EDUCA502-19C (NET)

Decolonising Spaces for Equity, Excellence and Belonging

30 Points

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Te Kura Toi Tangata Faculty of Education
Te Whiringa Educational Leadership and Policy

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: helen.findlay@waikato.ac.nz
: janene.harris@waikato.ac.nz
: christine.stewart@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: hinerangi.kara@waikato.ac.nz
: melanie.chivers@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper challenges students to consider how they themselves might be contributing to these disparities, work with a small group of colleagues to spread their new learnings, then collectively work to resist and address these disparities by creating conditions for more reflective and transformative praxis within their own teaching and learning.

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Paper Structure

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Points: 30 at 500 level.

Learning Hours: 300

Prerequisite begins when students enrol in the Poutama Pounamu blended learning course. All students must have completed Modules 1 to 5 prior to enrolling in this paper. The blended learning involves two days face-to-face wānanga followed by completion of set modules with feedback.

Delivery Mode: EDUCA502-19C(NET) begins in September and concludes in December 2019, and runs alongside students' completion of Modules 6 to 9. Module completion will involve online discussions amongst class members and tutors.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Learning Outcomes
    • Demonstrate greater knowledge and understandings of the historical and contemporary factors associated with the disparities between Māori and non-Māori evident in wider society and in education today, and critical understandings about what they might do in response.
    • Demonstrate increased confidence to decolonise the spaces where they have agency in order to promote greater equity, excellence and belonging.
    Linked to the following assessments:
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Assessment

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The assignments and dates on which they are due are included in this outline so you can make an immediate start on planning and organising your schedule of study. More in-depth assignment guidance will be provided online.

Unless the student is otherwise advised, all work submitted must also include the following information, clearly marked on the first page.

Assignment title - where the assignment allows the student a choice of question or topic, the question or topic must appear on the cover sheet along with:

  • Name of student
  • Student ID
  • Paper number and name
  • Name of Lecturer/Tutor
  • Due date

Penalties:

The meeting of deadlines is a mark of professionalism and its enforcement is essential for fairness to all students taking the paper. Handing in course work on or before the due date also facilitates the timely return of marked work by the academic staff. Students should meet requirements as to time deadlines for coursework, or make a request for an extension or special consideration in appropriate circumstances. Failure to comply with requirements as to the time deadline for the assignments in this paper without having applied either for an extension or special consideration with supporting evidence before the due date will result in deduction of marks for each day the work is late. Lateness of more than a week may result in the work not being marked.

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Assessment Components

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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.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Essay
8 Nov 2019
5:00 PM
30
  • Online: Submit through Moodle
2. Learning Journal Reflections
9 Dec 2019
5:00 PM
40
  • Online: Submit through Moodle
3. Summary of learning from online modules
22 Dec 2019
5:00 PM
30
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Recommended Readings

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Module 6

In Kete 1 & 2:

  • Pages 1-20 of the EBook, Sustaining and spreading education reform: Including marginalised students.

In Kete 3:

  • Berryman, M., Eley, E., Ford, T., & Egan, M. (2015). Leadership going beyond personal will and professional skills to give life to Ka Hikitia.
  • Berryman, M., Egan, M., & Ford, T. (2016). Examining the potential of critical and Kaupapa Māori approaches to leading education reform in New Zealand's English-medium secondary schools. International Journal of Leadership Education. Published online 11 August 2016. doi: 10.1080/13603124.2016.1206973.
  • Berryman, M., Eley, E., Ford, T., & Egan, M. (2016). Leadership: Going beyond personal will and professional skills to give life to Ka Hikitia. Journal of Educational Leadership, Policy and Practice, 30(2), 56-68.
  • Berryman, M., * Lawrence, D. (2017). The importance of leaders' discursive positioning in neo-colonial education reform aimed at closing the disparities for indigenous peoples. In D. Waite & I. Bogotch (Eds.), The international handbook of educational leadership (pp. 335-354). New Jersey: John Wiley & Sons.
  • Berryman, M., & Tait, J. (2017). "Let me act the part of a man": Duality of genders towards critical leadership. In T. Watson & A. Nomore (Eds.), Racially and ethnically diverse women leading education: A worldview (pp. 145-165). Bingley, UK: Emerald.
  • Durie, M. (2001). A framework for considering Māori education advancement. In M. Durie (Ed.), Nga kahui pou. Launching Māori futures (pp. 197-211). Wellington, NZ: Huia Publishers.
  • Orange, C. (1992). A residue of guilt: 1890-1987. The Treaty of Waitangi (pp. 15-34). Wellington, NZ: Bridget Williams Books.

Module 7

In Kete 1:

  • Alton-Lee, A. (2015). Ka Hikitia Demonstration Report: Effectiveness of Te Kotahitanga Phase 5 2010-12. Wellington, NZ: Ministry of Education.
  • Nash, R. (2003).An excursion to PISA: In search of the real causes of inequality/difference in education. New Zealand Journal of Educational Studies, 38(2), 179-182.

Module 8

In Kete 2:

  • Berryman, M. (2013). Leaders' use of classroom evidence to understand, evaluate and reform schooling for indigenous students.
  • Berryman, M. (2013). Leaders' use of classroom evidence to understand, evaluate and reform schooling for indigenous students. In M. Lai & S. Kushner (Eds.), A developmental approach to school self-evaluation, advances in program evaluation, 14 (pp. 147-161). Bingley, UK: Emerald Group Publishing Limited. ISSN 1474-7863/doi: 10.1108/S1474-7863(2013)0000014009.
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Online Support

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Online support is provided on the Moodle platform and through the Poutama Pounamu Blended Learning platform.
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Workload

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This paper has a credit value of 30 points. Students should expect to spend 200 hours in total on this paper. This consists of the online discussions, readings and preparation. Students should allow extra time for the preparation and completion of assessments.

The workload for this course will vary according to the abilities of students to read, engage with and absorb the materials. As a general estimate we recommend that students spend a minimum of 10 hours per week on the paper.

Course material will be delivered online via weekly or fortnightly topics. Students will be required to read the materials related to each topic. In addition, some topics will have additional materials which will be accessible via Moodle.

Student participation in the online discussions is an essential requirement of the paper i.e. you must actively participate the discussions (and also pass the other assessments) in order to achieve a pass grade.

Students will be expected to contribute to sessions by being as well prepared as possible. The online environment lends itself well to a reciprocal teaching method and it is our belief that each of us has something important to contribute to the learning of the group. This is particularly important as we are not doing this for ourselves alone, but as part of a research whānau of interest.

If you are unable to complete these obligations due to illness which lasts more than one week, a medical certificate or similar documentation must be sent to the lecturers. In these cases there will be an opportunity to make up for missed contributions but you must contact one of the lecturers immediately to ensure this is done in a timely fashion.

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Linkages to Other Papers

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Prerequisite(s)

Participation in the Poutama Pounamu blended learning course and completion of prerequsite models.

Corequisite(s)

Equivalent(s)

Restriction(s)

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