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Navigating Gendered Relational Spaces in Talanoa: Centring Gender in Talanoa Research Methodology
Get PDFTalanoa is a research methodology that foregrounds Pacific cultural values and acknowledges the importance of the positioning of researchers and participants in the research space. Researchers are encouraged to consider how their social characteristics, such as their gendered social positioning, shape their interactions with participants. Scholarship that carefully examines the significance of positionality, and approaches research with Pacific people from a Pacific epistemological stance, provides critical conceptual and practical guidance. In this paper, as a married Samoan mother and early career researcher in the social sciences, I reflect on gendered relational spaces in one-on-one talanoa with Pacific mothers and fathers.
 
Negotiating the Digital Vā: Emerging Pacific Scholars and Community Building on Twitter
Get PDFAlthough the power of social media to bring people together across borders is acknowledged, very little has been written about the potential of social media sites for emerging Pacific scholars living transnationally across our region and beyond. We deploy thematic talanoa to demonstrate how emerging Pacific scholars engage Twitter as a platform where routes and relationships are established and teu/tauhi in the digital vā. Furthermore, we argue that emerging scholars of Pacific heritage are building an augmented reality founded on Pacific-specific ways of relationship building, forming external to, and in response to, marginalising dominant narratives inside and outside Pacific worlds
Talatalanoa as ongoing complex conversations and negotiation of practice in higher education
Get PDFHigher education is a site where diverse cultures and knowledges intersect. Engaging in complex conversations is necessary for educators and academics to confront and negotiate differences, especially in areas they may not be overly familiar with. Negotiating complex conversations is difficult, time consuming, risky, yet rewarding, particularly if shifts in the understanding or valuing of relational engagement and practice. In this article, as a Tongan teacher educator and Pāpālangi (of European heritage/s) educator, we critically reflect on our work in transforming learning and engagement contexts that predominantly ignore expressions of Pacific Indigenous knowledge and Tongan ways of being. Through our collaborative talatalanoa (ongoing conversations) we demonstrate the value of negotiating complex conversations in higher education and particular aspects to consider when instigating them
'Seductive promises' and the use of online mathematics instructional programmes in New Zealand primary schools
Get PDFInternet access and the availability of digital devices in the classroom have grown exponentially. Correspondingly, we have online platforms for learning mathematics that are subscription-based and available for schools or individuals to purchase. Research in mathematics education tends to focus on the benefits to teaching and learning afforded by digital technology, while less attention is given to the implications of having commercial applications in our mathematics classrooms, and their considerable cost. This paper reports on a study of online mathematics instructional programmes in primary schools of New Zealand. Data sources include a survey sent to mathematics leaders of all primary schools, and a discursive analysis of the websites of the most commonly used instructional programmes. There was an obvious similarity found between the promises of the websites and the rationales expressed by school leaders for using the programmes, suggesting that schools are succumbing to the seductive promises of these commercial programmes. It is argued that we need to further examine the implications of using such programmes in our mathematics classrooms, especially in the context of profit-making inside public education
Partnering with practitioners: Designing for context
Get PDFIn this paper we describe a research-practice partnership between the Woolf Fisher Research Centre and the Digital Schools Partnership, a group of 84 schools in 11 geographically-based clusters that were implementing a ubiquitous digital teaching and learning platform within their face-to-face classes. The model of research-partnership employed is the Learning Schools Model (LSM), which is a design-based research approach that has been tested and replicated over 15 years and across diverse contexts and countries. We reflect on benefits and challenges of working in partnerships to achieve practice and research aims, which are to improve valued learning outcomes for students historically under-served in education and to advance research knowledge more generally (Lai, McNaughton, Jesson, & Wilson, 2020). We describe a recursive process of collective inquiry that involves researchers and teachers: working together to identify valued learning outcomes (VLOs) on which to focus our improvement efforts; developing a rich profile of students’ strengths and areas for improvement with respect to those VLOs; generating and testing a set of possible explanations for that profile of learning; co-designing and implementing targeted interventions, and; evaluating the extent and impact of changed practices. We reflect on the importance of building relational trust and approaches for doing so
Global Citizenship Education conceptualisation in curriculum guidelines of the New Zealand Curriculum
