Funds of Knowledge and Relations as a Curriculum and Assessment Resource in Multicultural Primary Science Classrooms: A Case Study from Aotearoa New Zealand

Cowie, Bronwen; Trevethan, Helen

doi:10.1007/978-3-030-37743-4_59-2

Cited by 3 publications

(4 citation statements)

References 53 publications

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“…We have provided an example of how teachers can use their funds of knowledge and identity to localise the curriculum for their students. On this occasion, and previously (Cowie & Trevethan, 2021), teacher funds of knowledge and identity emerged as important when our focus was on culturally responsive pedagogy. While Aotearoa New Zealand colleagues have provided insights into the value of attending to students' funds of knowledge (see Cooper et al, 2023;Cowie & Trevethan, 2021;Fox-Turnbull, 2015;Hedges, 2022;Hogg, 2016;Hunter et al, 2020), less attention has been paid to teacher funds of knowledge.…”

Section: Focus For Future Prioritiesmentioning

confidence: 85%

“…On this occasion, and previously (Cowie & Trevethan, 2021), teacher funds of knowledge and identity emerged as important when our focus was on culturally responsive pedagogy. While Aotearoa New Zealand colleagues have provided insights into the value of attending to students' funds of knowledge (see Cooper et al, 2023;Cowie & Trevethan, 2021;Fox-Turnbull, 2015;Hedges, 2022;Hogg, 2016;Hunter et al, 2020), less attention has been paid to teacher funds of knowledge. One possibility in relation to this, based on our interactions with prospective teachers, is that teachers may not be aware of or confident about the value of the knowledge and relationships they have formed outside their academic spheres.…”

Section: Focus For Future Prioritiesmentioning

confidence: 85%

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Unleashing the full potential of teachers

Cowie,

Cheng,

Bryant

2023

nzaroe

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In this paper we take a credit/asset view of the breadth of knowledge and expertise that teachers have to contribute to curriculum and curriculum making from their everyday and professional experiences. We argue and illustrate the value of teachers grounding their funds of knowledge and identity in designing curriculum that connects with their students and the local context. Teacher funds of knowledge and identity are part of their personal learning ecology. Barron (2006) defines this as encompassing the ideas/knowledge, relationships, and material and virtual resources that people draw on within and across their everyday lives. The ability to mobilise a personal ecology that goes beyond academic or formal/professional knowledge would seem to be a crucial capability for teachers as they localise curricula. Even more so when teachers aim to do this in ways that foster engagement, develop agency and progress student ‘achievement.’ We offer suggestions for researchers, school leaders and teachers interested in exploring the nature and use of funds of knowledge/identity within a learning ecology framing.

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Section: Focus For Future Prioritiesmentioning

confidence: 85%

Section: Focus For Future Prioritiesmentioning

confidence: 85%

Unleashing the full potential of teachers

Cowie,

Cheng,

Bryant

2023

nzaroe

Self Cite

View full text Add to dashboard Cite

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“…By extension, to create relevant professional development opportunities, it is important to examine the assessment assets that instructors bring and enact in their teaching practice in order to create relevant professional development opportunities. Instructor assets include analytical skills, content knowledge, socio-cultural knowledge, and experiences (Mansour, 2009;Harper, 2010;Samuelson and Litzler, 2016;Cowie and Trevethan, 2021;Abell and Sevian, 2021;DeLuca et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Assessor in action: assessment literacy development in a biochemistry context

Feola

Lemons

Loertscher

et al. 2023

Chem. Educ. Res. Pract.

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Instructors make assessment decisions based on their knowledge and experiences. Assessment practice is an essential element of instruction, and the outcomes of assessments have a broad impact on both students and instructors. Efforts to provide strengths-focused, relevant professional development support regarding assessment are enhanced by greater understanding of the complex nature of assessment practices. In this study, the Teacher Assessment Literacy in Practice (TALiP) framework was used to guide our investigation of one biochemistry instructor's assessment literacy, relevant to her integration of a biochemistry threshold concept, the physical basis of interactions (PBI), into her course. Qualitative framework analysis was used to examine classroom artifacts and interview data to reveal that community support and self-reflection influenced the instructor's enactment of specific assessments aligned with her instructional goals. Additionally, the instructor was seen to leverage assets to develop her assessment literacy within a single semester.

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“…Yet, like many theoretical frameworks, the practical application of the tuākana-teina relationship is not always appropriate, indeed at times even harmful. Often, tuākana are positioned as the expert or more knowledgeable person with the teina as the novice, as seen in Cowie (2015) and Cowie and Trevethan (2020). Whilst this is not necessarily incorrect, for those that do not intimately understand this concept, this framing of tuākana and teina can infer a superiority and inferiority dynamic to the relationship.…”

Section: Introductionmentioning

confidence: 99%

Taku teina, tōku rangatira. Recruitment, development and retention of Māori and Pasifika in science

Rewi,

Welford,

Heke

et al. 2023

nzsr

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The tuākana-teina (older-younger sibling) relationship is one of reciprocity that empowers leadership and support (Amopiu 2019). In response to the struggles of Māori and Pasifika students within educational institutions, the tuākana-teina relationship has been incorporated to enhance their cultural and academic well-being (Bishop and Glynn 2003; Callaghan et al. 2018; Oetzel et al. 2021; Parr 2016). In 1991, based upon this philosophy, Professor Michael Walker began the Tuākana programme within the School of Biological Sciences at Waipapa Taumata Rau, the University of Auckland. This paper examines the role of the Tūakana Biology programme in the recruitment, development and retention of Māori in Science at Waipapa Taumata Rau. Drawing from data and experiences of the programme from its inception to current day students, a secondary data analysis was conducted. Here we identify key components that make Tuākana Biology a success and challenges that restrict its implementation. We found the cultural space and community provided by Tuākana enhances Māori and Pasifika recruitment, development, and retention, positioning Tuākana Biology as a potential solution to Māori and Pasifika success within academia. Lack of funding, staffing capacity, and access to student data are the challenges the programme looks to overcome to realise its full potential.

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Funds of Knowledge and Relations as a Curriculum and Assessment Resource in Multicultural Primary Science Classrooms: A Case Study from Aotearoa New Zealand

Cited by 3 publications

References 53 publications

Unleashing the full potential of teachers

Unleashing the full potential of teachers

Assessor in action: assessment literacy development in a biochemistry context

Taku teina, tōku rangatira. Recruitment, development and retention of Māori and Pasifika in science

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