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1

CULTURALLY INCLUSIVE PEDAGOGIES OF CARE: A NARRATIVE INQUIRY

100%
Rana L., Culbreath Y.
Pedagogický časopis (Journal of Pedagogy)
|
2019
|
vol. 10
|
issue 2
87 – 99
EN
This paper is a reflection on culturally relevant pedagogies of care to achieve more equitable outcomes for diverse cultures within early childhood. The authors are academics at a tertiary institute in Auckland, New Zealand. Our aim is to share our experiences as teachers in a diverse and multi-ethnic city in New Zealand. The authors draw on narrative methodology to deconstruct our experiences and share how we position ourselves in teaching and learning. The paper emphasises an enactment of pedagogy that recognises diverse cultural knowledge and other ways of knowing.
2

SOCIAL, CULTURAL, AND ECOLOGICAL JUSTICE IN THE AGE THE ANTHROPOCENE: A NEW ZEALAND EARLY CHILDHOOD CARE AND EDUCATION PERSPECTIVE

88%
Ritchie J.
Pedagogický časopis (Journal of Pedagogy)
|
2015
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vol. 6
|
issue 2
41 – 56
EN
Educators have an ethical responsibility to uphold the wellbeing of the children, families and communities that they serve. This commitment becomes even more pressing as we move into the era of the Anthropocene, where human induced climate changes are disrupting the planet’s systems, threatening the survival of not only humans, but of eco-systems and the earth’s biodiversity. This paper draws upon examples from Aotearoa (New Zealand) to demonstrate ways, in which a critical pedagogy of place informed by local traditional knowledges can inform early childhood education whilst also enhancing dispositions of empathy towards self and others, including more-than-human others.
3

NINETEENTH CENTURY EARLY CHILDHOOD INSTITUTIONS IN AOTEAROA NEW ZEALAND: LEGACIES OF ENLIGHTENMENT AND COLONISATION

88%
May H.
Pedagogický časopis (Journal of Pedagogy)
|
2015
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vol. 6
|
issue 2
21 – 39
EN
The nineteenth century colonial setting of Aotearoa NZ is the most distant from the cradle of European Enlightenment that sparked new understandings of childhood, learning and education and spearheaded new approaches to the care and education of young children outside of the family home. The broader theme of the Enlightenment was about progress and the possibilities of the ongoing improvement of peoples and institutions. The young child was seen as a potent force in this transformation and a raft of childhood institutions, including the 19th century infant school, kindergarten, and crèche were a consequence. The colonisation and settlement of Aotearoa NZ by European settlers coincided with an era in which the potency of new aspirations for new kinds of institutions for young children seeded. It is useful in the 21st century to reframe the various waves of colonial endeavour and highlight the dynamic interfaces of being colonised for the indigenous populations; being a colonial for the settler populations; and the power and should be purposed of the colonising cultures of Europe. It can be argued that in the context of ECE neither the indigenous nor settler populations of Aotearoa NZ were passive recipients of European ECE ideas but, separately and together, forged new understandings of childhood and its institutions; enriched and shaped by the lessons learned in the colonial setting of Aotearoa NZ.
4

EPORTFOLIOS AND RELATIONAL SPACE IN THE EARLY EDUCATION ENVIRONMENT

88%
Gallagher A.
Pedagogický časopis (Journal of Pedagogy)
|
2018
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vol. 9
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issue 1
23 – 44
EN
This paper considers the role of eportfolios as an online tool intended to foster greater engagement between parent, teacher and child in early education settings. Drawing on New Zealand based research, the author will critically examine the introduction of this technology as more than an addition into already existing ECEC services. Rather, the author will highlight the generative impact it has in facilitating new kinds of relations between parents, teachers and managers, within what he term an emergent ‘virtual landscape of ECEC’. Ultimately the author argues that this landscape is shaped by asymmetries of power, which allow for processes of subjectification and governing in ECEC to occur in new ways.
5

