School principals were required to engage in crisis leadership throughout New Zealand’s first COVID-19 Alert Level Four lockdown that began in March 2020. Eighteen school principals from a range of secondary schools were interviewed about their experiences and the findings of this study are discussed in relation to the leadership capability framework. This research reveals that principals acted with empathy in prioritising wellbeing over learning, demonstrated community responsiveness by using multiple ways of communicating, encouraged collective leadership, led with optimism, demonstrated resilience, and took opportunities to shift practice in their schools.
School principals were required to engage in crisis leadership throughout New Zealand’s first COVID-19 Alert Level Four lockdown that began in March 2020. Eighteen school principals from a range of secondary schools were interviewed about their experiences and the findings of this study are discussed in relation to the leadership capability framework.
The goal of the Poutama Pounamu blended learning course is to promote contexts for change where equity, excellence, and belonging for Māori and all learners can be realised. In this article I share some key learnings from my own journey through this course. I reflect on my path towards honouring the Treaty of Waitangi, including the challenges I have experienced in confronting Pākehā privilege and deficit theorising. I share my developing understanding of what it means for Māori to achieve success as Māori, as well as the meaning of ako and unfinishedness. Growing my own critical praxis has been uncomfortable, but the journey I share in this article is ultimately about hope. I believe that we can collaboratively build education to do better by Māori students, to benefit all learners and the nation.
The goal of the Poutama Pounamu blended learning course is to promote contexts for change where equity, excellence, and belonging for Māori and all learners can be realised. In this article I share some key learnings from my own journey through this course. I reflect on my path towards honouring the Treaty of Waitangi, including the challenges I have experienced in confronting Pākehā privilege and deficit theorising. I share my developing understanding of what it means for Māori to achieve success as Māori, as well as the meaning of ako and unfinishedness.
A pragmatic response to the government announcement that New Zealand histories will be taught in all schools by 2022 are the questions of what should be taught, and how? I argue that iwi and hapū must be at the forefront of conversations. This article looks critically at how Janene, a Pākehā museum educator, taught Year 13 history students about difficult histories in the Waipā district. In particular, this article examines how Janene strategically accounted for the students’ emotional readiness to listen to iwi and hapū perspectives of the New Zealand Wars at sites of historical colonial violence.
A pragmatic response to the government announcement that New Zealand histories will be taught in all schools by 2022 are the questions of what should be taught, and how? I argue that iwi and hapū must be at the forefront of conversations. This article looks critically at how Janene, a Pākehā museum educator, taught Year 13 history students about difficult histories in the Waipā district.
This article explores how using mobile learning-focused mixed reality (MR) can complement and reinforce learning experiences outside the classroom. Our study involved one primary school class, the teacher, and a marine reserve visitor centre and was based in the co-design of digital tools which were contextually relevant to all educators and learners. Data gathered over 2 years indicated that student engagement, knowledge and attitude development, and environmental action-taking were promoted through this MR approach. Implications for classroom practice are discussed.
This article explores how using mobile learning-focused mixed reality (MR) can complement and reinforce learning experiences outside the classroom. Our study involved one primary school class, the teacher, and a marine reserve visitor centre and was based in the co-design of digital tools which were contextually relevant to all educators and learners. Data gathered over 2 years indicated that student engagement, knowledge and attitude development, and environmental action-taking were promoted through this MR approach. Implications for classroom practice are discussed.
