EDSOC500-23X (NET)

Practitioner Research: Aotearoa New Zealand Histories and Social Sciences Curriculum

30 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Philippa Hunter

Philippa Hunter
7817
TC.2.39
See Moodle
philippa.hunter@waikato.ac.nz

Lecturer(s)

Philippa Hunter

Philippa Hunter
7817
TC.2.39
See Moodle
philippa.hunter@waikato.ac.nz

Administrator(s)

: trish.watson@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz

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What this paper is about

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This paper meets a need for primary and secondary teachers to advance their professional learning and understandings of the purpose and intent of the Aotearoa New Zealand's histories in the New Zealand Curriculum (ANZHs) Te Tangata O Te Wa, and Te Ao Tangata - the refreshed social sciences Learning Area. The paper responds to the immediacy of national curriculum design and developments that have reset the Social Sciences Learning Area and histories curricula. These curriculum initiatives present opportunities for teacher' research to advance professional learning and leadership. In this paper, teachers' are positioned as agentic practitioner-researchers able to explore and critique contextualised educational research, and engage with evidence-informed pedagogies.
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How this paper will be taught

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This NET paper runs through 27 March-03 November to suit teachers' schooling professional commitments. It aims to advance primary and secondary teachers' pedagogies within a professional online research community.

Net classes will be facilitated via ZOOM in the scheduled weeks - as indicated on pp. 3-10.

Participants will meet as a ZOOM class on timetabled Thursdays with Dr Philippa Hunter from 4.30pm-6.00pm. Classes will be active, whereby guidance for readings, discussion and pedagogies will be provided. Independent and collaborative activities and feedback will be activated and shared. Through the paper, two online symposiums will be facilitated for participants to interact with key people who will share their research interests, writings and/or involvement in Aotearoa New Zealand histories or elements of social sciences. Participants will engage in conversations with symposium presenters and build questioning skills and knowledge of discourses, perspectives and contemporary curriculum 'big ideas'. The ZOOM classes and the two symposiums make up 32 hours of direct contact time with Philippa Hunter.

Pedagogies including assignment work, are structured and applied to take into account the time needed for participants to design and implement classroom-based research, and write up their research findings. In this paper, classroom-based research is viewed as defined, specific, manageable, and implemented as authentic sequences of learning. Participants will access and review contextual literature, resource developments and relevant educational research. Between August to November you will implement selected contextually-based supervised research with a class of students, and write up and share your findings.

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Required Readings

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There are no required readings in this paper, but we will be working with a range of literature including policy documentation, scholarly commentary, research publications and resource materials for teachers and for akonga. An indicative list of useful readings and sources - including URL links is provided below.

Indicative Readings

Abbiss, J., & H. Kingston. (2016). What is this subject called social studies? In Harcourt, M., Milligan, and B. Wood. Teaching social studies for critical, active citizenship in Aotearoa New Zealand (pp. 1-20)Wellington: NZCER Press.

Creamer, E. (2006). Experimenting with voice and reflexivity in social science texts. In C. Conrad & R. Stein (Eds.) The Sage handbook for research in education: Engaging ideas and enriching inquiry (pp. 529–543). Thousand Oaks, CA: Sage.

Dale, H. (2016). Te whanaketanga o te wāhanga ako o te Tikanga ā iwi: Mai i te kore, kit e wheiao, ki te ao mārama: The development of the Tikanga ā iwi learning area: From nothingness, to half-light, to the full light of day. In M. Harcourt, A. Milligan and B. Wood (Eds). Teaching social studies for critical, active citizenship in Aotearoa New Zealand (pp. 20-39). Wellington: NZCER Press.

Dumont, H., Istance, D., & Benavides, F. (2010). The nature of learning: Using research to inspire practice. Paris: OECD Publications.

Flavell, M., & Cunningham, E. (2022). Research with Pacific communities as a non-Pacific researcher: reflecting on lessons learnt, Kōtuitui: New Zealand Journal of Social Sciences Online, DOI: 10.1080/1177083X.2022.2108465 To link to this article: https://doi.org/10.1080/1177083X.2022.2108465

Godfery, M. (2016). Whose citizenship anyway? set Research Information for Teachers, 3, 4-9.

Harcourt, M., Milligan, A., and B. Wood, (2016). Teaching social studies for critical active citizenship in Aotearoa New Zealand. Wellington, NZCER Press.