NEW ZEALAND EARLY CHILDHOOD CURRICULUM: THE POLITICS OF COLLABORATION

88%
Farquhar S.
Pedagogický časopis (Journal of Pedagogy)
|
2015
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vol. 6
|
issue 2
57 – 70
EN
The New Zealand early childhood curriculum, Te Whāriki (Ministry of Education [MoE],1996), is frequently hailed as a community inspired curriculum, praised nationally and internationally for its collaborative development, emancipatory spirit and bicultural approach. In its best form community can be collaborative, consultative, democratic, responsive and inclusive. But community and collaboration can also be about exclusion, alienation and loss. This paper engages with Te Whāriki as a contestable political document. It explores this much acclaimed early childhood curriculum within a politics of community, collaboration and control. Driving the direction of the paper is a call for a revitalised understanding of curriculum as practices of freedom, raising issues of how to work with difference and complexity in a democratic and ethical manner. The paper concludes that although official curriculum is unavoidably about control, there is a world of difference in the ways such control might be exercised. The real curriculum exists where teachers are working with children – it is in the everyday micro-practices that impacts are felt and freedoms played out.
6

DIVERSE COMPLEXITIES, COMPLEX DIVERSITIES: RESISTING ‘NORMAL SCIENCE’ IN PEDAGOGICAL AND RESEARCH METHODOLOGIES. A PERSPECTIVE FROM AOTEAROA (NEW ZEALAND)

88%
Ritchie J.
Pedagogický časopis (Journal of Pedagogy)
|
2016
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vol. 7
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issue 1
25 – 37
EN
This paper offers an overview of complexities of the contexts for education in Aotearoa, which include the need to recognise and include Māori (Indigenous) perspectives, but also to extend this inclusion to the context of increasing ethnic diversity. These complexities include the situation of worsening disparities between rich and poor which disproportionately position Māori and those from Pacific Island backgrounds in situations of poverty. It then offers a brief critique of government policies before providing some examples of models that resist ‘normal science’ categorisations. These include: the Māori values underpinning the effective teachers’ profile of the Kotahitanga project and of the Māori assessment model for early childhood education; the dispositions identified in a Samoan model for assessing young children’s learning; and the approach developed for assessing Māori children’s literacy and numeracy within schools where Māori language is the medium of instruction. These all models position learning within culturally relevant frames that are grounded in non-Western onto-epistemologies which include spiritual, cultural, and collective aspirations.
7

EARLY CHILDHOOD ASSESSMENT IN AOTEAROA NEW ZEALAND: CRITICAL PERSPECTIVES AND FRESH OPENINGS

88%
Arndt S., Tesar M.
Pedagogický časopis (Journal of Pedagogy)
|
2015
|
vol. 6
|
issue 2
71 – 86
EN
This paper engages with assessment practices in Aotearoa New Zealand. Te Whāriki, the internationally recognized early childhood curriculum framework, lies at the root of contemporary narrative assessment practices, and the concept of learning stories. We outline historical and societal underpinnings of these practices, and elevate the essence of assessment through learning stories and their particular ontological and epistemological aims and purposes. The paper emphasizes early childhood teaching and learning as a complex relational, inter-subjective, material, moral and political practice. It adopts a critical lens and begins from the premise that early childhood teachers are in the best position to make decisions about teaching and learning in their localized, contextualized settings, with and for the children with whom they share it. We examine the notion of effectiveness and ‘what works’ in assessment, with an emphasis on the importance of allowing for uncertainty, and for the invisible elements in children’s learning. Te Whāriki and learning stories are positioned as strong underpinnings of culturally and morally open, rich and complex assessment, to be constantly renegotiated within each local context, in Aotearoa New Zealand and beyond.
8

