NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES最新文献_第6页

Recognition of Children's Learning in Educational Research, Policy and Practice: Herbison Invited Lecture, NZARE Annual Conference 2022. 在教育研究、政策和实践中对儿童学习的认可：Herbison受邀讲座，NZARE 2022年会。

IF 0.9

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-01 Epub Date: 2023-01-30 DOI: 10.1007/s40841-023-00276-5

John O'Neill

{"title":"Recognition of Children's Learning in Educational Research, Policy and Practice: Herbison Invited Lecture, NZARE Annual Conference 2022.","authors":"John O'Neill","doi":"10.1007/s40841-023-00276-5","DOIUrl":"10.1007/s40841-023-00276-5","url":null,"abstract":"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?","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9885903/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9919193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Teachers Responding to Pacific Community Voice: Supporting Relationships Through an Ecological Research Initiative. 教师回应太平洋社区声音：通过生态研究倡议支持关系。

IF 0.9

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-01 Epub Date: 2023-05-06 DOI: 10.1007/s40841-023-00285-4

Cherie Chu-Fuluifaga, Martyn Reynolds

引用次数: 0

And Slowly to School…Reflecting on Recent School Attendance Reports. 慢慢上学…反思最近的入学报告。

IF 0.9

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-01 Epub Date: 2023-05-16 DOI: 10.1007/s40841-023-00286-3

Nesta Devine, Georgina Tuari Stewart, Daniel Couch

引用次数: 0

Ko te mana o te tamaiti te aro o tātou mahi: Listening to voices from Tai Tokerau to re-frame literacies. 我们的目标是tātou mahi:倾听来自大托克劳的声音，重新构建文化

IF 1

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-01 Epub Date: 2023-06-06 DOI: 10.1007/s40841-023-00290-7

Maia Hetaraka, Selena Meiklejohn-Whiu, Melinda Webber, Rebecca Jesson

{"title":"Ko te mana o te tamaiti te aro o tātou mahi: Listening to voices from Tai Tokerau to re-frame literacies.","authors":"Maia Hetaraka, Selena Meiklejohn-Whiu, Melinda Webber, Rebecca Jesson","doi":"10.1007/s40841-023-00290-7","DOIUrl":"10.1007/s40841-023-00290-7","url":null,"abstract":"Western literacy theories and models often reflect Eurocentric notions of literacy and literacy practices. In Aotearoa New Zealand, the prevalence of these conceptualisations is linked to issues of power and result in a narrow and inaccurate framing of Māori tamariki (children). In this article Tiritiria, a Māori philosophical view of knowledge, knowledge generation and knowledge exchange is used alongside Webber and Macfarlane's (2020) Mana Model to challenge this dominant framing of literacy. Using the whakataukī 'Ko te mana o te tamaiti te aro o tātou mahi', translated literally as 'Let the mana of the child guide our work', tamariki Māori are (re)positioned as maurea (treasures) to further support the (re)framing of literacies. In this study we focus on listening to the voices of whānau Māori from Te Tai Tokerau (Northland, New Zealand), including the voices of tūpuna (ancestors). Through a developing understanding of tiritiria and an analysis of data sets from Tai Tokerau a nascent definition of literacies, as multitudinous, practical enactments of tirititia, emerged. Findings indicated that Māori literacy practices (both traditional and contemporary) move beyond subject learning, to incorporate multiple interpersonal, cultural, environmental and textual processes of knowledge transfer which affirm the inherent and inherited mana of tamariki.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10661808/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48774385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Tiritiria: Understanding Māori children as inherently and inherited-ly literate-Towards a conceptual position. 蒂里蒂里亚：理解毛利人儿童天生和继承的识字能力走向概念立场。

IF 1

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-01 Epub Date: 2023-04-15 DOI: 10.1007/s40841-023-00282-7