Hunter, P. (2016).Rethinking literacies in social studies for future-facing young citizens. In M. Harcourt, A. Milligan, & B. Wood (Eds), Teaching social studies for critical, active citizenship in Aotearoa New Zealand (pp. 118-134). Wellington, New Zealand: NZCER Press

Hunter, P. (2021). Disrupting certainties: History education for informed lived citizenships. In U. Kayapinar (Ed.), Teacher Education-New Perspectives (pp. 139-160). London, UK: IntechOpen. http://dx.doi.org/10.5772

Hunter, P. (2022). Representations of young citizens in Aotearoa New Zealand’s schooling curriculum.InterdisciplinaryNet/Citizen3. Koninklijke Brill NV, Leiden, doi:10.1163/9789004429253_007

Knight W. (2020) Pūrākau-ā-iwi and Te Tiriti o Waitangi: Reshaping teacher identities, practices and positioning in the context of globalisation. In: Fox J., Alexander C., Aspland T.(Eds) Teacher Education in Globalised Times. Springer, Singapore. https://doi.org/10.1007/978-981-

Lee, J., Pihama, L., Smith, L. (2013). Key success elements of maintenance and practice of a culturally responsive pedagogical approach for Maori learners and whanau. http://www.tlri.org.nz/tlri-research/research-completed/school-sector/understanding-pedagogy-school-based-marae-culturally.

Manning, RF., & Harrison, N. (2018). Narratives of place and land: Teaching indigenous histories in Australian and New Zealand Teacher Education. Australian Journal of Teacher Education, 43(9)4, 59-74

Matthews, N. (2016). Māori cultural citizenship education. set Research Information for Teachers, 3, 10-23.

Ministry of Education (2022). Aotearoa New Zealand Histories Curriculum: https://aotearoahistories.education.govt.nz/about/introducing-aotearoa-new-zealands-histories

Ministry of Education (2022). Social Sciences Learning Area Refresh: https://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Social-sciences

Oldehaver, J. L. (2018). Developing a ‘Culturally validated’ dialogic indicator tool: A reconceptualised analytical framework using talanoa to code classroom talk. Waikato Journal of Education: Te Hautaka Mātauranga o Waikato. 23(1): 25-41.

Pardoe, S. (2014, April-June). Research impact unpacked? A social science agenda for critically analysing the discourse of impact and informing practice DOI: 10.1177/2158244014529774 sgo.sagepub.com SAGE.

Penetito, W. (n.d.) Place-based education and Māori history. http://maorihistory.tki.org.nz/en/videos/place-based-education-and-maori-history/

Timperley, H., Kaser, L. & J. Halbert. (2014). A framework for transforming learning in schools: Innovation and the spiral of inquiry. Melbourne: Centre for Strategic Education.

Wendt SamuT. (2015). The ‘Pasifika umbrella’ and quality teaching: understanding and responding to the diverse realities within. Waikato Journal of Education: Te Hautaka Mātauranga o Waikato 20(3):129–140.

Wood, B. (2013). What is social inquiry? Crafting questions that lead to deeper knowledge about society and citizenship. set Research Information for Teachers, 3, 20-28.

Useful Online Sites

https://nzhistory.govt.nz/culture/encounters/polynesian-voyaging

https://natlib.govt.nz/schools/topics/5e991c26b7904f000af2ba5c/the-pacific-culture-history-and-geography

https://aotearoahistories.education.govt.nz/teaching-resource/our-stories-pacific-peoples

https://tapasa.tki.org.nz/teaching-stories/

https://tpplus.co.nz/tagata-pasifika-authentic-pacific-voice/

https://e-tangata.co.nz/

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Critically evaluate the contemporary reset of the Aotearoa New Zealand Histories and Social Sciences curriculum policy documentation
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  • Examine the nature and purpose of histories and social sciences' disciplinary and conceptual underpinnings, and identify cross-curricula opportunities for teacher decision-making
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  • Demonstrate the ability to design, resource and activate pedagogy as historical/ social sciences-focused classroom research
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  • Analyse, interpret and evaluate learners' knowledge, understandings and skills processes within selected historical and/or social-sciences oriented contexts and settings
    Linked to the following assessments:
  • Apply knowledge of contemporary research that informs history and social sciences education
    Linked to the following assessments:
  • Participate as informed collaborative practitioner-researchers in symposia to disseminate research findings, and be ready to contribute to histories/ social sciences learning in professional settings
    Linked to the following assessments:
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Assessments

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How you will be assessed

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The three assignments in this paper are linked and designed to maximise learning about classroom based research processes: Designing a research proposal (1A), reviewing, annotating and synthesising literature (1B), and writing up of implemented classroom-based research (1C).

The due dates are spaced between teachers' professional commitments over May, July and October.

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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. Assignment (1A) Proposed Research Design
26 May 2023
11:30 PM
25
  • Online: Submit through Moodle
2. Assignment (1B) Annotated Literature Review and Synthesis
14 Jul 2023
11:30 PM
25
  • Online: Submit through Moodle
3. Assignment (1C) Research Paper
24 Oct 2023
11:30 PM
50
  • 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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