Education and New Zealand Society
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Welcome! Haere Mai!
‘They lower their heads to pull the cart instead of raising their heads to look at the road’.
(Ancient Chinese warning)
For all students, this paper aims to provide a background to recent debates in New Zealand education policy and research into the ‘lived effects’ of policy in schools and other educational settings.
Lying behind these immediate aims are the calendar prescriptions for the papers that are taught together in this course:
EDSOC200 Education and New Zealand Society
This paper critically examines educational ideas and practices by considering philosophical, historical, political, socio-cultural and economic aspects. It examines how the interrelationships between education and society change over time.
TEPC220 Social Issues in Aotearoa/New Zealand Education
A critical analysis of the processes of learning, teaching and education from a variety of historical, philosophical, political and sociological perspectives.
Overall the paper provides a broad overview of the social and political dimensions of New Zealand education.
From year to year we offer different approaches to this paper. Although all versions will address the calendar prescriptions for TEPC220/EDSOC200, different readings and assessment tasks will be given. This means that if you need to ‘repeat’ the paper, you are likely to be doing different assessment tasks to meet the course objectives.
Students who successfully complete the course should be able to:
Develop further a knowledge and understanding of the educational policies, ideas and processes shaping the educational contexts in which New Zealanders study and teach.
Linked to the following assessments:
Develop further a knowledge and understanding of some social theories that have informed educational policy and research in New Zealand and the international influences on these.
Linked to the following assessments:
Develop further a knowledge and understanding of some of the continuing and changing social dynamics and questions concerning equality of opportunity and social justice which have informed educational thinking, policy and research in New Zealand.
Linked to the following assessments:
There are 4 assessments that you must do for completion of this course.
1. Essay: Neoliberalism in education 30%
2. Essay: NZ political party education policies 30%
3. Group Presentation 30%
4. Participation: attend regularly and participate in class discussions 10%
Tutorial times are when I will discuss assignments, so be prepared with questions. I do not have set office hours - you need to email me if you need to arrange a time to see me but I am happy to negotiate a time to suit us both. Do not leave an approach for help within the week that assignments are due if you have questions, starting work early enables you to use all of the resources the University has to offer.
I will not mark drafts of assignments but we will discuss your ideas concerning a framework for an assignment. There is guidance on Moodle, How to write and present essays, to help improve your academic writing and files with other useful tips and Student learning has several resources designed to support your developing academic skills.
The internal assessment/exam ratio (as stated in the University Calendar) is 1:0. There is no final exam.
The predominant method of referencing required in Faculty of Education papers is that used by the American Psychological Association (APA). The Perrin pocket guide provides the framework of the APA format - see http://www.waikato.ac.nz/library/study/referencing. However, there are several other recognised methods. If you are majoring in History or another Humanities subject, you may be more familiar with one of the footnoting systems often used by historians. In this course, you may use whatever method is customarily used in your ‘home’ discipline. Whatever method is used, you must be consistent.
The main principles to keep in mind are:
-Does your referencing enable a reader to locate and check your information?
-Does it give due acknowledgment to the work of others?
-Is it a fair indication of the amount of reading you have done?
Generally, the following criteria will be taken into account in determining grades
- Evidence of understanding of the main issues
- Quality of thinking
- Evidence of reading
- Quality of writing, including spelling and grammar, citing sources and listing references
For more information see the Assessment Regulations in the University Calendar. Specific marking criteria for assessments tasks and an explanation of how the assessment strategies contribute to measure progress towards achieving the learning outcomes of a paper will be included in individual paper outlines or assignment sheets.
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.
Error: Assessment components must add up to 100%
At least one Assessment Component needs to be entered
|Component Description||Due Date||Time||Percentage of overall mark||Submission Method||Compulsory|
|1. Essay - Neo-liberal policies and their effects in education||
8 Apr 2019
|2. Essay - Responce to the Tomorrows School taskforce report||
29 Apr 2019
|3. Multimedia presentation||
30 May 2019
|4. Participation grade||
31 May 2019
No set time
Required and Recommended Readings*
Selected core readings will be available through the Library's reading lists system.
Extra readings may be provided on Moodle as PDFs in each week so you can see which are relevant to each topic and there may be YouTube clips for you to view -- these are 'readings' too. Readings will be supplemented by other articles, related to specific topics, as the paper progresses.
These core readings will not be sufficient to complete assignments to a high standard. You are expected to make extensive use of the University library, including journals (and the University electronic database of Journals) to supplement these readings. In addition, on occasion, separate articles/websites will be placed on Moodle to complement the core readings.
Thrupp, M. with Lingard, B. Maguire, M. & Hursh, D. (2017). The Search for Better Educational Standards: A Cautionary Tale. Dordrecht: Springer.
Thrupp, M. (2017). National Standards 2016: Retrospective insights, continuing uncertainties and new questions. New Zealand Annual Review of Education, 22, 5-20.
Thrupp, M. (2017). Guest editor of Special Issue, 'Nine Years of National-led Education Policy’, Waikato Journal of Education, 22(1).
Wylie, C. (2012). Vital Connections: Why we need more than self-managing schools. Wellington, NZ: NZCER Press.
Gordon, L. (2015). Rich and poor schools revisited. New Zealand Journal of Educational Studies, 50(1), 7-21.
Kelsey, J. (1997) The New Zealand Experiment, Auckland, NZ: Auckland University Press.
Rashbrooke, M. (2015). Wealth and New Zealand. Wellington, NZ: Bridget Williams Books.
Rashbrooke, M. (Ed.) (2013). Inequality A New Zealand Crisis. Wellington, NZ: Bridget Williams Books.
Carpenter, V., & Osborne, S. (Eds.) (2014) Twelve Thousand Hours: Education & Poverty in Aotearoa, New Zealand. Auckland, NZ: Dunmore Press
Moodle will be used for this paper including for the submission of some assignments and for extra assignmentssupport. Paper outlines, handouts, lecture PPT's, reading lists etc. will also be available on moodle. Messages via moodle will be sent out periodically from the co-ordinator or lecturers to keep students informed.
If not confident with moodle please see the excellent moodle training available for students http://www.waikato.ac.nz/ict-self-help/teaching-tools/moodle
Linkages to Other Papers*
RELEVANCE TO WIDER DEGREE PROGRAMMES:
Both the EDSOC200-19A (HAM) Education and New Zealand Society strand and TEPC220-19A (HAM) Social Issues in Aotearoa/New Zealand EducationEDSOC200 versions of this course earn 15 points at level 200 towards an Education and Society major for a BSocSci degree or towards the BEd(Tech) by exploring the social, political, cultural, economic and personal theories and practices of lifelong education. Although its origins are in humanities and social science disciplines such as History, Philosophy, Psychology and Sociology, there are close affinities with contemporary interdisciplinary fields exploring issues of social policy, culture, gender, lifelong learning, work and leisure. Within schools, and their contributing communities, teachers, policymakers and others involved in the education sector often have to negotiate difficult political conflicts over, for example, religious, cultural or other divisions and conflicts over values. Governments continually amend curricula and assessment tools. They open and close schools. Staffrooms, Boards of Trustees and classrooms are sometimes conflicted at times of political tension or proposed reforms. This requires knowledge and understanding of political debates pertaining to education and the policies resulting from these; the historical events and political philosophies that shape the institutions we work within; the cultural and economic changes that affect pupils and their families. In this course, you will not be told what to think, but hopefully will develop critical capacities in how to think about, or critique, the institutions and policies in which you will be working.
Restricted papers: PCSS201