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The year 1998 marked 50 years of doctoral study in New Zealand, and in 1999 I embarked on a history of Ph.D. theses in Education. Influenced by Foucaultian genealogy, this employed a fusion of bibliographic, archival and life-history interview methods. One hundred and eighty-three Education theses were identified and 57 of these graduates interviewed. How has New Zealand's 'corpus' of Education Ph.D. thesis production been enabled and constrained by its temporal/spatial location? To address this, I draw on geographical debates on 'space' and 'place'. The first part contextualises thesis topics, theories and methods in discourses of international scholarship, New Zealand politics and social change. The second part narrates a parallel history of the changing circumstances and sites of thesis production—biographical, domestic and institut...
Questions of space and place are of increasing interest to educational researchers. A recent synopsis of “educational geography” identifies Henri Lefebvre as a particularly “overarching presence in the educational appropriation of spatial theories with many researchers referring to his work on perceived, conceived and lived space” (Gulson and Symes, 2007, p.101). Physical, or perceived, space is that of everyday embodied “spatial practices” in everyday life: “social practice, the body, the use of the hands, the practical basis of the perception of the outside world” (Lefebvre, 1974, p.38). Abstract, or conceived, space, a product of capitalism, “includes the ‘world’ of commodities, its ‘logical’ and its worldwide strategies; as well as the power of money and that of the political state” (Lefebvre, 1974, p.53). “Representations of space...
The article discusses the incorporation of futures thinking in science education programmes in New Zealand. The flexibility of exploring components of the futures thinking model allows for the selection of activities to engage and motivate students. A timeline obtained from the New Zealand Biotechnology Hub assisted the students in identifying key trends and drivers in the dairy industry.
An introduction is presented in which the editor discusses various reports within the issue on topics including the sustainability of organisational changes for diploma programmes, the development of Preparation for Tertiary Learning (PTL), and childhood teacher education programme in New Zealand.
The article focuses on the life of elderly people. The majority of older people are fit and well, live independently and are actively engaged in their community. However, the time has come to view ageing in a more constructive way and in so doing liberate people in their last 10, 20 or 30 years of life from the negative effects of the labels--ageing, aged and old. In addition to personal characteristics, the positive ageing experience is also influenced by the way older people themselves interact with and negotiate the many forces in relationships, stereotypes and prejudices, economic conditions, social and cultural expectations, living arrangements and job opportunities. The evidence suggests that these forces take on greater significance with age because related inequalities experienced in earlier life tend to be accentuated in the l...
This issue of the Journal of Educational Change explores the complexity of leadership and, for and in change in schools. There is a large body of literature which focuses specifically on the influence of principal leadership and school improvement (see review by Hallinger & Heck, 1998) and increasing amounts recently that extend the focus to include governors, teachers, students and communities, as they explore leadership within change processes in schools (for example, Dimmock, 2000; Harris & Lambert, 2003). Professional learning communities and networking of leaders, nationally and internationally, working together to improve student achievement are common themes in the leadership literature today (for example, Stoll, Bolam & Collarbone 2002; Hargreaves, 2003). Distributed leadership is also a regular theme, with research indicating ...
The article focuses on health and physical education. Rachel Saunders presents a narrative that typifies many sporting communities in this country. Her story illustrates the nature and influence that significant adults can have on young people within sport contexts. This narrative will ring true for many readers and highlights how many apparent rituals and routines should never be taken for granted by adults. Karen Barbour draws on feminist research to explore how knowledge can be constructed by individuals and groups based on lived experience. She argues for "embodied ways of knowing" as an alternative to traditional epistemologies that have dominated Western thought.
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