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This course provides historical and advanced theoretical understandings of motivation and behaviour and their degree of relevance in diverse ecological settings. The course is premised on the belief that the most important issue underlying a culturally inclusive society is a willingness of people to be more aware, knowledgeable, and accepting of difference. The course is designed for students who wish to engage in promoting analyses and rigorous critique of socio- psychological theories and to apply strategies that emanate from those theories. Issues relating to Maori and indigenous ways of knowing and practising will be explored.
The structure and content are purpose-designed for postgraduate students who wish to engage in promoting analyses and rigorous critique of socio-psychological theories and to apply strategies that emanate from those theories - in a variety of contexts. Issues relating to Māori and Indigenous ways of knowing and practising will be explored, discussed, and reported on. A chief aim of the course is to select a range of co-existing concepts that vary together, and to shape them into resources that will have application for educationalists and social scientists. It is therefore designed to respond to the interests of early childhood centre and classroom practitioners, educational leaders, resource teachers, special education consultants, psychologists, social workers, counsellors, and other professionals interested in providing inclusive and vibrant learning and social environments in the milieu that make up today’s changing communities.
On completing this course students will be able to:1. Analyse and describe key issues in motivational theory in New Zealand and internationally;2. Position practices, policies and contentions of culturally diverse imperatives that co-exist within and alongside a range of theoretical exemplars;3. Apply critical thinking to culturally responsive practices;4. Critically analyse and compare key motivational theorists and theoretical frameworks;5. Critique evidence-based research that is noted for informing practice;6. Evaluate and defend the meanings of practice-based evidence, particularly as it applies to cultural settings;7. Present academically sound information in a convincingly and appropriately argued manner; and,8. Plan future research and/or policy development in the respective socio-psychological fields.
Subject to approval of the Head of School
Students must attend one activity from each section.
Contributing Lecturers:Emeritus Professor Ted Glynn Associate Professor Sonja MacfarlaneDr Matiu RātimaBenita Rarere-BriggsTufulasi TaleniHayley WelchRachel Maitland
REQUIRED:Macfarlane, Angus H. , Macfarlane, Sonja, Webber, Melinda; Sociocultural realities : exploring new horizons (ISBN 9781927145722];ANDMacfarlane, Angus H. et al; The Hikairo schema : culturally responsive teaching and learning in early childhood education settings (ISBN 9781988542645; NZCER Press, 2019.ORRatima, Matiu Tai et al; The Hikairo schema for primary : culturally responsive teaching and learning (ISBN 9781988542843; NZCER Press, 2020.ORKaraka-Clarke, Te Hurinui et al; The Hikairo schema for secondary : culturally responsive teaching and learning (ISBN 9781990040092; NZCER Press, 2021.RECOMMENDED:Macfarlane, Angus H. , New Zealand Council for Educational Research; Kia hiwa ra : listen to culture : Māori students' plea to educators (ISBN 9781877293290; New Zealand Council for Educational Research, 2004AndWelch, Hayley Tewai et al; Te kura tapa whā : embedding an indigenous model of wellbeing into the learning environment (ISBN 9781990040214; NZCER Press, 2021.
Domestic fee $1,990.00
International Postgraduate fees
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
This course will not be offered if fewer than 9 people apply to enrol.
For further information see
School of Teacher Education