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EDUC341 Teaching in Context: Culturally Relevant Tchg in Aotearoa

An exploration of what it means to teach in contemporary Aotearoa education settings, including considerations of Te Tiriti o Waitangi, culturally relevant curriculum and pedagogy, education for social justice and inclusion.

Welcome to EDUC 341. In this paper we will explore some ideas from the fields of educational psychology, human development and sociology of education, striving to make sense of these for what it means to teach in contemporary Aotearoa and within early childhood education.

Paper title Teaching in Context: Culturally Relevant Tchg in Aotearoa
Paper code EDUC341
Subject Education
EFTS 0.1500
Points 18 points
Teaching period Full Year
Domestic Tuition Fees (NZD) $813.45
International Tuition Fees (NZD) $3,585.00

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Limited to
GradDipTchg
Notes
(i) Compulsory for GradDipTchg GradDipTchg Early Childhood Education students. (ii) Subject to approval, this paper will be offered during a non-standard period comprising April -October rather than as a full-year paper.
Learning Outcomes
By the end of this paper, students will be able to
  1. Demonstrate an understanding of the significance of Te Tiriti o Waitangi for teaching and learning in Aotearoa
  2. Articulate the transformative potential of education
  3. Critically examine constructions of curriculum
  4. Reflexively address conceptions of difference, diversity, inclusion and social justice as they relate with education, teaching and learning
Graduate Attributes Emphasised
Global perspective, Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Teaching staff
Paper Co-ordinator: Dr Alex Gunn
Contact
alex.gunn@otago.ac.nz
Paper Structure
Te Tiriti o Waitangi and transformative education
  • Te Tiriti o Waitangi: principles and practices within New Zealand education
  • Kaupapa Māori and Mātauranga Māori: Shaping education possibilities
  • Social justice, equity and inclusive education
  • Models of justice in education settings
  • What's fair in schooling? For whom and how would we know?
  • Inclusion as cultural politics
  • Diversity, difference and critical considerations of issues such as genders, sexualities, ethnicities and abilities
  • Constructing curriculum
  • Models of curriculum: historical and contemporary framings of education in Aotearoa
  • Relations between curriculum, assessment and pedagogies: learner and teacher possibilities
  • Negotiating critical and culturally relevant curriculum
  • Concepts of agency, power and educational subjectivities in curriculum
Textbooks
Required Texts:
  • Allen, L. (2011). Undoing to self: Should heterosexual teachers 'come out' in the university classroom? Pedagogy, Culture and Society, 19(1), 79-75.
  • Anning, A., Cullen J., & Fleer, M. (2009). Early childhood education: Society and culture. London: Sage.
  • Ballard, K. (2012). Inclusion and social justice: Teachers as agents of change. In S. Carrington & J. Macarthur (Eds.), Teaching in inclusive school communities (pp.65-87). Milton QSL: John Wiley & Sons Ltd.
  • Brough, C. (2008). Student-centred curriculum integration and the New Zealand Curriculum. SET, 2, 16-21.
  • Carpenter, V. M., & Jaramillo, N. (2014). Social justice in education. In A. St George, S. Brown, & J. O'Neill (Eds.), Facing the big questions in teaching: Purpose, power and Learning (2nd ed., pp. 65-72). North Shore, New Zealand: Cengage.
  • Carr, M. (2006). Learning dispositions and key competencies: A new curriculum continuity across the sectors? Set, 2, 23-27.
  • Dweck, C. (2007). Parents, teachers and coaches: Where do mindsets come from? In. C. Dweck, Mindset: How you can fulfil your potential (pp. 173-212). New York: Random House.
  • Education Council (n.d.). Tātaiako - Cultural Competencies for Teachers of Māori Learners: A resource for use with the Graduating Teachers Standards and Practising Teacher Criteria. Wellington: Author.
  • Endo, H. & Chamness Miller, P. (2014). Introduction. In. H. Endo & P. Chamness Miller (Eds.), Queer voices from the classroom (pp. 1-7). Charlotte, NC: Information Age Publishing.
  • Farmer-Dougan, V. & Alferink, L. A. (2013). Brain development, early childhood, and brain-based education. A critical analysis. In. L. H. Wasserman & D. Zambo (Eds.), Early childhood and neuroscience - Links to development and learning (pp. 55-76). Dordrecht: Springer.
  • Fraser, D. (2016). The work and artistry of teaching. In. D. Fraser & M. Hill (Eds.), The professional practice of teaching in New Zealand (5th ed., pp. 56-75). North Shore: Cengage Learning.
  • Grey, A. & Clark, B. (2013). Ngā hurihanga ako kōhungahunga - Transformative teaching practices in early childhood education. Auckland: Pearson
  • Gunn, A. C. (2015). The potential of queer theorising in early childhood education: Disrupting heteronormativity and practising for inclusion. In. A. C. Gunn & L. A. Smith (Eds.), Sexual cultures in Aotearoa New Zealand education (pp. 21-48). Dunedin: Otago University Press.
  • Gunn, A. C. (In Press). Shaping gender relations in early childhood education: Children's interactions and learning about gender. In A. C. Gunn & C. Hruska (Eds.), Interactions in early childhood: Recent research and emerging concepts. Dordrecht: Springer.
  • Hart, S., Drummond, M. J., & McIntyre, D. (2007). Learning without limits: Constructing a pedagogy free from determinist beliefs about ability. In L. Florian (Ed.), The Sage Handbook of Special Education (pp. 499-514). London: Sage.
  • Lyons, L. (2014). "We know what to say - do we know what to do?" Confronting the disconnect between legislation, policy, and practices for inclusion of young children with disabilities. Early Childhood Folio, 18(1), 3-8.
  • Manning, R. (2012). Place-based education: Helping early childhood teachers give meaningful effect to the tangata whenua competency of Tātaiako and the principles of Te Whāriki. In. D. Gordon-Burns, A. C. Gunn, K. Purdue & N. Surtees (Eds.), Te Aotūroa Tātaki: Inclusive Early Childhood Education. Perspectives on inclusion, social justice and equity from Aotearoa New Zealand (pp. 57-74). Wellington: NZCER Press.
  • New Zealand Ministry of Education. (n.d.a). Pasifika Education Plan 2013-2017. Wellington: Author.
  • New Zealand Ministry of Education. (n.d.b). Summary of Ka Hikitia Accelerating Success 2013-2017. The Māori Education Strategy. Wellington: Te Kāwanatanga o Aotearoa.
  • New Zealand Ministry of Education. (1996). Te Whāriki: He whāriki matauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
  • New Zealand Ministry of Education & New Zealand Teachers Council. (n.d). Tātaiako: Cultural competencies for teachers of Māori learners. Wellington: Authors.
  • Nuttall, J. (Ed.) (2013). Weaving Te Whāriki: Aotearoa New Zealand's early childhood curriculum document in theory and practice (2nd ed.). Wellington, New Zealand: NZCER.
  • Rhedding-Jones, J. (2005). Questioning diversity. In N. Yelland (Ed.), Critical issues in early childhood (pp. 130-145). Buckingham: Open University Press.
  • Ritchie, J., & Rau, C. (2008). Whakawhanaungatanga: Partnerships in bicultural development in early childhood care and education. Teaching and Learning Research Initiative. Nāu I Whatu Te Kākahu, He Tāniko Taku. Wellington, New Zealand.
  • Smith A.B. (2013). Understanding children and childhood (5th ed.) Wellington: Bridget Williams Books.
  • Robinson, K., & Jones Diaz, C. (2006). The challenge of diversity and difference to early childhood education. In K. Robinson & C. Jones Diaz (Eds.), Diversity and difference in early childhood education: Issues for theory and practice (pp. 168-179). Maidenhead, UK: Open University Press.
  • Rogoff, B. (2003). Orienting concepts and ways of understanding the cultural nature of human development. In B. Rogoff, The cultural nature of human development (pp.3-36). Oxford & New York: Oxford University Press.

