Understanding the lines in the sand: Diversity, its discourses and building a responsive education system

Samu, Tanya Wendt

doi:10.18296/cm.0127

Cited by 8 publications

(6 citation statements)

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“…This provides guidance on teaching and pedagogy which make diversity a strength in multi-cultural educational settings. In addition, there is a body of knowledge regarding Pasifika education which has been growing progressively since the early 2000s (e.g., Chu et al 2013;Coxon et al 2002;Leaupepe and Sauni 2014;Mara 2013;Samu 2011;Si'ilata 2014). Some research which specifically addresses Pasifika education points to teacher-student relationships as an important focus (e.g., Hawk et al 2002;Nakhid 2003;Siope 2011).…”

Section: Introductionmentioning

confidence: 99%

Culturally Relevant (Teacher) Education: Teachers Responding through Va in the Inter-cultural Space of Pasifika Education

Reynolds

2019

NZ J Educ Stud

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Education in an inter-cultural space is a feature of Aotearoa New Zealand: the education system is of European origin as are many in the teaching profession, while the student population is diverse. Within that diversity are Pasifika students, those with links to Pacific Island nations resident in Aotearoa New Zealand. This article offers insights into Pasifika education by focussing on a small-scale professional learning and development (PLD) programme based on Pasifika student and parent voice understood through Pacific concepts. A review of three strands of literature precedes a description of the PLD programme. Data from the programme is then discussed in terms of the kinds of knowledge teachers can develop through negotiating with va, a relational concept from the Pacific. This indicates that PLD which offers relevant student voice, concepts capable of challenging dominant world views, and socialisation into alternative ethics can provide a way forward in Pasifika education and, by implication, in other education spaces which have an inter-cultural profile.

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Section: Introductionmentioning

confidence: 99%

Culturally Relevant (Teacher) Education: Teachers Responding through Va in the Inter-cultural Space of Pasifika Education

Reynolds

2019

NZ J Educ Stud

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“…'Culture,' via the discourses of cultural difference and multiculturalism, permeated policies of difference throughout curriculum development of the 1990s (Samu, 1998(Samu, , 2004. 'Diversity' was the radical replacement at the turn of the current century, heralded and then embedded by the Ministry's Iterative Best Evidence Synthesis programme (Samu, 2011). I assert that the Aotearoa New Zealand education system, and (generally speaking) its teachers, leaders and educational professionals, do not have the capacity to acknowledge and deal honestly and frankly with race and racism.…”

Section: Uncharted Waters: Education and Responding To Racismmentioning

confidence: 98%

Charting the origins, current status and new directions within Pacific/Pasifika education in Aotearoa New Zealand

Samu

2021

nzaroe

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This essay charts (and critiques) the formal education of Pacific-heritage peoples in Aotearoa New Zealand. As a diverse minority group, the education of Pacific-heritage peoples has been an explicit strategic priority for the Ministry of Education for over two decades, although the provision and experience of education for and by Pacific-heritage peoples in this country has, at the very least, a fifty year whakapapa. The author traces the current position of Pacific peoples using a broad socio-historical lens anchored in post-structural analysis principles, with an indigenous Pacific philosophical cast, in order to present a critique of the past that illuminates the present. Why is this important? The author argues that a deepened knowledge of such developments is an imperative for informed decision making in policy and practice, and for the research that should inform both.

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“…Curriculum (Samu, 2011;Wood & Sheehan, 2012). This report names key competencies that are fundamental for the personal and social development of citizens in contemporary, multifaceted societies.…”

Section: New Zealand Curriculum and Curriculum Integrationmentioning

confidence: 99%

“…This report names key competencies that are fundamental for the personal and social development of citizens in contemporary, multifaceted societies. It highlights the benefits to both individuals and societies of investment in human capital and outlines a conceptual framework for the evaluation of education systems (Samu, 2011). This publication has stimulated the inclusion of key competencies in recently revised curriculum documents in many countries, for example in Australia, the UK, and Singapore (Australian Curriculum, Assessment and Reporting Authority, 2008;Department for Education, 2012;Hodge, n.d.).…”

Section: New Zealand Curriculum and Curriculum Integrationmentioning

confidence: 99%

New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration

Arrowsmith¹

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<p>Curriculum integration is an approach that aims to integrate teaching across traditional subject boundaries. Curriculum integration has received a growing level of interest in recent years in New Zealand, even from secondary schools that up until now have largely retained disciplinary boundaries. However, in spite of this recent popularity, curriculum integration remains a contested concept in terms of its definition, theoretical grounding, and practice, and we still know very little about how and why teachers are enacting this idea. This study investigated New Zealand secondary school teachers’ perceptions and practices pertaining to curriculum integration. Participants included 25 teachers and senior managers from four New Zealand secondary schools currently employing curriculum integration. A collective case study design was utilised, gathering qualitative data through focus group sessions, semi-structured interviews, classroom observations, and document analysis. The data was analysed thematically. The findings indicated that teachers’ theoretical understanding of integration was limited, and that most of the programmes were pragmatically founded. Factors that appeared to enhance the success of curriculum integration were the historical roots, whether the programme was initiated by teachers or senior managers, the type and degree of integration employed, if the programme ran as a special curriculum or across the whole school, the level of support received, and the timing of the programmes. It was apparent that whilst curriculum integration has been advocated by the New Zealand Curriculum, there are still many challenges for secondary schools wishing to employ it. If this is indeed an area of future growth, then the Ministry of Education have a responsibility to provide a clear definition of, and professional development for, curriculum integration. This would help to strengthen the progressive, integrated curriculum espoused in the New Zealand Curriculum so that it is on far less shaky ground than at present.</p>

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Understanding the lines in the sand: Diversity, its discourses and building a responsive education system

Cited by 8 publications

References 0 publications

Culturally Relevant (Teacher) Education: Teachers Responding through Va in the Inter-cultural Space of Pasifika Education

Culturally Relevant (Teacher) Education: Teachers Responding through Va in the Inter-cultural Space of Pasifika Education

Charting the origins, current status and new directions within Pacific/Pasifika education in Aotearoa New Zealand

New Zealand Secondary School Teachers' Perceptions and Practices Toward Curriculum Integration

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