Previous research in the area of resistance has inadequately described opposition to change withi... more Previous research in the area of resistance has inadequately described opposition to change within-school reform initiatives with a social justice orientation. A lack of attention to, and agreement on, the nature and causes of resistance may explain why so many equity-minded educational reforms fail to be sustained. This article highlights various forms of resistance which emerged during a New Zealand study of an action research project that aimed to improve classroom practice and outcomes for marginalized students. In this research, teach-ers' reform work was investigated from the perspectives of dominant and minority groups (students, teachers and parents/caregivers) within two schools involved in this work. Results indicated that different forms of resistance emerged over time, fuelled by separate concerns and characterized by different sets of behaviour. These findings reveal the complexity of resistance as both a construct and as a developmental process in the reform project. In addition, results revealed that school leaders felt unprepared and ill-equipped to deal with resistance. Understanding the different sides to opposition would have aided reform efforts as resistance revealed a lack of shared vision, alongside inadequate communication and partnership processes. Implications for the preparation and professional development of social justice leaders working to develop and sustain such work are discussed.
International Journal of Leadership in Education, Oct 1, 2010
... deeper understandings and collective commitment (Fullan 1999). Shields and Sayani (2005) also... more ... deeper understandings and collective commitment (Fullan 1999). Shields and Sayani (2005) also state that reform involving culturally diverse perspectives inevitably meets resistance. Resistance to change is typically connected ...
Journal For Research in Mathematics Education, Mar 1, 2009
This article examines 3 models for developing and analyzing culturally responsive teaching in mat... more This article examines 3 models for developing and analyzing culturally responsive teaching in mathematics teacher education. The models were developed from and are illustrated by findings from a series of exploratory research studies conducted to evaluate various methods for ...
ABSTRACT In New Zealand the majority of students attend schools that reflect the dominant mainstr... more ABSTRACT In New Zealand the majority of students attend schools that reflect the dominant mainstream context, yet these schools include indigenous Maori and learners from diverse cultural and language backgrounds. By building on contemporary cultural knowledge and students' own experiences, the arts have the potential to enhance educational outcomes for a diverse student population. This research examines the effects of an intensive program of teacher professional development in culturally responsive pedagogies on classroom activities and learning experiences in the arts. The results reveal varying levels of implementation, with consequent effects on the teaching and learning process for students. The implications of these findings are discussed with reference to the literature on arts integration and how the arts can build on students' cultural knowledge and experiences.
... ii Thanks and acknowledgements must also be made to friends and colleagues: to Prue, Helen, P... more ... ii Thanks and acknowledgements must also be made to friends and colleagues: to Prue, Helen, Pip, Liz, Lizzie and Jen who kept me going with timely breakfast meetings, who gladly read draft chapters, gave important feedback and who kept telling me that I could finish and do ...
Education policy requires that schools and teachers enable Māori students to enjoy and achieve ed... more Education policy requires that schools and teachers enable Māori students to enjoy and achieve educational success as Māori. Teachers are expected to ensure Māori learners can see and be themselves in their education and can participate in and contribute to te ao Māori (the Māori world). This article discusses how this policy can be implemented by drawing from a research evaluation project on the effectiveness of the He Kākano professional development, a project carried out in 80 English-medium secondary schools. Interviews with students, teachers, and whānau in nine case study schools indicated that understandings of the policy and its implementation varied from teacher to teacher and school to school. Findings show that Māori students’ school experiences depend strongly on the school they attend and the teachers who teach them. Implications include that, consistent with the themes of Tātaiako, meaningful communication and strong academic relationships between teachers, students an...
The Australian Journal of Indigenous Education, 2015
ABSTRACT This article reflects on issues of Indigenous creativity in Māori arts education, along ... more ABSTRACT This article reflects on issues of Indigenous creativity in Māori arts education, along with what we see as problematic tensions of the assessment of intangible elements. Our writing is motivated by a desire to start a global dialogue on Indigenous/Māori epistemologies, pedagogies and ontologies, and the contradictions and tensions that threaten these through global assessment drives within schools. We argue that current student assessment regimes are being increasingly influenced by international neoliberal agendas, which focus on universal, measurable outcomes. By critically exploring the assessment of creativity in the arts from a Māori perspective, we reflect on several contradictions and tensions in current assessment drives within schools. In particular, the intangible dimensions of being and flow and their connection to creativity are examined, and we conclude with recommendations for further work in this area.
