for Development, of particular interest is understanding from a gendered perspective how PE can facilitate empowerment in Rarotonga. This research is a qualitative case study. Fieldwork was undertaken in two secondary schools in Rarotonga, both of which follow an NZ model of education in the senior school, with students gaining the NZ qualification the National Certificate in Education Achievement (NCEA). Methods of data collection consisted of classroom observations, semi-structured interviews, informal conversations, focus groups and a fieldwork journal. In total 25 participants were interviewed. Through the application of a culturally relevant empowerment framework, which was the theoretical lens by which the findings were deliberated, this research contributes to new ways of understanding the experiences of young men and women within the PE classroom. The research found that several challenges exist including the recruitment of qualified teachers, difficulties with facilities and efforts needed to encourage students who were reluctant to participate. This research shows that social connections with friends and classmates were crucial in the enjoyment of physical activity. This is closely linked with tu akangateitei (respect), which students believed should be shown to the teacher and others when participating. Additionally, self-efficacy was a large contributing factor to participation and enjoyment, with girls often perceiving they lacked in ability. A prevailing hegemonic masculinity influenced the behaviours of boys in the classroom, with some sports having the potential to threaten culturally defined masculinities. For empowerment to be culturally relevant within the PE classroom in Rarotonga, focusing on inclusion and support within activities that do not always focus on physical capability is essential. The inclusion of vaka and other cultural games in the curriculum is fundamental to ensuring local values are maintained and perpetuated.
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    A genealogical examination of curriculum-assessment as governmentality in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū Campus New Zealand
    (Massey University, 2020) O'Neill, Anne-Marie
    This doctoral thesis with four publications examines the implementation of curriculum and assessment, as globally-driven standards-based reform (SBR) in Aotearoa New Zealand (ANZ). Drawing on Michel Foucault’s ‘toolbox’ and his genealogical methodology, it traces and contextualises the discursive basis of curriculum-assessment as neoliberal governmentality policies. From 1989, a policy chronology spanning three governments, analyses how governmentality inserts economics into the management of people, society and governance. As a rationalisation regime, curriculum-assessment facilitated economic efficiencies and the achievement of official objectives by enabling ‘things’, people and the future to be steered in certain ways. Governmentality policies also nurture the making of particular kinds of people who will to support official objectives. Comprising four key chapters, the thesis details the discursive ‘beginnings’ and emergence of an assessment-driven curriculum intended to boost ANZ’s global competitiveness. The failure of teacher-implemented national standards to produce reliable measurement by 1999, enabled the implementation of highly interventionist policies during the 2000s. A standardised curriculum and data-driven teaching strengthened schools as centres of calculation. The genealogy then examines two curriculum programmes designed to increase achievement and make people more self-governing and responsible. A school-parent literacy partnership (2004) taught parent-teachers to boost children’s learning through home activities. Similarly, assessment change through National Standards (2011) nurtured responsible, future-focused and calculative learners and parents. Increasing the educational outcomes of the population was part of increasing its overall health, welfare and productivity. The study illustrates how personal responsibility is now the main technique for developing more enterprising, self-governing and calculative individuals under governmentality. These biopolitical programmes, nurture desire in people to ‘freely’ re-make their bodies, skills, aspirations, emotions and living practices aligned to preferred models of the individual, culture and social relations. This involves re-moralising one’s inner life, and changing relationships with selves, families and the state. The study maps how governmentality commodifies and economises bodies and minds in the service of economic government. It confirms the usefulness of genealogically examining governmentality through this deeper, multidimensional lens and its ‘interpretative analytics’. This approach enables the uncovering of the politico-economic and cultural-socio purposes of education policy under neoliberalism.