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This course provides the foundational constructs and principles for teaching and learning within the socio-political, cultural and historical context of the New Zealand education system. Students will systematically and critically engage with developmental, philosophical, ethical, professional and policy frameworks related to current educational issues that support inclusive and culturally responsive educational settings for diverse learners, while critically examining their own values, beliefs, attitudes and knowledge. The course includes a community-based learning experience in a non-school setting, as well as a Treaty of Waitangi workshop and a Noho Marae experience relating to education in the 21st century.
Common threadsTe reo Māori and Māori concepts will be introduced to support relationship building and culturally responsive pedagogy.Digital tools and materials will be introduced, used and critiqued as appropriate in the course. ThemesTheme 1: The contested purposes of early childhood education and schooling in Aotearoa New Zealand- The historical and socio-political development of early childhood education and schooling- Local, national, and global neo-liberal policy contexts and their implications- Early childhood and school settings as sites of normalising governance- Negotiating the politics of early childhood education and schoolingTheme 2: Engaging with difference in Aotearoa New Zealand early childhood centres and schools- Tools for understanding difference: Social constructionism, discourse, affect- Engaging with Aotearoa/ New Zealand’s diverse society: Noho marae, Treaty of Waitangi workshop- Enacting difference in early childhood centres and schools; culture, race, (dis)ability, genders and sexuality, religion and class- Engaging with difference: early childhood, school and community contextsTheme 3: Shaping teacher identities: Power, authority and knowledges- Understanding teacher identities- Teacher identities in neo- liberal times- The ‘Knowledge Society’ and its implications for teaching and learning- Teaching ethics: Foucault’s notion of ‘Care of the Self’Theme 4: Engaging with ākonga in Aotearoa New Zealand- Engaging with multiple theoretical frameworks for understanding ākonga development, health and wellbeing - Implications for learning and teaching in communities, early childhood centres and schools
1. Demonstrate an understanding of the sociocultural contexts of teachers and learners.2. Engage critically with multiple paradigms related to bicultural, multicultural, social, political, economic and historical issues in the context of education in New Zealand. 3. Investigate, develop and evaluate educational approaches to meet the needs of priority learners.4. Demonstrate knowledge of a range of relevant theories and research about ethical pedagogical decision making and learning. 5. Engage critically with a range of theoretical frameworks related to ākonga development in contemporary Aotearoa New Zealand implicated in building ākonga resilience in early childhood and school settings.6. Engage critically with theories and research related to contemporary education issues.
Kathleen Quinlivan
Susan Besley , Letitia Fickel and Richard Manning
Allan, Julie; Rethinking inclusive education : the philosophers of difference in practice ; Springer, 2008.
Blaise, Mindy. , Nuttall, J. G; Learning to teach in the early years classroom ; Oxford University Press, 2011.
Carrington, Suzanne. , MacArthur, Jude; Teaching in inclusive school communities ; John Wiley, 2012.
Clark, Beverley. , Grey, Anne; Āta kitea te pae = Scanning the horizon : perspectives on early childhood education ; Pearson, 2010.
Feeney, Stephanie. , Moravcik, Eva., Nolte, Sherry; Who am I in the lives of children? : an introduction to early childhood education ; 9th ed; Pearson, 2013.
Moorfield, John C; Maori dictionary : te aka Māori-English, English-Māori dictionary ; Auckland University of Technology ;Pearson Education New Zealand.
New Zealand; Pasifika education plan : monitoring report ; Ministry of Education.
New Zealand. , New Zealand Teachers Council; Tataiako : cultural competencies for teachers of Māori learners ; Ministry of Education, 2011.
Penetito, Wally; What's Māori About Māori education? : the struggle for a meaningful context ; Victoria University Press, 2010.
TAIT, GORDON; MAKING SENSE OF MASS EDUCATION ; 2ND ED; CAMBRIDGE UNIV PRESS, 2015.
Dolgin, Kim Gale. , Rice, F. Philip; The adolescent : development, relationships, and culture ; 13th ed; Allyn & Bacon, 2011.
Gilbert, Jane; Catching the knowledge wave? : the knowledge society and the future of education ; NZCER Press, 2005.
