TEEDU101-18A (TGA)

The Aotearoa New Zealand Educational Context

15 Points

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


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: helen.findlay@waikato.ac.nz
: sussi.bell@waikato.ac.nz

Placement Coordinator(s)


Student Representative(s)

Lab Technician(s)


: alistair.lamb@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 or 9 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.
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Paper Description

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The paper will provide critical analyses of the contexts for learning, teaching and education in Aotearoa New Zealand from a variety of historical, philosophical, political and sociological perspectives. The paper explores knowledge and understanding of key political debates pertaining to education and the policies resulting from these. It also examine the historical events and political philosophies that shape the institutions New Zealanders work within, as well as cultural and economic changes that impact on the education of individuals and families in New Zealand.

The paper will provide an examination of the nature and role of education as a major humanities and social science discipline. Bicultural, historical, philosophical and sociological perspectives will be applied critically to a broad spectrum of educational issues, activities and organisations.

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Paper Structure

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To understand the Aotearoa New Zealand education context students need to engage in a range of academic reading modes, critique policy, be able to interpret graphs, statistics and use different forms of information as evidence to support academic writing. There will be numerous opportunities to select readings and documents where these skills can be scaffolded in context. These include an online quiz, moodle support, weekly tutorials and lectures (both face to face and video).

The paper is structured to foster an awareness of how theory helps us to make sense of our world, of how and what happens, and why ­ in relation to educational settings and their histories. Theory enables students to become aware of and understand the often hidden assumptions (and discourses) underpinning educational practice, and is also necessary for critical thinking.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Students who successfully complete the course should be able to:

    1. Explain and comment critically on educational policies, ideas and process shaping educational contexts in Aotearoa New Zealand

    2. Demonstrate an understanding of a range of philosophical ideas and theories that have influenced education policy and practice in Aotearoa New Zealand

    3. Demonstrate an understanding of issues of equality of opportunity and social justice and how these have informed educational movements, policy and practice in Aotearoa New Zealand

    4. Intepret and critique evidence, including graphs, statistics and other forms of information to support academic writing.

    5. Show an understanding of education within the bicultural, multicultural, philosophical, political, economic and historical contexts of Aotearoa New Zealand

    Cultural competencies of wananga, whanaungatanga, tangata whenuatanga, manaakitanga and ako as outlined in Tataiako: Cultural competencies for teachers of Maori learners

    - Specific competencies addressed in this paper are: W1, W2, TW1

    Graduating teacher standards of professional knowledge, professional practice, and professional values and relationships as outlined in the Graduating Teacher Standards: Aotearoa New Zealand

    - Specific standards identified in this paper are standards 2a, 3a, 3c

    Linked to the following assessments:
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Students must pass all four assessment to successfully complete this paper:

1. Moodle quiz 10%

2. Essay 30%

3. Research assignment 30%

4. Multimedia group presentation and individual summary 30%

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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. Moodle Quiz: Data Literacy
8 Mar 2018
12:00 AM
  • Online: Submit through Moodle
2. Essay
30 Mar 2018
12:00 AM
  • Online: Upload to Moodle Forum
3. Research Assignment
18 May 2018
5:00 PM
  • Online: Submit through Moodle
4. Group presentation and summary
1 Jun 2018
No set time
  • 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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Required Readings

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There are no set texts for this paper. Required readings for each week are outlined in the electronic readings list in moodle.
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Recommended Readings

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Recommended readings are outlined in the electronic readings list in moodle.
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Other Resources

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Additional resources - namely youtube/website links, panopto etc - will be provided in moodle.
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Online Support

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Online support is available during normal working hours, through Moodle, email or phone.
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As a 15­ point paper, there is an expected workload of 10 hours weekly or 150 hours across the semester. This includes reading and preparing assignments outside of class.

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Linkages to Other Papers

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Restricted papers: EDSOC101

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