The Aotearoa New Zealand Educational Context
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This paper provides 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 examines 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 provides an examination of the nature and role of education as a major humanities and social sciences discipline. It is 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 what happens, how and why.
This paper is delivered fully online, with weekly recorded lectures and online activities. 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 and lectures.
Students who successfully complete the paper should be able to:
1. Explain and comment critically on educational policies, ideas and processes 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. Interpret 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
This paper addresses the professional standards presented in the document Our Code, Our Standards: commitment to society, learners, families and whānau, and the teaching profession.- Specific standards identified in this paper are:1.4, 2.3, 2.4, 3.3, 4.1, 4.2, 4.3.Linked to the following assessments:
Students must achieve an overall pass grade to successfully complete this paper:
1. Essay 30%
2. Social issue presentation 30%
3. Reflective commentary essay based on weekly lectures 30%
4. Online 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|
10 Aug 2022
|2. Social Issue presentation||
21 Sep 2022
|3. Reflective commentary essay based on weekly lectures||
26 Oct 2022
|4. Online participation||
Required and Recommended Readings*
The required readings for the paper are available on Talis at: https://rl.talis.com/3/waikato/lists/01896C1C-0CA1-CB20-8EBF-C8EC596A461B.html?lang=en-US&login=1.
This reading list can also be accessed via the Reading List tab on Moodle or the Reading list tab on the library homepage.
Across the paper there is a series of online tasks, designed to support you with your learning. All tasks will be accessed via Moodle, however, you will need to also use the library website (and actual physical library), and a range of webpages to help you complete this paper.
PLEASE NOTE: Moodle is used for class notices (Announcements). It is your responsibility to check the site regularly and read the Moodle email notifications. Instructions provided in this way on Moodle and in lectures are whole class notices.
This is a 15 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours. The paper involves 26 hours of online lectures across the semester. The remaining hours, accumulated at different times across the whole semester, are to be used for completing readings, participating in online activities, preparing for class/online tasks and assignments.
Linkages to Other Papers*
Restricted papers: EDSOC101