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Timetable

Full Year

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Workshop

Stream Days Times Weeks
Attend
A1 Thursday 14:00-16:50 13-15, 17-20, 29-32, 40-41, 46-47

An exploration of what it means to teach in contemporary Aotearoa education settings, including considerations of Te Tiriti o Waitangi, culturally relevant curriculum and pedagogy, education for social justice and inclusion.

Welcome to EDUC 341. In this paper we will explore some ideas from the fields of educational psychology, human development and sociology of education, striving to make sense of these for what it means to teach in contemporary Aotearoa and within early childhood education.

Paper title Teaching in Context: Culturally Relevant Tchg in Aotearoa
Paper code EDUC341
Subject Education
EFTS 0.1500
Points 18 points
Teaching period Full Year (23 February 2018 - 23 November 2018)
Domestic Tuition Fees Tuition Fees for 2018 have not yet been set
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

^ Top of page

Limited to
GradDipTchg
Notes
(i) Compulsory for GradDipTchg GradDipTchg Early Childhood Education students. (ii) Subject to approval, this paper will be offered during a non-standard period comprising April -November rather than as a full-year paper.
Contact
alex.gunn@otago.ac.nz
Teaching staff
Paper Co-ordinator: Dr Alex Gunn
Paper Structure
Te Tiriti o Waitangi and transformative education
  • Te Tiriti o Waitangi: principles and practices within New Zealand education
  • Kaupapa Māori and Mātauranga Māori: Shaping education possibilities
  • Social justice, equity and inclusive education
  • Models of justice in education settings
  • What's fair in schooling? For whom and how would we know?
  • Inclusion as cultural politics
  • Diversity, difference and critical considerations of issues such as genders, sexualities, ethnicities and abilities
  • Constructing curriculum
  • Models of curriculum: historical and contemporary framings of education in Aotearoa
  • Relations between curriculum, assessment and pedagogies: learner and teacher possibilities
  • Negotiating critical and culturally relevant curriculum
  • Concepts of agency, power and educational subjectivities in curriculum
Textbooks
Required and Recommended Reading
  • Anning, A., Cullen J., & Fleer, M. (2009). Early childhood education: Society and culture. London: Sage.
  • Education Council (n.d.). Code of Ethics for Registered Teachers. Wellington: Author.
  • Education Council (n.d). Graduating Teacher Standards. Wellington: Author.
  • Education Council (n.d.). Tātaiako - Cultural Competencies for Teachers of Māori Learners: A resource for use with the Graduating Teachers Standards and Practising Teacher Criteria. Wellington: Author.
  • Education (Early Childhood Services) Regulations, 2008: New Zealand Legislation
  • Grey, A. & Clark, B. (2013). Ngā hurihanga ako kōhungahunga - Transformative teaching practices in early childhood education. Auckland: Pearson.
Graduate Attributes Emphasised
Global perspective, Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
By the end of this paper, students will be able to
  1. Demonstrate an understanding of the significance of Te Tiriti o Waitangi for teaching and learning in Aotearoa
  2. Articulate the transformative potential of education
  3. Critically examine constructions of curriculum
  4. Reflexively address conceptions of difference, diversity, inclusion and social justice as they relate with education, teaching and learning

^ Top of page

Timetable

Full Year (23 February 2018 - 23 November 2018)

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Workshop

Stream Days Times Weeks
Attend
A1 Thursday 14:00-16:50 15-20
AND
B1 Thursday 14:00-16:50 28-32, 40-41
AND
C1 Thursday 14:00-16:50 46-47