“KIA KAHA CHRISTCHURCH!”: STRENGTHENING IDENTITY IN NEW ZEALAND

88%
Barrer P.
Asian and African Studies
|
2012
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vol. 21
|
issue 2
240 – 255
EN
Earthquake (magnitude 6.3) struck the city of Christchurch in New Zealand’s South Island on 22nd February 2011, killing 185 people and severely damaging the city’s infrastructure, its city centre and eastern suburbs. Christchurch, the largest city in New Zealand’s South Island, was once renowned for its gentile ‘Englishness’ and is a bastion of pakeha (New Zealanders of British settler origin) identity. It was a stranger to natural disaster before the series of earthquakes which began in September 2010. Following a discussion of local and national identity in New Zealand, this essay discusses responses to the 22 February 2011 earthquake and collective interpretations of the event as recorded in the New Zealand mass media, primarily focusing on the country’s most popular news websites nzherald.co.nz and Stuff.co.nz. The particular interest herein is in discussing how discourses concerning this disaster resonate with established constructions of local and national identity in the New Zealand context. The essay asserts that the 22 February 2011 event can be interpreted as a national myth which affirms the existing set of values in the imagined regional and national communities in New Zealand and that this extraordinary collective experience and interpretations of it bear close associations to New Zealand’s existing reinforces of national identity, particularly its sporting and military traditions.
9

PEDAGOGIES OF DIFFERENCE: UNKNOWING IMMIGRANT TEACHERS AS SUBJECTS FOREVER IN PROCESS

88%
Arndt S.
Pedagogický časopis (Journal of Pedagogy)
|
2015
|
vol. 6
|
issue 2
119 – 132
EN
Immersed in the bicultural, increasingly globalized, yet uniquely local, Aotearoa New Zealand early childhood landscape, immigrant teacher subjects are shaped in complicated, entangled ways. This paper attempts to open fresh spaces for re-thinking knowable teacher identities by drawing on Julia Kristeva’s work on the foreigner and the subject-in-process. It explores the immigrant teacher subject as “infinitely in construction, de-constructible, open and evolving” (Kristeva, 2008, p. 2). In a sector that is grappling with the complexities of outcomes driven expectations of productivity, mass participation and often homogenized indicators of ‘quality’, this paper elevates insights into the subject formation of the Other, to expose cracks in this veneer, through the notions of the semiotic and revolt. In this critical philosophical examination, the author reconceptualises the idea of knowing immigrant teacher subjects, and their confrontation and (re)negotiation of social, political and professional expectations and unknowable foreignness.
10

IS ‘TEACH FOR ALL’ KNOCKING ON YOUR DOOR?

88%
Price A., McConney A.
Pedagogický časopis (Journal of Pedagogy)
|
2013
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vol. 4
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issue 1
98 – 110
EN
Over the past few decades there has been a rapid expansion in alternative ‘fast track’ routes for teacher preparation. Among the most aggressive of these are Teach for All (TFA) schemes characterized not only by their ultra-fast entry to teaching (6 – 7 week course) but also by their underlying philosophy that the so called ‘crisis’ in poor rural and urban schools can be solved by attracting the ‘best and brightest’ university graduates for a two year appointment in ‘difficult to staff’ schools. With its missionary zeal TFA is heralded by some as one way to solve socio-educational problems that governments cannot. Others condemn such schemes as not only patronizing, but also part of an ideologically driven and deliberate neoliberal attack on public education, teachers, teacher professionalism and working class or ‘other’ communities. Recently Teach for All came knocking on New Zealand’s door. Concerned about the possible implications of this for the teaching profession and education more generally, the New Zealand Post Primary Teachers Association (PPTA) Te Wehengarua commissioned a review of the international literature on TFA schemes. This paper synthesizes some of the key findings of this review with particular focus on TFA’s marketing strategies and the connections TFA schemes have with so called social entrepreneurs or venture philanthropists, many of whom are actively and aggressively engaged in shaping educational reforms in line with neoliberal agendas.
11

