Shifting conceptualisations of knowledge and learning in the implementation of the New Zealand curriculum: Conceptual models and a preliminary analysis of data

Abstract

The introduction of a revised national curriculum in New Zealand

North–South–South collaboration as a context for collaborative learning and thinking with alternative knowledges

“…If the aim of higher education, and development education in particular, is to move beyond adopting old approaches and tools towards the creation of new tools with global relevance (Andreotti et al, 2010), then paradigmatic explorations play a central role. Openness towards epistemological awareness may enable scholars to ask two important questions.…”

“…In this article, we approach North-South-South collaboration as a potential context for developing awareness about our own convictions and perspectives. To do this, we conceive of knowledge as an actor that makes things rather than as a series of objects or facts (Foucault, 1980;Andreotti et al, 2010). This approach is directly related to problematizing the historical, political and social conditions of knowledge production and the intellectual and societal consequences that follow when we rely on official knowledge.…”

Constructing the problem of initial teacher education in Aotearoa New Zealand: policy formation and risk, 2010-2018

“…Although we provide only two examples of evidence of ITE practice that contradict the persistent construction of teacher education programmes' insufficiency in supporting the development of adaptive expertise in graduates, other examples of locally produced and reported research that achieve the same are readily available. In the WJE volumes alone we see studies about how to shift conceptions of knowledge and curriculum within ITE at a time of curriculum reform (Andreotti, Fa'afoi, & Giroux, 2010), teacher educators introducing specific pedagogical approaches to programmes in order to influence student teachers' learning (Paris, Polson-Genge, & Shanks, 2010) and educators developing their assessment and moderation practices to improve ITE practice (Aspden & McLachlan, 2017). These are examples of teacher education practice produced locally which might have been drawn into the policy discussions to inform policy makers and ground the debate in examples of real and recent New Zealand teacher education practice.…”