The Aotearoa New Zealand Educational Context
Pablo Del Monte
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.
This paper will provide critical analyses of the contexts of learning, teaching and education in New Zealand from a variety of historical, philosophical, political and sociological perspectives. The paper will provide 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 New Zealanders work within, and cultural and economic changes that impact the education of individuals and families in New Zealand. It will provide an examination of the nature and role of education as a major humanities and social sciences discipline. Bicultural, historical, philosophical and sociological perspectives will be applied critically to a broad spectrum of educational issues, activities and organisations. This paper will be a key paper for supporting academic literacy. To understand the New Zealand context students need to engage in a range of academic reading modes, critique policy and be able to interpret graphs, statistics and use different forms of information as evidence to support academic writing. The paper will foster an awareness of how theory helps us to make sense of our world, of how and what happens and why. Theory enables us to become aware of and understand the often hidden assumptions underpinning practice, and is also necessary for the process of critical thinking.
This paper is presented as 1 weekly online lecture for all students, and 1 weekly tutorial. Students will be required to use a range of academic reading modes, note taking, understanding of and critiquing educational policy, interpretation of graphs and statistics, and to use different forms of information as evidence to support and inform their academic writing.
There will be opportunities to select readings and documents where these skills can be scaffolded in context, including librarian support, online moodle support, weekly tutorials and lectures (online).
Students who successfully complete the course should be able to:
Learning outcomes and Assessments
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.
6. Demonstrate appropriate undergraduate standards of university scholarship, critical reflection and analysis.
7. Demonstrate knowledge, skills and abilities related to academic literacy including academic reading, writing, critique and use of evidence.
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, 3cLinked to the following assessments:
Students must achieve an overall pass grade to successfully complete this paper:
1. Reflective journal based on weekly lectures 30%
2. Essay 30%
3. Group presentation and individual summary 30%
4. Tutorial participation 10%
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|
16 Aug 2020
|2. Social Issue presentation and reflection||
5 Oct 2020
|3. Reflective journal based on weekly lectures||
11 Oct 2020
|4. Tutorial participation||
Required and Recommended Readings*
Linkages to Other Papers*
Restricted papers: EDSOC101