MAKING ART MATTERING: ENGAGING (WITH) ART IN EARLY CHILDHOOD EDUCATION, IN AOTEAROA NEW ZEALAND

88%
Craw J.
Pedagogický časopis (Journal of Pedagogy)
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2015
|
vol. 6
|
issue 2
133 – 153
EN
This article examines the special nature of Te Whāriki, Aotearoa New Zealand’s early childhood national curriculum, as a dynamic social, cultural document through an exploration of two art-inspired imaginary case studies. Thinking with Te Whāriki retains the potential to ignite thinking post-developmentally about art, pedagogy and practice in teacher education, and in the field. It offers examples of how creating spaces for engaging (with) art as pedagogy acts as a catalyst for change, art offers a dynamic way of knowing, and being-with the different life-worlds we inhabit. While new paradigms for thinking and practicing art in education continue to push the boundaries of developmentally and individually responsive child-centred pedagogies, an emphasis on multiple literacies often gets in the way. This prohibits opportunities for engaging in other more complex approaches to pedagogy and art as a subject-content knowledge, something essential for developing a rich curriculum framework. The article draws on research that emphasises the importance of teacher education in opening up spaces for thinking about (the history of) art in/and of education as more than a communication/language tool. It considers an inclusive and broad knowledge-building-communities approach that values the contribution that art, artists, and others offer the 21st early learning environments we find ourselves in.
12

NEW ZEALAND PERSPECTIVES ON EARLY CHILDHOOD EDUCATION: NĀKU TE ROUROU NĀU TE ROUROU KA ORA AI TE IWI

75%
Tesar M.
Pedagogický časopis (Journal of Pedagogy)
|
2015
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vol. 6
|
issue 2
9 - 18
EN
This special issue focuses on histories, pedagogies, policies, philosophies and alternative perspectives in early childhood education. Te Whāriki is heralded as the first bicultural curriculum not only in New Zealand, but in the world. Its importance is reflected in national and international research and early childhood discourses. Despite this, there is simultaneous critique of neoliberal policy, globalised practices and public and private investment in early childhood education in this region. Some lessons from New Zealand, of curriculum building, policy implementation, philosophies and sociologies of children and childhood are explored by New Zealand scholars, and focus on these broad New Zealand perspectives of ECE, to address the diverse interests of an international audience.
13

KEI HEA TE ORA? THE WHEREABOUTS OF THE HEALTH OF CHILDREN IN THE EARLY CHILDHOOD CURRICULUM OF AOTEAROA NEW ZEALAND

75%
Gibbons A.
Pedagogický časopis (Journal of Pedagogy)
|
2015
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vol. 6
|
issue 2
87 – 102
EN
The policies and practices of early childhood teaching in Aotearoa New Zealand have been an ongoing site of political, economic, social and cultural contestation. Competing values and beliefs regarding experiences of both the child and the teacher have been central to the contesting. Helen May (2001, 2009) tracks these tensions through the waxing and waning of particular landscapes or paradigms, each of which can be seen to have contributed to the growth of the early childhood sector, its purpose, operations, manifestations, and its arguably tenuous cohesion as an educational sector. This paper provides a brief overview of the various paradigms, their purposes, and their spheres of influence before analysing the discourses of child health in relation to the early childhood curriculum. Health is woven into the strands and principles of Te Whāriki (Ministry of Education [MoE], 1996). Yet, this paper questions whether teachers and student teachers are attuned to what it means to have health as a key part of the curriculum, and explores whether health is a marginal consideration in the curriculum. The paper engages Foucault’s work, exploring tensions between pedagogical and medical disciplines in relation to the professionalization of early childhood teaching. The idea of holism is then discussed as an approach to early childhood education curriculum discussions with reference to the participatory approaches to the development of Te Whāriki.
14

RESEARCH WORK AS CURRICULUM WORK IN NEW ZEALAND EARLY CHILDHOOD SETTINGS: WHAT SHOULD BE TAUGHT AND LEARNED?