Maia Hetaraka, Selena Meiklejohn-Whiu, Melinda Webber, Rebecca Jesson

{"title":"Tiritiria: Understanding Māori children as inherently and inherited-ly literate-Towards a conceptual position.","authors":"Maia Hetaraka, Selena Meiklejohn-Whiu, Melinda Webber, Rebecca Jesson","doi":"10.1007/s40841-023-00282-7","DOIUrl":"10.1007/s40841-023-00282-7","url":null,"abstract":"Many theories support the idea that children's literacy learning develops as they learn to make meaning through interactions with others. These assertions are premised on the understanding that childhood literacy serves various social purposes and that these literacies are learned through participating in social contexts. In this position paper, we seek to reframe current, widely accepted understandings and definitions of literacy. We draw upon mātauranga Māori (Māori knowledge/wisdom) concepts to illustrate Māori philosophical views about the nature of knowledge production. These concepts clearly delineate the link between knowledge, literacies, and power, a link often actively overlooked by western framing of literacy. We use a Māori whakataukī (proverbial saying) to re-conceptualise current understandings of literacy, positing varied literacies and literacy practices. Within this conceptual framework Māori children are re-positioned as maurea - treasures of the highest order, born of and with mana, an integral part of generations of whakapapa (genealogy), and an essential element in an intricate web linking all things (human and non-human). This paper proposes that children are inherently and inherited-ly literate; they are born literate-inheritors of multiple and cumulative genealogies of multimodal communication and knowledge sharing.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10259197/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9626552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perceptions About Innovative and Traditional Learning Spaces: Teachers and Students in New Zealand Primary Schools. 对创新和传统学习空间的看法：新西兰小学的教师和学生。

IF 1

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-01 Epub Date: 2023-03-27 DOI: 10.1007/s40841-023-00280-9

Jo Fletcher, John Everatt, Yogeetha Devi Bala Subramaniam, Ting Ma

{"title":"Perceptions About Innovative and Traditional Learning Spaces: Teachers and Students in New Zealand Primary Schools.","authors":"Jo Fletcher, John Everatt, Yogeetha Devi Bala Subramaniam, Ting Ma","doi":"10.1007/s40841-023-00280-9","DOIUrl":"10.1007/s40841-023-00280-9","url":null,"abstract":"In New Zealand, the architectural design of schools and the spaces where children learn are being innovated to allow for more opportunities for teachers and students to work collaboratively. However, there is a dearth of research that has investigated both teachers' and students' perceptions of the learning spaces. Little attention has been paid to Asian students, who may perceive learning quite differently from their English-only speaking counterparts. This article compares the perceptions of teachers with students, highlighting the group from Asian backgrounds in both innovative with traditional learning spaces. Fourteen Year 5 and 6 primary teachers from traditional and innovative learning environments were interviewed. Additionally, a questionnaire was given to 150 Year 5 and 6 students. The study found that although many of the teachers perceived challenges with noise and distraction in innovative learning environments, this was not as evident in the responses from the students, particularly the Asian students.","PeriodicalId":44884,"journal":{"name":"NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10042107/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9909726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Can Māori Negotiate School Attendance in State-Led Education in Aotearoa, New Zealand? 在新西兰奥特亚，毛利人能否就国家主导教育的入学率进行谈判？

IF 0.9

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-01 Epub Date: 2023-04-06 DOI: 10.1007/s40841-023-00283-6

Sarah-Kay Coulter

引用次数: 0

Commentary: 'Plumbing Leaks: The post-pandemic Neoliberal turn of Tertiary Students'. 评论：“水管泄漏：疫情后大学生的新自由主义转向”。

IF 1

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2023-01-01 Epub Date: 2022-12-15 DOI: 10.1007/s40841-022-00272-1

Vini Olsen-Reeder

引用次数: 0

How Learning Stories Influence Children’s Learning Identities 学习故事如何影响儿童的学习认同

IF 0.9

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-12-26 DOI: 10.1007/s40841-022-00273-0

Lorraine Sands, Katrina McChesney

引用次数: 0

Literacy Achievement in Aotearoa New Zealand: What is the Evidence? 新西兰奥特罗阿地区的扫盲成就:证据是什么?

IF 0.9

NEW ZEALAND JOURNAL OF EDUCATIONAL STUDIES Pub Date : 2022-12-06 DOI: 10.1007/s40841-022-00271-2

Nina Hood, T. Hughson

引用次数: 0