Get PDFGlobal Citizenship Education is a significant theme in the United Nations Educational Sustainable Development Goal #4. The aim of the goal is “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (UNESCO, 2015b). This article provides an insight into where and how notions of Global Citizenship and Global Citizenship Education are represented within the New Zealand Curriculum. The systematic review of the document’s content and learning objectives, themes, and categories were based on the thematic framework proposed by Cox and Browes. These were generated utilising UNESCO’s definitions of Global Citizenship Education and the International Association for the Evaluation of Educational Achievement’s international assessment studies of citizenship and civic education. In spite of the limitations of this research systematic review, that is, only the New Zealand Curriculum document is reviewed, this study adds some understandings of how and where Global Citizenship and Global Citizenship Education concepts exist at the curriculum level within Aotearoa New Zealand, making the suggestion of the incorporation of a Global Citizenship Education definition and concepts into the curriculum guideline documents to enhance the connection and fulfilment of Sustainable Development Goal #4
The extent of tablet computer use in New Zealand's early childhood education services: Results from a national survey and a collective case study
Get PDFIn 2017, New Zealand’s revised curriculum for early childhood education, Te Whāriki, expanded reference to the use of technology for teaching and learning to include digital media and related devices. This article reports findings from a doctoral study about tablet computer use among New Zealand’s four major early childhood service types: education and care centres, home-based services, kindergartens, and playcentres. Data were gathered in 2017, initially through a national survey, followed by a collective case study. Seven services participated in the collective case study which was designed to explain the results of the survey. Descriptive statistics and inferential statistics were used to analyse survey data while cross-case analysis was used to identify themes from the responses from each service in the collective case study.
The results are presented according to two categories of respondents, services who classified themselves as non-users and services who were using tablet computers for teaching and learning at the time of the survey. The national survey results revealed that more than half of the services did not use tablets. Non-users’ reasons for not using tablet computers are discussed considering findings from both quantitative and qualitative phases of the study. Services who used tablets did so for a variety of reasons, including for documentation and assessment, to support children’s learning and teaching work. Qualitative data regarding policies or guidelines for staff about the use of and access to digital media, teachers’ and educators’ learning for how to use touchscreen tablets for teaching and learning, as well as services’ preferences on the facilitation of children’s tablet use are also presented.
An important issue uncovered in this study was the use of personal tablets within ECE services. Among non-users, teachers and educators from more than half of home-based services and playcentres used their personally owned tablet computers, raising concerns about cybersafety and screen time. Many user services did not have formal guidelines or policies regarding tablet use. The data suggest that some services relied on the use of teachers’ and educators’ personally owned tablets. Implications arising from the findings of this study are explored, including the relevance of using digital technology for supporting distance learning and learning at home as a result of the global Covid-19 pandemic
Growing mathematical learners
Get PDFResults in the International Trends in Mathematics and Sciences Study, and the National Monitoring Study of Student Achievement, have meant there has been recent focus on mathematics education in New Zealand. As with previous iterations of assessment result reports, the quality of teachers, teaching, teacher education, professional learning, mathematics programmes and curriculum have been questioned by the media. It seems that change in mathematics education in New Zealand may, once again, be imminent. In this paper, there is a plea that any change needs to retain what is positive about mathematics education in New Zealand. Teachers need to be supported to grow their own mathematics content knowledge and pedagogical content knowledge so they can make autonomous and sound decisions for their own students’ needs, while retaining the ethic of care they already foster in their classrooms. Support needs to be in the form of rich, centrally managed yet locally adapted, non-divisive resources and professional learning.
Furthermore, any change to mathematics education in New Zealand needs to be centred around students and teachers engaging in authentic mathematics practice. A challenging task approach is described that supports this practice, which has been successfully trialled with New Zealand teachers. In this approach, content is not pre-taught. Rather, teachers support the students to solve challenging tasks by moving through the phases of Launch, Explore, Summarise, and Reflect
Strict/Tolerant Logics Built Using Generalized Weak Kleene Logics
Get PDFThis paper continues my work of [9], which showed there was a broad family of many valued logics that have a strict/tolerant counterpart. Here we consider a generalization of weak Kleene three valued logic, instead of the strong version that was background for that earlier work. We explain the intuition behind that generalization, then determine a subclass of strict/tolerant structures in which a generalization of weak Kleene logic produces the same results that the strong Kleene generalization did. This paper provides much background, but is not self-contained. Some results from [9] are called on, and are not reproved here.
[9] Melvin C. Fitting. “A Family of Strict/Tolerant Logics”. In: Journal of Philosophical Logic (2020). Online. Print publication forthcoming
Robert Meyer's Publications on Relevant Arithmetic
Get PDFThis is a bibliography of R.K. Meyer's published articles on relevant arithmetic
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