New Zealand; Ka hikitia : kokiri kia angitu, 2013-2017 ;
Smith, Anne B; Understanding children and childhood : a New Zealand perspective ; 5th edition;
Farruggia, S. P. &Bullen, P. (2010). Positive youth development in Aotearoa/New Zealand. In J. Low & P. Jose (Eds.), Lifespan development: Preparing for realities. (2nd ed.). (pp. 144-154). Rosedale, NZ: Pearson (REQUIRED TEXT)McGee, C. (1997). Teachers and curriculum decision-making. Palmerston North, NZ: Dunmore Press. [Chapter on The Curriculum Field] (REQUIRED TEXT)Macfarlane, A. (2004) The value of Māori ecologies in the study of Human Development. In W. Drewery and L. Bird (Ed.), Human Development in Aotearoa: A journey through life (pp. 38 – 42). Auckland: McGraw-Hill (REQUIRED TEXT)Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, NZ: Learning Media (REQUIRED TEXT)Ministry of Education (2013). Success for All: Every School, Every Child. Wellington: Author. Retrieved from http://www.minedu.govt.nz/NZEducation/EducationPolicies/SpecialEducation/OurWorkProgramme/SuccessForAll.aspx. (REQUIRED TEXT)Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media. Retrieved from http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum (REQUIRED TEXT)Rau, C. & Ritchie, J. (2011). Ahakoa he iti: Early childhood pedagogies affirming of Māori children’s rights to their culture. Education and Development 22(5), 795-817 (REQUIRED TEXT)Allan, J. (2009). Provocations: Putting philosophy to work in inclusion. In K. Quinlivan, R. Boyask, & B. Kaur (Eds.), Educational enactments in a globalised world: Intercultural conversations (pp. 1-12). Rotterdam, Netherlands: Sense Publications (RECOMMENDED TEXT)Ball, S. (2003). The teacher’s soul and the terrors of performativity. Education Policy, 18(2), 215- 228 (RECOMMENDED TEXT)Bishop, R. (2005). Pathologizing the lived experiences of the indigenous Maori people of Aotearoa/New Zealand. In C. M. Shields, A. E. Mazawi, & R. Bishop (Eds.), Pathologizing practices: The impact of deficit thinking on education (pp. 55-84). New York, NY, USA: Peter Lang (RECOMMENDED TEXT)Castagno, A., & Brayboy, B. M. J. (2008). Culturally responsive schooling for indigenous youth: A review of the literature. Review of Educational Research, 78(4), 941-993 (RECOMMENDED TEXT)Gilbert, J. (2010). Equality and difference: Schooling and social democracy in the 21st century. Critical Literacy: Theories and Practices, 4 (1), 66-77 (RECOMMENDED TEXT)Pascoe, C. J. ( 2005). ‘Dude, you’re a fag’: Adolescent masculinity and the fag discourse. Sexualities, 8(3), 329-346 (RECOMMENDED TEXT)Zembylas, M. (2003). Interrogating “Teacher Identity”: Emotion, resistance, and self-formation. Educational Theory, 53 (1), 107-127 (RECOMMENDED TEXT)
Library portalLibrary http://library.canterbury.ac.nz Learn http://learn.canterbury.ac.nz/
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations and the College of Education Assessment Guidelines for Students.On submitting assignments, students must confirm that the work being handed in is original and their own work.
Assessment procedures will follow the policies of the UC College of Education Assessment Guidelines for Students. These can be accessed at Information for Undergraduate and Graduate Students http://www.education.canterbury.ac.nz/for/undergraduate.shtml.Assessment for this course in the Master of Teaching and Learning (MTchgLn) is against defined standards and learning outcomes. Assignments are graded against the UC Common Grading Scale A+ to E. The marks for the assignments will be aggregated for the final grade, based on the assignment weightings. Grade GPA MarksA+ 9 90 – 100A 8 85 – 89.99A- 7 80 – 84.99B+ 6 75 – 79.99B 5 70 – 74.99B- 4 65 – 69.99C+ 3 60 – 64.99C 2 55 – 59.99C- 1 50 – 54.99D 0 40 – 49.99E -1 0 – 39.99A Pass grade is C- or over for the course.Students must pass all assessment requirements to obtain a final Pass grade for the course. Final grades will be determined at an examiners’ meeting at the end of the course and reported using the UC Common Grading Scale.