A New Zealand Professional Standard for beginning primary school teachers states that they will &... more A New Zealand Professional Standard for beginning primary school teachers states that they will "understand the implications of the Treaty of Waitangi and te reo me �¿ na tikanga 4 ". This paper presents how this standard was demonstrated by a group of teachers within their mathematics programs. Dilemmas, supports, perceived effects on children's attitudes and achievement, and implications for pre-service education are presented. Findings include that teachers felt constrained by time, school planning, school culture, and children's lack of prior knowledge. Ahakoa he iti, he pounamu. Although it is small, it is precious. Regulated Professional Standards were introduced for Aotearoa/New Zealand primary school teachers in 1998 and from the beginning of 1999 the appropriate Professional Standards were to be integrated within each teacher's performance expectations and development objectives. Pay progression on the base scale is subject to the employer, in pract...
... Penuel, W., Fishman, B., Yamaguchi, R. and Gallagher, L. 2007. ... of teachers in New Zealand... more ... Penuel, W., Fishman, B., Yamaguchi, R. and Gallagher, L. 2007. ... of teachers in New Zealand was in the past mostly administered and organised by agencies such as the regional Education Boards and the New Zealand Department of Education, and an off‐campus in‐service ...
International Journal of Leadership in Education, 2010
... deeper understandings and collective commitment (Fullan 1999). Shields and Sayani (2005) also... more ... deeper understandings and collective commitment (Fullan 1999). Shields and Sayani (2005) also state that reform involving culturally diverse perspectives inevitably meets resistance. Resistance to change is typically connected ...
... However, this would require a new type of leadership: 'educational leaders who l... more ... However, this would require a new type of leadership: 'educational leaders who lead in the midst of diversity' (Shields and Sayani 2005, 397). The role of such ... all children. (Shields and Sayani 2005, 392) Bishop et al. (2007) have ...
Previous research in the area of resistance has inadequately described opposition to change withi... more Previous research in the area of resistance has inadequately described opposition to change within-school reform initiatives with a social justice orientation. A lack of attention to, and agreement on, the nature and causes of resistance may explain why so many equity-minded educational reforms fail to be sustained. This article highlights various forms of resistance which emerged during a New Zealand study of an action research project that aimed to improve classroom practice and outcomes for marginalized students. In this research, teach-ers' reform work was investigated from the perspectives of dominant and minority groups (students, teachers and parents/caregivers) within two schools involved in this work. Results indicated that different forms of resistance emerged over time, fuelled by separate concerns and characterized by different sets of behaviour. These findings reveal the complexity of resistance as both a construct and as a developmental process in the reform project. In addition, results revealed that school leaders felt unprepared and ill-equipped to deal with resistance. Understanding the different sides to opposition would have aided reform efforts as resistance revealed a lack of shared vision, alongside inadequate communication and partnership processes. Implications for the preparation and professional development of social justice leaders working to develop and sustain such work are discussed.
International Journal of Leadership in Education, Oct 1, 2010
... deeper understandings and collective commitment (Fullan 1999). Shields and Sayani (2005) also... more ... deeper understandings and collective commitment (Fullan 1999). Shields and Sayani (2005) also state that reform involving culturally diverse perspectives inevitably meets resistance. Resistance to change is typically connected ...
Journal For Research in Mathematics Education, Mar 1, 2009
This article examines 3 models for developing and analyzing culturally responsive teaching in mat... more This article examines 3 models for developing and analyzing culturally responsive teaching in mathematics teacher education. The models were developed from and are illustrated by findings from a series of exploratory research studies conducted to evaluate various methods for ...
ABSTRACT In New Zealand the majority of students attend schools that reflect the dominant mainstr... more ABSTRACT In New Zealand the majority of students attend schools that reflect the dominant mainstream context, yet these schools include indigenous Maori and learners from diverse cultural and language backgrounds. By building on contemporary cultural knowledge and students' own experiences, the arts have the potential to enhance educational outcomes for a diverse student population. This research examines the effects of an intensive program of teacher professional development in culturally responsive pedagogies on classroom activities and learning experiences in the arts. The results reveal varying levels of implementation, with consequent effects on the teaching and learning process for students. The implications of these findings are discussed with reference to the literature on arts integration and how the arts can build on students' cultural knowledge and experiences.