75%
Gunn A. C.
Pedagogický časopis (Journal of Pedagogy)
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2015
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vol. 6
|
issue 2
103 – 117
EN
This article draws from experiences in an ongoing study of children’s narrative competence in the early years across early childhood education and school settings. Focusing on the research as it is being conducted in the early childhood context (a kindergarten), the paper inquiries into what it means to do research in education settings where curriculum is constituted as everything that happens there, and principles of curriculum demand empowering, responsive and reciprocal, inclusive and holistic practices. Questions of research ethics, children’s rights to assent or dissent to participate, to learn about the findings and consequences of the research, and to have the research recognised as curriculum experience are raised. Sitting at the intersection of research work and pedagogical/curriculum work the paper explores lessons from New Zealand of striving towards a fuller curriculum policy implementation and of addressing demands for ethical research practices with children who are very young.
15

FROM THE ADRIATIC SEA TO THE PACIFIC OCEAN. The Croats in New Zealand

63%
Stoffel H.-P.
Asian and African Studies
|
2009
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vol. 18
|
issue 2
232-264
EN
The Croatian Community in New Zealand has a unique history. It is about 150 years old, its earliest arrivals were mainly young men from the Dalmatian coast of whom almost all worked as kauri gum diggers before moving into farming, and then into viticulture, fisheries and orchard business. Before large-scale urbanisation in the 1930s they lived in the north of New Zealand where there was also considerable contact with the local Maori population. The arrival of ever more women from Dalmatia, urbanisation and with it the establishment of voluntary associations, an improved knowledge of English, the language of the host society and, above all, economic betterment led to ever greater integration. After World War II migrants from areas of former Yugoslavia other than Croatia started to arrive in bigger numbers. Nowadays Croat people can be found in all spheres of New Zealand society and life, including in the arts, literature and sports. But the history of the Croats in New Zealand is also characterised by its links with the 'Old Country' whose political and social events, the latest in the 1990s, have always had a profound influence on the New Zealand Croatian community.
16
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NOWA ZELANDIA: WPŁYW CZYNNIKÓW GLOBALIZACJI NA ROZWÓJ POLITYKI IMIGRACYJNEJ

63%
Wałdoch M.
Studia Migracyjne - Przegląd Polonijny
|
2017
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vol. 43
|
issue 1 (163)
149-174
PL
W artykule podjęto się analizy polityki imigracyjnej w Nowej Zelandii. Polityka ta wpływała również na prawo imigracyjne, co odzwierciedla się w tekście. Autor przyjął założenie, że procesy globalizacji, takie jak unifikacja postaw i integracja gospodarcza oraz dywersyfikacja kulturowa, były czynnikami determinującymi rozwiązania przyjęte przez władze brytyjskie i nowozelandzkie w zakresie polityki imigracyjnej w czasie ostatnich 150 lat. To studium skoncentrowane jest na przypadku Polaków, na barierach i możliwościach osiedleńczych, jakie tworzyli politycy i ustawodawca w Aotearoa. Postawiono hipotezę, stanowiącą przypuszczenie, że polityka imigracyjna w Nowej Zelandii i związane z nią ustawodawstwo kreowane były stosownie do priorytetów życia gospodarczego i dominujących ideologii. Dokonana analiza i synteza obejmuje okres od podpisania traktatu z Waitangi (1840 r.) do 2015 r.
EN
In this article an author conducts an analysis of New Zealand’s immigration policy. This policy influenced also immigration law, which is mirrored in the text. The author has made an assumption that the processes of globalization such as: the unification of attitudes, economic integration, and cultural diversification were the determining factors behind the solutions applied in British and New Zealand immigration policy over the past 150 years. This study is focused on the case of Poles, on the barriers and possibilities for settlers, 150 Marcin Wałdoch which were created by politicians and legislators. The hypothesis is that immigration policy and immigration law that are bound with each other were created according to the priorities of economic life and dominant ideologies. The conducted analysis and synthesis concern the period from the time The Treaty of Waitangi (1840) to the year 2015.
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