Classes (face-to-face and web-based) are participatory and therefore full attendance and engagement is expected.Face-to-face classesAttendance is expected at all scheduled lectures & workshops in order to meet the learning outcomes of the course. Web-based componentsAspects of the course will be delivered through the Internet and using Learn (Moodle). Students are required to regularly access online materials and resources and participate in online discussions and interactions in order to meet the course learning outcomes. Noho marae and Treaty of Waitangi WorkshopTātaiako cultural competencies will be partly addressed and met through the noho marae and Treaty of Waitangi workshop components of the course. Therefore, students are required to attend and actively participate in the noho marae and Treaty of Waitangi workshop. This is a requirement for course completion.
Formal and informal evaluation will take place in accordance with the University of Canterbury (UC) Course Evaluation Policy, to provide feedback to course staff about the relevance and validity of the intended learning outcomes, what has been learned and the quality of course organisation and delivery. Teaching and courses will be assessed through the regular use of UC evaluative instruments. In addition, the course will be subject to the internal and external moderation and evaluation processes of the Master of Teaching and Learning (MTchgLn). A Graduating Year Review will be undertaken for the programme, in accordance with UC policy. As this course is part of an initial teacher education qualification, it will also be subject to the monitoring and moderation processes of the New Zealand Teachers Council.
Course grades will be internally moderated in accordance with the processes adopted by the College of Education.
Work is considered late if it is handed in after an assignment due date, without an extension having been applied for and granted. Late work would normally not be marked.Work that is handed in late is normally ineligible for resubmission. Procedures for late submissions of work are more fully outlined in the College of Education Assessment Guidelines for Students.
Key aspects of this course are web-based. Many of the course materials, videos of lectures, tasks and communications are provided via the course Learn site. Students need to have ready access to a computer and the Internet. They will be required to actively engage and interact online with learning materials and course participants over the duration of the course. It is expected that all written work will demonstrate a high standard of academic literacy. This includes accurate use and mastery of: punctuation, spelling, syntax, macrons in the spelling of Māori words, and APA referencing conventions.
Students are encouraged to plan their work so deadlines are met. Extensions are not granted automatically. Under exceptional circumstances (e.g. illness, accident, bereavement, tangi, or critical personal circumstances) individual students may be granted an extension. The course lecturer concerned must be contacted in writing (normally by e-mail) a minimum of two days before the due date of an assignment. Applications for extensions must be supported by relevant reasons and students may be asked to provide evidence of special circumstances (e.g. medical certificate, letter from counsellor). The procedure for extensions is more fully outlined in the College of Education Assessment Guidelines for Students.
A resubmission is permitted where work for an assignment received a failing (D) grade. Work that received a passing grade (C- or higher) cannot be resubmitted. The highest grade that a resubmitted assignment can be awarded is a C-. Work that is to be resubmitted will normally be due one week after being returned to the student.One resubmission is allowed for a course.Conditions relating to resubmissions are more fully outlined in the College of Education Assessment Guidelines for Students.
Special consideration of assessment items: Special consideration of assessment items (aegrotats) are not available for this course and all assignments must be completed. Where circumstances mean that students cannot submit assignment work on time, they should apply the guidelines for extensions and late work. Where an extension may be granted for an assessment, this will be decided by direct application to the Course Co-ordinator and an application to the Examinations Office will not be required.Special consideration for late discontinuation: Special consideration for late discontinuation of the course is available. Students who are prevented by extenuating circumstances from completing the course after the final date for withdrawing may apply for special consideration for late discontinuation of the course. Applications must be submitted to the Examinations Office within five days of the end of the main examination period for the semester. Applications for special consideration should be submitted via the Examinations Office website http://www.canterbury.ac.nz/exams/.This information replaces any previous references to special consideration, Aegrotat or Backdated (Late) Withdrawal in the Course Information System, Learn or Course Outlines. If you are unclear about the implications or process please discuss with your Course Coordinator or contact the Student Advice team for assistance. For more information see General Course and Examination Regulations – H.
Students will be required to submit their course assignments electronically, within an assignment drop-box on the Learn course site. Assessment results will be returned to students via the same delivery method. Students may also be required to submit some assignments in hard copy. In some cases, Turnitin will be used to check for plagiarism. Where this applies, students will be informed in the Assignment Description and Requirements on the course Learn site.It is the responsibility of the students to check their internet access and ability to submit their work via the online system. Any technical difficulties should be dealt with well ahead of the due date. If assistance is required for this, students should email ictservicedesk@canterbury.ac.nz, or phone 366 7001 ext 6060.
Domestic fee $870.00
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.
Additional Course Costs $100.00
For further information see School of Educational Studies and Leadership .