dc.contributor.author |
Siteine, Alexis |
en |
dc.coverage.spatial |
Washington, DC |
en |
dc.date.accessioned |
2018-10-10T00:25:19Z |
en |
dc.date.issued |
2016-04-10 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/40173 |
en |
dc.description.abstract |
Recognition and affirmation of student identity in New Zealand (an example of a westernised, diverse democracy) primary schools has become a prominent practice. While directives for this practice are found in the current national curriculum, little guidance is given about what this means or how it might look in classroom programmes. This study interviewed teachers in order to discern their beliefs, understandings, and practices as they interpret curriculum directives related to their students’ identities. It found that teachers’ tacit understanding, drawn from their personal experiences about identity, informs their practice thus becoming the enacted curriculum. This paper critically reflects on the findings in order to theorise teachers’ curriculum subject knowledge - and the reliance on doxa rather than epistemic knowledge. |
en |
dc.relation.ispartof |
American Education Research Association (AERA) 2016 Annual Meeting: Public Scholarship to Educate Diverse Democracies |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
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dc.title |
Research for Public Scholarship, Professional Practice: Educating for Identity via the New Zealand School Curriculum |
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dc.type |
Presentation |
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dc.rights.holder |
Copyright: The author |
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pubs.author-url |
http://www.aera.net/Portals/38/docs/Annual_Meeting/2016%20Annual%20Meeting/Program/13d%20-%20Schedule%20-%20Sunday%20April%2010.pdf |
en |
pubs.finish-date |
2016-04-12 |
en |
pubs.start-date |
2016-04-08 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Conference Oral Presentation |
en |
pubs.elements-id |
526534 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Critical Studies in Education |
en |
pubs.record-created-at-source-date |
2016-04-22 |
en |