... ii Thanks and acknowledgements must also be made to friends and colleagues: to Prue, Helen, P... more ... ii Thanks and acknowledgements must also be made to friends and colleagues: to Prue, Helen, Pip, Liz, Lizzie and Jen who kept me going with timely breakfast meetings, who gladly read draft chapters, gave important feedback and who kept telling me that I could finish and do ...
Education policy requires that schools and teachers enable Māori students to enjoy and achieve ed... more Education policy requires that schools and teachers enable Māori students to enjoy and achieve educational success as Māori. Teachers are expected to ensure Māori learners can see and be themselves in their education and can participate in and contribute to te ao Māori (the Māori world). This article discusses how this policy can be implemented by drawing from a research evaluation project on the effectiveness of the He Kākano professional development, a project carried out in 80 English-medium secondary schools. Interviews with students, teachers, and whānau in nine case study schools indicated that understandings of the policy and its implementation varied from teacher to teacher and school to school. Findings show that Māori students’ school experiences depend strongly on the school they attend and the teachers who teach them. Implications include that, consistent with the themes of Tātaiako, meaningful communication and strong academic relationships between teachers, students an...
The Australian Journal of Indigenous Education, 2015
ABSTRACT This article reflects on issues of Indigenous creativity in Māori arts education, along ... more ABSTRACT This article reflects on issues of Indigenous creativity in Māori arts education, along with what we see as problematic tensions of the assessment of intangible elements. Our writing is motivated by a desire to start a global dialogue on Indigenous/Māori epistemologies, pedagogies and ontologies, and the contradictions and tensions that threaten these through global assessment drives within schools. We argue that current student assessment regimes are being increasingly influenced by international neoliberal agendas, which focus on universal, measurable outcomes. By critically exploring the assessment of creativity in the arts from a Māori perspective, we reflect on several contradictions and tensions in current assessment drives within schools. In particular, the intangible dimensions of being and flow and their connection to creativity are examined, and we conclude with recommendations for further work in this area.
A New Zealand Professional Standard for beginning primary school teachers states that they will &... more A New Zealand Professional Standard for beginning primary school teachers states that they will "understand the implications of the Treaty of Waitangi and te reo me �¿ na tikanga 4 ". This paper presents how this standard was demonstrated by a group of teachers within their mathematics programs. Dilemmas, supports, perceived effects on children's attitudes and achievement, and implications for pre-service education are presented. Findings include that teachers felt constrained by time, school planning, school culture, and children's lack of prior knowledge. Ahakoa he iti, he pounamu. Although it is small, it is precious. Regulated Professional Standards were introduced for Aotearoa/New Zealand primary school teachers in 1998 and from the beginning of 1999 the appropriate Professional Standards were to be integrated within each teacher's performance expectations and development objectives. Pay progression on the base scale is subject to the employer, in pract...
... Penuel, W., Fishman, B., Yamaguchi, R. and Gallagher, L. 2007. ... of teachers in New Zealand... more ... Penuel, W., Fishman, B., Yamaguchi, R. and Gallagher, L. 2007. ... of teachers in New Zealand was in the past mostly administered and organised by agencies such as the regional Education Boards and the New Zealand Department of Education, and an off‐campus in‐service ...
International Journal of Leadership in Education, 2010
... deeper understandings and collective commitment (Fullan 1999). Shields and Sayani (2005) also... more ... deeper understandings and collective commitment (Fullan 1999). Shields and Sayani (2005) also state that reform involving culturally diverse perspectives inevitably meets resistance. Resistance to change is typically connected ...
... However, this would require a new type of leadership: 'educational leaders who l... more ... However, this would require a new type of leadership: 'educational leaders who lead in the midst of diversity' (Shields and Sayani 2005, 397). The role of such ... all children. (Shields and Sayani 2005, 392) Bishop et al. (2007) have ...
Uploads
Papers